Eng. 11 - Dec. 15

Finish all Iv and V questions for Wednesday, Jan.4! We will be having our fishbowl on Jan. 9, essay on Jan. 10 and test on Jan. 11

Lit 12 - Studying for Quote test

Take notes on themes, character and structure.

Find quotes for each.

Read package.

Then study with a competent person.

The mini essays will work from the specific quote to the rest of the play.

Eng. 11 - Dec. 13

Complete questions for IV

Eng. 11 - Dec. 9

Complete questions for III i,ii, iii and iv

We will finish acting III on Monday, then discuss!

SCENES: Thurs. Dec. 15

Writing 12 - Dec. 9

Workbook 67:A teen has been caught shoplifting. Write a dialogue between

a) Store detective and teen
b) Teen telling parents
c) Teen telling friends

3 scenes


Workbook 68: Overheard conversation

Lit 12 - Dec. 6

Have all your notes for IV and V I

Also: make sure you know who is in your scene groups!


BRING CANS! (Nevison is competing!)

Eng. 11 - Dec. 6

Complete all of Act II questions.

Group day: Wed.

Writing 12 - WB's - Dec. 1

53. Best/Worst movies - Nov. 18
54. What is the Review Doing? - Nov. 18
55./56. Package - Nov. 21
57. Handouts #1 - Nov. 21
58. Handout #2 - Nov. 21
59./60. Citizen Kane Questions (fully answered) - Nov. 24
61. Books to Movies (package)
62. Inside Man Questions - Dec. 1

Eng. 11 - Nov. 30

Complete questions for I iv, v, vi, vii

Eng. 11 -

I i, ii, iii questions

Lit 12 - Nov. 30

Have all of ACT III finished.

We are forming our SOLILOQUY groups tomorrow.

POETRY NIGHT - Writing 12 Reads. All are welcome - treats and coffee will be provided. Starts at 7:00 in the library!

Writing 12 - Nov. 29

Peer Editing Day: Mon. 5
Workshop/Due date: Tues. 6 (Jasmine, Audrey - anyone else want to?)

Lit 12 - Nov. 28

People who haven't written their Vocab Tests (Sam N and Emma G) please see me!

Hammy

Writing 12 - Nov. 25

Don't forget that we're going to Brooksbank on Wednesday, Nov. 30. Meet at the class and we'll walk down together. Make sure to bring your commonplace book or something to write in.

Also, BRING IN YOUR FORMS!

English 11 - Nov. 24

Make sure you have a strong thesis for all three topics - think of three points for each thesis, make up your quote sheet (include page numbers)
What does Indian Horse show us about human nature and (a) discrimination, or (b) identity, or (c) hope?
Make sure you check your "Writing Improvements" sheet and your class feedback.

Discrimination

- Residential School (what was the motivation of the colonialists/Canadians?0
- Playing with white kids (first time he plays while he is still at St. Jerome's)
- Father Leboutilier knows why the white players don’t want him (they say it's because their kids aren't getting playing time
- How does Saul relate to his ethnicity ("Legend of the Sugar Girl" - the mother becomes more attached to the white culture)
- Oppressed by white people
- Sometimes can't prove it - this makes it worse
- How much does discrimination lend itself to his alcoholism
- How much anger does it cause?
- He doesn’t show his anger for a long time
- [the culmination of discrimination: peeing on the men]
- [what is this novel showing us about discrimination and its effects?]
- White people thought it is "their game"
- What made the priests and the nuns the way they were - punishing them sexually and physically - how could they treat kids this way
- Oppressing someone - were the priests and nuns oppressed in some way?
- [white people did not think of First Nations people as people]
- [were there no good white people?]
- Some people can't stand to have people be different - different language, look, culture [remember the podcast about the Somalians ]
- [how much of his culture does Saul lose?]
- p. 143 Father Leboutilier - "God's game"
- [what role does Christianity play in the oppression of First Nations people?]
- Saul is discriminated everywhere he works - when he goes out to log - German, Swedish, they give him more work to do - he tries to avoid reacting - wakes up early, cleans the latrines - he takes awhile to "lose it" - [what is it about Saul that brings this out of people - is there anything he could have avoided doing or could he do something differently?]
- Why do they have to punish the First Nations' kids - why couldn't they just teach them normally?

Identity

- Saul Indian Horse - parents leave and never come back, grandma dies
- Hockey is almost the only thing that brings him any light [also the Moose and the Kelly family]
- Ojibway - speaks English and Ojibway
- What did the white people take away from Saul - family, future, culture, language, his past
- [remember the symbol of the lye - washing away their First Nations' skin, self]
- What is Saul's religion [look at visions and what his grandmother wants to do]
- Talents - better at English than the other kids, also hockey
- Having hockey helped preserve his identity
- Girl drowns herself with rocks
- 199 "the secret morning practices.. .moved me further away from the horror."
- 73 - other good quotes
- Playing hockey - forgot about all the things in the school
- Being somebody - in Residential School - not considered as a person
- Hockey gave Saul the chance to be a person again
- Lonnie "that is my father's name" - argument about his name being Lonnie Rabbit - give him the name Aaron
- Never caul Saul by his real name - "Chief" or 13
- "I can't understand where I'm going if I don't know where I've been" - must think about past to understand identity
- Saul's identity changes throughout the novel - who is he at thirty?
- He has more than one family - the Moose becomes his family
- How does his identity change from the Residential School to the white team, to the Moose, to the NHL, to the logging camp, back to Manitouwadge
- When does Saul feel good about his identity?
- He feels confident on the Moose with Virgil and Fred Kelly [solidarity]
- Saul hides his identity at St. Jerome's - he sucks up his energy and becomes invisible - he becomes confident when he starts playing hockey
- What happens when he starts working? Depressed, starts drinking, alone
- When people are alcoholics they can live without actually living [quote for this]
- Does he know who he is by the end of the novel.

Hope

-new beginnings, new opportunities
- First opportunity: Father Leboutilier
- No hope at all when he first got to St. Jerome's (43) "all his hope was taken away from him"
- Hockey renews his hope
- He finds his skill -
- Father Leboutilier introduces hockey to Saul
- [how many new beginnings does Saul have?]
- Being part of a team can bring hope (and identity) - gives sense of belonging [remember

- Maslow's Hierarchy of Needs?] - google this


- Times when Saul loses hope (when is he at his lowest and why?)
- [why does Saul give in both in Toronto and the logging camp?]
- Cleaning the hockey rink gives him hope
- Every time Saul has to make a decision - someone pressures him to change
- The fact that Saul continues to live on after what happens to him is impressive
- Reasonable that he loses hope
- Almost always treated badly
- Relies on Father Leboutiler (he turns out to be bad as well)
- He becomes stronger and braver after his experiences
- If any of us experienced any one of these experiences it would weigh on us heavily
- Are hope and new beginnings always found together?
- He has hope when he starts playing the white team [after that he never willingly plays against or with white people]
- Has hope for hockey when at residential school
- Feels secure and confident when he leaves for Toronto (after all his training)
- Towards the end when he recovers - he realizes that he loses all his hope - one man starts him on the right path - Erv
- Bad experiences teach Saul not to keep all his bad feelings inside - writing down his problems helped him develop as a person
- Giving to others gives him a reas

Soccer Boys - NOv. 24

Make sure you have gone through the movie package and answered the questions. WB #55./56

Watch "Citizen Kane" #59/60 answer the following questions:

1. What is the difference in expectations from audience members between today's movies and movie's from the forties?
2. What are some of the main differences between older movies generally and newer movies?
3. What is the effect of black and white?
4. What is the main theme of Citizen Kane?
5. What would be different if this movie were made today?
6. What makes this movie so highly rated among movie buffs?
7. List some quotes that would help illuminate the essence of the movie.

Fill out the note-taking sheet in package - #57

Lit 12 - Ham Dates - end of Semester 1

2016

T. 24 - Act II
F. 25 - Vocab Test/ Discuss II

M.28 - Go over Essays/Projects
T. 29 - Discuss II/ Act III
W. 30 - Soliloquy Assign.
T. 1 - Act/Discuss III
F. 2 - Scene Assign/Discuss III/ Basketball game

M. 5 - Act IV
T. 6- Discuss IV
W. 7 - Discuss IV/ Act V
T. 8 - Act V
F. 9 - Discuss V

M. 12 - Soliloquy Assignment
T. 13 - Discuss Big Questions/Themes
W. 14 - Scenes
T. 15 - Quote Test
F. 16 - Merry Xmas

____________________

T. 3 - movie
W. 4 - movie
T. 5 - Fishbowl
F. 6 - In-Class Essay

M. 9 - Essay/Poetry (exam prep)
T. 10 - Essay/Poetry (exam prep)
W. 11 - Essay/Poetry (exam prep)
T. 12 - Peer Editing
F. 13 - Essay Due/ "Because"/"Dulce"

M. 16 - Go over Ham Essays/Quote Test*
T. 17 - Poetry "Dulce," "Second"
M. 23 - "Second"/"Hollow Men"/ "Gentle"
T. 24 - Eng. 12 Provincial

Eng. 11 - Nov. 22

Thursday, Nov. 24 - Fishbowl

Make sure you bring thesis statements, questions and quotes for our discussion on Thursday. You may bring a quote sheet for Friday's essay (make sure you include the page numbers)

The purpose of the fishbowl is to discuss as many aspects of your theme as you can. Bring ideas, everyone must participate.

Friday, Nov. 25 - In-Class Essay!

Writing 12 - Nov. 22

Make sure you have finished your movie package questions!

New Brooksbank Date: Wednesday, Nov. 30 - bring your commonplace books, outdoor gear, permission forms, be at class at break.

Lit 12 - Nov. 21

Complete Scene Notes for I i, ii, iii

Eng. 11 - Nov. 21

Oral Storytelling: Mon. 21/ Tues. 22
Have Ch. 41-end read - 2 x QQ

In-Class Essay = soon!

Writing 12 - Nov. 21 (week)

Mon. 21 - Choose movie - work on movie package, watch some of old movie - complete package questions - workbooks 55, 56
Tues. 22 - Go over movie package - watch some of Citizen Cane!
Fri. 25 - Children's book day

Tues. 29 - POETRY NIGHT!

Norm Nichol's Quote:

"English Literature is the most important course you can take in high school. By the end of it, you're educated."

Lit 12 - Gender Roles, Social Class, Social Rules

Hints - umbrella topics? (could fit wit all three topics) narrow thesis, look at notes/feedback about previous essays

Gender Roles


- What women have to know in their class of society - quote about piano playing, writing, art etc ("I'm surprise you know one girl so accomplished"
- Does Lizzy live up to her gender role? She declines two marriage proposals
- Lizzy has never seen an "accomplished woman" (Regency era)
- Lady C - "fathers have no concern about daughters" - gender roles on both sides
- Parents - gender roles
- Mr. Bennet - does go to see the Bingleys
- He teases his wife
- Is he the man of the house
- Didn't assume the traditional role of a father
- "the business of [Mrs. Bennet's] life was to get her daughters married"
- Women had one way to have status and a decent life (couldn't be educated or get a job)
- Women based upon looks [only?]
- "tolerable, but not handsome enough to tempt me"
- Marriage is about ECONOMICS [women as a commodity]
- Does DARCY fit in with gender roles? - cold,
- Mrs. Bennet found him to be ungentleman-like
- Mr. Bingley is a foil for Darcy
- Jane Austen uses a foil for almost all of her characters!
- Men had responsibilities too - legal obligation [Mr. Bennet entailed his estate thinking that he would have sons - he failed the family - as much as we might like him]
- What are the pressures on men?
- Is Bingley the ideal 19th century man
- Bingley makes everyone happy
- Darcy - has good family values [treats his "peasants" well - maid speaks highly of him, cares about Georgiana - had to take on the guardianship role]
- Collins fits into his role in society - his gender role fits - [but he's odious]
- Darcy - going against the wishes of his family and his own better judgment
- [does any of this apply to today - can you make any comparisons - does Austen make any statements about our society?]
- Charlotte - don't marry for love "happiness in marriage is a matter of chance"
- Jane - surprised
- Lizzy wants to marry for love - says it
- Marrying for love is considered irresponsible - must put family's fortune first
- Wickham, Colonel Fitzwilliam - Lizzy does discount them (so fits into gender roles that way
- Marrying for social status
- Austen - presents being an individual as a good thing
- Stepping outside of gender norms = Lizzy and Darcy = good
- Charlotte conforms = marrying Collins
- Charlotte seems fine being married to Collins - he has his own room - goes for a walk, she's safe and comfortable
- Collins is a personification of the expectations of the time
- Lady Catherine - does she circumvent the gender roles? - unmarried, huge estate, people listen to her and respect her - she's a widow [what does money do?]
- She wants people to conform to gender roles at that time for her own benefit
- She's help up as the pinnacle [Austen's satire - the worst have the most status - even by 19th century standards] - she hasn't even any of the talents of an accomplished woman! [what's Austen saying?]
- LYDIA - tarnishes her family's reputation [CANNOT sleep with someone outside of marriage]
- None of the sisters would have been able to marry if Lydia ran off without getting married
- MARY - not talented, not pretty - but does not bring dishonour on her family
- WICKHAM - does he go outside of his gender roles - what would be the effect of a woman doing all these things - runs away with girls, drinks, gambles, takes advantage of people - Lydia gets all the blame - purity is everything.

Social Class

- LIZZY - how she has to interact with society - marriage expectations impact her
- A lot is expected of her - she has less money and status than the Bingleys - she needs to compensate for her lack of status
- Middle ground - what can bring them up (what does Lizzy have?)
- 339 "he's a gentleman, but I am a gentleman's daughter" - they have status but lack of wealth
- DARCY - his social class restricts his actions as well (he's not supposed to marry Lizzy) - [against his wished]
- Makes him snobby - evolves as he sees "lower status people have value
- People with social class don't necessarily have class [Austen's point]
- Lady Catherine thinks she's a prime example "she likes to have the distinction of class preserved"
- "If I had ever learned, I would have been a great proficient"
- Everyone complicitly agrees that Lady C deserves her status
- WICKHAM - leeches his social class from the Darcys (his father was a groom) - he's charming - he tries to woo everyone (and is successful)
- He doesn't want to work for anything
- MRS BENNET - social class drives her [husband made the mistake with the entailment of the estate = bitter] - wants to "upgrade" - Jane must marry Bingley
- When Mr Bennet dies - she needs to be taken care of
- Social class is not only about wealth - how people are perceived - "everyone in town thought he was the worst person in the world" - interestingly the same is not said of Lady Catherine
- "very fine ladies… proud and conceited" - "entitled to think well of themselves and meanly of others" - the Bingley sisters
- Better social class - but still go to the same balls [this is in the country though - if this were in London - city house - they can be quite separate - Jane doesn't run into the Bingleys in London]
- What part is social class the most prominent? Lady Catherine - second volume shows the difference in class and status
- [character motivations are controlled by social class]
- Mrs. Bennet - "certainly, my dear,… we dine with four and twenty" - she's proud of her class
- [they have a nice estate - history of the family PRIMOGENITRE - because the Bennets have no sons - all is lost - finances have gone off - they have status in name but not in money]
- Lady Catherine - marriage expectations - wanted her daughter to marry her daughter - Rosings and Pemberly would be combined!
- How does the social class affect their expectations? Lady Catherine expects the respect "quite astonished to not receive an answer….impertinence" - she has done nothing to earn this
- [PRIDE]
- Lady Catherine finds her social class boring
- [does social class restrict people?]
- DARCY - [limited by his social class]
- Mr. Bennet
- How does Jane exhibit the ideal example of the 19th C woman? - she is able to marry suitably - above her "rank" - good qualities
- Jane is pretty (the most attractive Bennet girl - suitable demur - good quality for a 19th C woman to contrast with Lizzy]
- Plays her part - goes to Netherfield in the rain without the proper carriage

Social rules / Expectations

- How does Charlotte's behaviour best represent her social expectations - marries for the right reasons "happiness in marriage is entirely a matter of chance"
- "it is better to know as little as possible about the person" (Chapter 6)
- "I've never been a romantic"
- Charlotte can't be choosy - [doesn't even care that Collins asked two of her friends first]
- Her social norms were not followed in that she is 27 before she is married
- [pragmatic]
- Charlotte understands her society "his pride does not bother me….he has the right to be proud"(18) - 19th century thinking = pride is acceptable if people have status
- "in 9 cases out of 10 a woman had better show more affection than she feels"
- Narrow line for going too far (Lydia)
- [most things Charlotte says represents 19th century thinking - Lizzy contravenes these rules]
- [joy vs. contentedness]
- To what extent does LIZZY conform - she does end up marrying, but she walks to Netherfield, doesn't want to marry for money, talks back and faces up to Lady Catherine)
- "I who have prided myself...vanity...pride...prejudice" - end of Volume 2
- Lizzy gets the letter from Darcy - she has an EPIPHANY
- Fight the power and not go for the rich guy - thought she was so smart in having an opinion
- She judged him because of his wealth
- How does marriage play into what everyone expects - (first quote) - social rules - men are expected to do one thing and women something else
- Men - should not marry below them [but accomplished and good looking women can make up for that - even today! - think women's jobs vs. women's looks - which is more important for which men?]
- Marry rich - moving up
- Lizzy disregards the system (no one knows she rejects Darcy)
- Men are expected to marry up
- Wickham has to marry up - that's why he needs to marry Miss King
- p. 301 Lydia "I go above you because I am married" - she both exemplifies the social rules while she breaks them - she disgraces her entire family [her parents just let her]
- "the death of your daughter would have been a blessing" (Collins)
- Lydia is safely married - saves the family and rescued her reputation
- [think about the different marriages - who will be happiest? - Mr. Bennet is worried and has a heart to heart with Lizzy - he couldn't bear it if she married the wrong man]
- p. 103 - quote
- "I'm not one of those ladies who would risk her happiness...I am the last woman…." Collins expects Lizzy is playing coy because he thinks that's the way ladies are [almost like no means yes - earlier manifestation of this idea]
- Collins can't fathom the idea of someone challenging society's norms [but he's also gormless]
- Thesis statement
- Lizzy conform or not conform
- P & P - social norms and gender expectations
- "Lady Catherine seemed quite astonished at not receiving a direct answer"
- Later on: Lizzy's response "so far we are equal"
- Mr. Bennet does not conform to society's rules - he hampers Lizzy's conformity - (she has an unhappy choice to make)
In the end Mr. Bennet did not hinder Lizzy in the end - but in reality she would have either had to accept Collins' proposal or remain a maid (not a pragmatic decision by Lizzy) [idealistic, fantasy ending - but makes the point - Austen shows people who don't conform to that society winning - would not have made the same point if Lizzy rebels and then fails - what would that say - Austen did not have the leeway to challenge the rules and then have it end realistically]
- Lydia should not have been "out" in society - she is only 15 when she is "out"
- Lady Catherine "all five sisters out? All five sisters out and the older ones are not married?"
- Mrs. Bennet - follows her expectations except she was not to have all five daughters out - reflects badly on the Bennets - hampers - more competitin

Lit 12 - Fishbowl - Nov. 8

To prepare for the fishbowl, bring notes, quotes, thesis statements to the discussion on Monday. The essay question is "Show how Austen uses character(s) as a vehicle to provide insight into (1) gender roles, (2) social class, (3) social rules. Review past essay notes both the class notes and individual. Having a narrow focus actually reveals more insight into the novel. If you CAN use just one character, then do. Remember you can bring a quote sheet in. Not more than 2 pages handwritten or one page typed. 1. Stefanie, Bronwyn, Alec, John, Laraib, Kirsten, Alex, Kaitlin G 2. Jordanne, Joanne, Parker, Cleo, Emma B, Emma G, Sevgi, Ivan, Gwen 3. Kaitlyn S, Sam N, Dylan, Sam U, Maya, Virginia, Henry, Megan

Eng. 11 - Nov. 4

Complete Question and Quote (and answer both) for chapters 21-30

Lit 12 - New Due Dates - Nov. 1

Friday, October 14, 2016 Lit 12 - Oct. 14 - P&P Notes T. 18 - Movie #1 W.19 - I. 13-23 Th. 20 - Movie #2 M.24 - Go over Essays T. 25 - Character Part One W.26 - II.1-11 Th.27 - Movie #3 F. 28 - II.12-19 M.31 - Movie #4 T. 1 - Character Part Two W.2 - III. 1-11 Th. 3 -III. 1- 11 and other stuff F.4 - Vocab Festival #2 M. 7 -Movie # 5 T. 8 - Discuss III 12- 19 W. 9 - movie # 6 Th. 10 - Theme Discussion T. 15 - Fishbowl W. 16 - In-Class Essay Th. 17 - Project Due F. 18 - Vocab Test

Writing 12 - Oct. 31 - Workbooks

29./30 What is a descriptive essay? (Oct. 20) 31. Anthropologist (Oct. 24) 32./33/34. Pumpkin Topics (Oct. 25) 35. Favourite Topic (Oct. 26) 36. Sensory Words/ Similes Metaphors (Oct. 27) 37. Music Description (Oct. 27) 38. Germanic Train car Emotions (Oct. 28) 39. Childhood * should be developed (Oct. 28) 40. Places (Oct. 31) Workshoppers: Sahar, Natalee, Annie

Eng. 11 - Oct. 28

Read Ch. 11-20 - do 2 questions and 2 quotes for Mon. 31

Rewrite time for any tests: Tuesday, Nov. 1

Writing 12 - Oct.28

1.  Write about one of your favourite people from your childhood.

-how you felt, how they looked, what you did together (smells, 5 senses)

-try to use metaphors and similes)

 

2. A day in the life of your childhood

 

3. Your room

 

4.  The first time you met your best friend

Eng. 11 - Oct. 26

Read up to and including Chapter 10 (p.43)

English 11 - Studying for Tests - Oct. 18

Sight Reading - make sure you know all of your element notes and how to identify elements.  Make sure you know how to write a 5 mark paragraph!

Content Test - 7 short stories: Hills, Lady, Opposite, Serious, Sunday, Sugar Girl, and Blue Bouquet

7 elements: conflict, setting and atmosphere, symbol, irony, theme, point of view and character

Know the elements in each of these short stories.

- know the authors
-know the notes
- know how to write 5 mark paragraphs on each of these elements for each of these short stories.

Suggestion: first study by yourself
Then study with a friend!

Writng 12 - Oct. 18

Workshoppers: Gwen, Matt B., Jared

Fieldtrippers: See notes below.

Lit. 12 - Oct. 18 - Granville Island, Due Dates

Thanks to the first group for providing lovely treats for movie #1!

Changes to dates: Thurs. 20 - Go over Content Essays
Mon. 24 - Characters
Tues. 25 - Movie #2

WRITERS' FEST:

Meet outside of the Children's Market near the boat and the café (mouth of Granville Island) at 9:00

There's a Starbucks just outside of the island and an independent coffee place right where we're meeting.

Our first session is at 10:00 and we must all be together at the very latest 9:45 at The Arts Club Theatre (we have no tickets, we must enter as a group).

The second session we must meet outside of the REVUE stage (which is right near the market and across from the Arts Club Theatre).  We must be there no later than 12:45.

The sessions will be over by 2:30.  Best form of transit: sea bus and #51 bus.  If #51 is not there, most buses cross the Granville Street Bridge, you may then walk underneath the bridge to get to Granville Island.

Bring money - for lunch (11:30-12:45) and perhaps to buy books which the authors will sign for you!

Lit 12 - Oct. 14 - P&P Notes

T. 18 - Movie #1

W.19 - I. 13-23

Th. 20 - Movie #2

 

M.24 - Go over Essays

T. 25 - Character Part One

W.26 - II.1-11

Th.27 - Movie #3

F. 28 - II.12-19

 

M.31 - Movie #4

T. 1 - Character Part Two

W.2 - III. 1-11

Th. 3 - Movie #5

F.4 - Vocab Festival #2

 

M. 7 - III.12-19

T. 8 - Movie #6

W. 9 - notes on theme *

Th. 10 - Fishbowl Discussion *

 

T. 15 - IN-Class Essay

Th. 17 - Project Due

F. 18 - Vocab Test

Lit 12 - Oct 13

Ch 7-12

Eng. 11 - Oct. 12

Read "The Blue Bouquet"  (last SS before test!)

Lit 12 - Oct. 12 (P&P snack groups)

Chapters 1-6 due for Thursday


P& P SNACK GROUPS

 

 

1. Henry, Emma, Alec, Laraib

2. Bronwyn, Joanne, Emma G, Sam N

3. Jordanne, Kirsten, Stefanie, Gwen

4. Sevgi, Sam U, Maya, Megan

5. Ivan, John, Kaitlin G, Cleo

6. Parker, Kaitlyn S, Virginia, Dylan, Alex

 

 

What you need to do during the study of this novel:

 

• Write a question or a quote for each chapter (66 in all)   Alternate - don't be tempted to quote every time.

• Your notes should encompass all elements:

Character, setting, theme, symbol, irony, conflict, point  of view, emotion, humour

Notice I didn't say PLOT, you will be tempted, but try to  focus on deeper level thinking.

• Be aware of the elements you are addressing

 

Think of yourself as an ethnographer - studying the rules  of this society.

 

Think about the social and historical context.

 

For example: primogeniture -  the law that says the oldest  son inherits all of the land.

 

Eng. 11 - Oct. 11

Read and complete questions for "The Legend of the Sugar Girl"

Have your group presentation story read for Wed. Oct. 12 and be ready to discuss the elements with your group.

GROUP PRESENTATIONS: Tues. Oct. 18/ Wed. Oct. 19

SIGHT READING TEST: Thurs. Oct. 20

CONTENT TEST: Mon. Oct. 24

Happy Thanksgiving!

Eng. 11 - Oct. 6

Read "Sunday in the Park"

Complete one or two sentences on each of the seven elements of fiction relating to the story.  A full paragraph on the element assigned to you.

30 Vocab words due.

Lit 12 - Oct. 6 - SS Test Hints

For Friday: 25 Vocab words

For Tuesday:  In class-essay - I will be asking about 2 of the 8 elements of short fiction and asking a question about how these elements work together in three or more short stories we've studied.  Know the elements very well.  Read the Story and Structure notes on the elements as well as your student notes and (if you still have them) your grade 11 notes on elements.

Review your notes on the short stories.

Brainstorm what some essay questions might be, write some notes, then study with a friend from class.

Prepare a quote sheet with quotes from the short stories (include page numbers).  You may use your presentation story if you like.

Look over the writing advice I gave the class and your individual feedback to try to improve on your writing.

Lit 12 - Oct. 6 - SS Test Hints

For Friday: 25 Vocab words

For Tuesday:  In class-essay - I will be asking about 2 of the 8 elements of short fiction and asking a question about how these elements work together in three or more short stories we've studied.  Know the elements very well.  Read the Story and Structure notes on the elements as well as your student notes and (if you still have them) your grade 11 notes on elements.

Review your notes on the short stories.

Brainstorm what some essay questions might be, write some notes, then study with a friend from class.

Prepare a quote sheet with quotes from the short stories (include page numbers).  You may use your presentation story if you like.

Look over the writing advice I gave the class and your individual feedback to try to improve on your writing.

Writing 12 - Oct. 6

WRITERS' CONTEST:

writersfest.bc.ca/youthwritingcontest

due: Oct. 23, 2016

look at Vancouver Writers' Fest website

Writing 12 - Oct. 4

12./13.  Rate the Essays - Sept. 26/27

14.  Like/Hate - Sept. 28

15.  Pick a Like/Hate - Sept. 29

16.  Ranting - Sept. 30

17.  When I'm a Parent/ If I Were a Teacher - Oct. 4

18.  The Defense for Evil People - Oct. 4

19.  Everybody Should… or Everybody Should Stop… - Oct. 4

 

 

PEER EDITING DAY: Oct. 5

WORKSHOP/DUE DATE: Oct. 6 - Chloe, Hannah, Claire

Eng. 11 - Oct. 3

Read through Viewpoints - pick a story

PRESENTATION: Oct. 17/18

Eng. 11 - Oct. 3

Serious Assignment

 

Write a five paragraph, thesis driven essay on the symbolism in "A Serious Talk" by Raymond Carver

 

• Pay attention to the feedback I gave you from your last essay (Editing Sheets, Writing Improvements, Essay feedback)

• Go over Symbolism notes

• Make sure you have quotes to support your argument (integrate properly)

• Could write about just one symbol or more than one (think about what your points are going to be)

 

DO NOT LOOK AT THE INTERNET: higher marks go to those who support their original thinking

Lit 12 - Sept. 27, 28

For Thursday, Sept. 29: "Paul's Case" - QQ, text # 2, 3, 4, 5, 10

Eng. 11 - Sept. 27

Wednesday, Sept. 28 - questions for "A Serious Talk"

Thursday, Sept. 29 - going over essay

Friday, Sept. 30 - 20 vocab words, booktalks: Elena, Alex, Mar

Monday, Oct. 3 - group day

Writing 12 - Sept. 27

Workshoppers: your due date is Wednesday, Sept. 28

Anyone owe me $20.00 and some fieldtrip forms?

Writing 12 - Sept. 26

Complete the persuasive essay package for Tuesday, Sept. 27!

Double the marks!

Eng. 11 - Sept. 22

Finish "We Have to Sit Opposite" questions

Lit 12 - Sept. 22

"The Destructors" QQ #1, 4, 5, 6

BRING WRITERS' FEST MONEY AND FORMS PLEASE!

Lit 12 - Sept. 20

Group Presentations: Monday, Oct. 3 and Tuesday, Oct. 4

Group choice day: Wednesday, Sept. 21

Sight Reading Test: Wednesday, Oct. 5
Content Test: Thursday, Oct. 6
VOCAB FESTIVAL: Oct. 7

Writing 12 - Sept. 20

Short Story due - Peer Editing Day - Sept. 21

Workshop/Good copy - Sept. 22

1. Memorable Stories - Sept. 8

2. Hearts and Hands - Sept. 8

3. Conflict Types - Sept. 12

4. Goals and Notes - Sept. 12

5. Childhood Memories - Sept. 13

6. Learning to Lie - Sept. 14

7. The Letter Home - Sept. 15

8. Character Sketch - Sept. 16

9. First Lines - Sept. 16

10. Trigger Words - Sept. 19

11. Five Part Story - Sept. 20

Eng. 11 - Sept. 20

Write a five paragraph, thesis driven essay on the theme of "A Lady's Beaded Bag."

 

• Make sure you use quotes for support

• A good title

• First and last name

• Double space/

• Good grammar and punctuation

• Original thinking

• Make sure you nag your parents/homestays into buying printer ink

DUE THURSDAY, SEPT. 22 at the beginning of class

Lit 12 - Sept 19

Read "Just Lather, That's All"

QQ
Text #1, 2, 4, 8

Tomorrow: DEBATE


banana nut pancakes

Eng. 11 - Sept. 14

Complete the questions for "A Lady's Beaded Bag" 

Complete Debate Chart:  "Is the trashpicker sane?"

Lit 12 - Sept. 14

Do your question and quote for "The Lottery"

text questions #3, 5, 6

Lit 12 - Sept. 12

Read and complete "Dead Men's Path" - QQ, author notes, text, devices (IN THE ORDER)

Eng. 11 - Sept. 8

Complete questions for "Hills Like White Elephants"

Lit 12 - Sept. 8

Make sure your "Japanese Quince" questions, quotes and response to analysis are completed

Writing 12/ Literature 12 - Sept. 8

Please bring your $20.00 Writers' Fest money to school!

Lit 12 - Fishbowl Notes

Death

 

In Beowulf- death was always a threat - tied up with fate, dying honourable is important - Beowulf's funeral - shows both Christianity and Pagan rituals

 

"Bonny Barbara Allan" - "if my love died for me today, I'll die for him tomorrow"

 

"To the Virgins" - live life to the fullest - "carpe diem" - "the same flower that smiles for you today, tomorrow will be dying" - warning to get married before prime is gone

 

"Modest Proposal" - literally killing babies for food - shock value

 

Beowulf - dying honourably, medieval times - afraid of death; restoration - less afraid of death

 

"Elegy" - death is the great equalizer - "the paths of glory lead but to the grave" - obsession with being remembered "storied urn" - no matter how much money or power people have, they are still dead

 

"Rime" - life in death

 

Keats - "When I have Fears that I May Cease to Be" - fearful of not having an "unreflected love"

• "Ode to a Nightingale" - idea that people are going to die - come to terms with it - wanted to die happy - "I have been half in love with easeful death"

 

"Ulysses" - "live life to the lees"; "sail beyond the sunset" - don't stop living (better to wear out than rust out) - Victorian values of utilitarianism - being of use - Telemachus - different from him - acceptance of different styles - different ways of living

 

[different ways of looking at death?]

 

• Sonnet 43 - "I shall but love thee better after death" - like "Valediction" - transcendent ("if God choose"

 

-"Song" - all about death - related to "Elegy" - "where are all their tear floods now" - speaker wonders why no one else cares - nature moves on and in the end "soothes my lady" -

 

• "Because I Could not Stop for Death" - death is personified, suave, sweeps the speaker away - death seems like a suitor - doesn't seem bad - person who is dead isn't the one suffering [think about time]

 

• "Dulce et Decorum Est" - WWI - death is not heroic (the opposite of Beowulf) - the old lie "pro patria amori" - it is not "sweet and honourable to die for one's country" - images

 

• "Do Not Go Gentle into That Good Night" - fight death - "rage against the dying of the light"

 

• How could you frame your argument?  What would your thesis be?

 

 - "The Hollow Men"- metaphorical - standing by the tumid river with no sight

 

-Holy Sonnet 6 - John Donne - "Death Be Not Proud" - death is personified - "Thou art slave to fate, chance, kings and desperate men" - these factors can control death - "one short sleep past, we wake eternally" - a secular way of looking at it is once a person is not afraid of it, it ceases to exits - Christian interpretation - if people believe in Heaven, then no one really dies

 

• Religion deals with death - big focus
• Death shifts
• Depending on the era - Romantic Era - (corresponds with religion) - nature is dominant - death not as scary - come to terms; Modern - fight against death, but will happen

 

 

Heroism

 

• Anglo Saxon times - having a larger than life figure makes sense because they must face other clans, the elements - many things are against them

• "my duty is to go to the Danes" - he's been taught to fight for others
• Heroes look out for the common good
• The only difference for Beowulf and our time - not humble - he fought in the water - "chased all of the giants from the earth" - he knows what he's capable of
• Anglo Saxons - oral tradition- must say out loud - like a resume
• Loyalty utmost important

• Value confidence

• Family (Unferth murdered his brother)

 

Medieval: Canterbury Tales / Sir Gawain - humble/Christian - does not do everything right - he's flawed

• Walled city - safer
• Integrity/chivalry was valued
• Privilege to think about integrity - less about survival
• Flinching = flawed - but he loved his life ("my head when it's gone won't talk in my hands")

 

Renaissance/17th Century

• Paradise Lost - Satan is three dimensional - has heroic qualities

• "Fallen Cherub, to be weak is miserable" - different idea about heroism

• Satan is the ultimate anti-hero, but he still has heroic qualities - of course Satan is not watching out for the general good ("to do aught good never will be our task"
• Complexity about what we value
• Followers
• Beowulf and Satan had followers - similar qualities

 

• Less of a need for a hero in modern times
• Different times - people depend on God to be a hero
• In Milton's time less precarious
• No longer walled cities
• More idealized in Beowulf's time

• "Rape of the Lock" - mock epic - lack of need for strong heroic figures (or maybe there are no heroes and this piece mocks the fact that no one is stepping up - "coffee" quote and "sometimes counsel take and sometimes tea")

 

18th Century/Romantic

-different kinds of heroes - things are much more vague

• Fearlessness of death = heroic quality
• Nightingale, albatross

• Heroic to accept death and be okay with it

 

Victorian/2oth Century

• War makes us look at heroes in a different way
• "Dulce" - questioning what "heroes" do - Owen mocks the Beowulfian ideal (dying honourably) -
• Heroes today (Mohammad Ali just died)
• What can people do with their lives -what can you give
• Nelson Mandela fought against his society (the powers)

 

 

Social Structure

 

 

How social structure affects morals (for example)

 

Anglo Saxon times - clan - loyalty

 

Medieval - feudal - unified but also individuals - every one has his/her place in the world - static

• How much power the church has - corrupts
• Society - highest - most corrupt
• Parson - most humble - one of the most valued pilgrims
• Canterbury Tales - more sophisticated than King Arthur
• How does integrity relate to societal structure?

• People have more protection with feudal system - room to have integrity (not so worried about survival)

 

Renaissance

-Great Chain of Being

• Wealth
• Class system
• Middle class starts to exist more (in Canterbury Tales - mercantile class)
• Diary of Samuel Pepys - more focus on the individual - look at the fire
• More security
• Queen Elizabeth I
• People thinking for themselves

• idealistic

 

 

18th Century/Romantic

• "Rape of the Lock"/ "Modest Proposal" - satire shows dissatisfaction with social structure

 

 

Victorian/20th Century

"On His Blindness"

-God is above all - Great Chain of Being "Taskmaster" - "lodg'd with me useless" - can't use his talent to serve God

• Faith

 

"Rime" - The Lyrical Ballads - when the mariner kills the albatross - separate from nature - things only get better when he realizes that everything is equal in the world (blesses the water snakes) - things are not as hierarchical

• French Revolution influences all these writers

• Catholicism = animals have no souls

• Relationship between the church and social structure

 

"To a Mouse" - first time discussing the mouse's world - thinking of creatures other than men - first time anyone who is not really rich is mentioned - writing by middle class writers - rise of middle class

-"Elegy" - addresses inequality - if lower class had the opportunities of rich -their life would be vastly different (Gray, Robert Burns… middle class) - new perspective

-in modern age - separating from nature -

 

"Dulce et Decorum Est" - young poor men went to war - rich people with status gave the orders

 

 

Quotes - more overarching ideas - what works show social structure?

Exam Dates: Eng. 11 & Lit 12

block 1 - Mon. June 21 - 8:30
block 3 - Tues. June 22 - 8:30

Lit 12 - Tues. June 22 - 12:10

Eng. 11 - June 13

Read and think about:

8 "wundrfulness"
10 "Not Waving"
13 "The Attitude"
15 "Say Word"
17 "My Father Knew"
19 "My Papa's Waltz"

Lit 12 - Breakdown of Exam

Lit 12 - Studying for Final (Breakdown of Marks)

Breakdown of Final Exam:

20 marks - identifying 4 quotes - explaining significance in the context of whole work
15 marks - discussing literary techniques of quotes
10 marks - mini essay of specific time period
10 marks - mini - essay question of large topic
15 marks - sight reading poem
30 marks - full essay discussing whole course with a focus on three literary works

100 marks (20% of grade)

Eng. 11 - Studying for the Final

 

 

Final Exam:

 editing - find the mistake in the sentences - study your editing sheets and your sentence corrections - class feedback for writing, apostrophe notes.

poetry - review poetic devices - make sure you understand page 4 of the poetry package - practice by going over poems we didn't study in the package - be familiar with all poetic devices

prose - review elements of short fiction (7 sets of notes)

writing - go over your essays, essay notes, essay package and writing improvements - make a note of my individual advice

get a good night's sleep and eat a healthy breakfast

Eng. 11 - block 1 Poems

"Pinball Wizard" 199
"Wondering Where the Lions Are" 253
"The Man Who Finds That His Son Became a Thief" 6 (also in our package)
"Sound Page" 46
"Do Not Go Gentle into That Night" 281

Eng. 11 - block 3 Poems

"Both Sides Now" 61-62
"You Take my Hand" 14
"Treasures on Earth" 278
"Then" 7
"When You Gonna Wake Up" 296-297

Lit 12 - June 3

Prepare: "Darkling Thrush," "Dulce et Decorum Est," "Do Not Go Gentle into That Good Night" for Monday - don't forget text questions and literary devices.

For Tuesday: bring your notes for "Hollow Men," "Because I Could Not Stop for Death," and "The Second Coming"

For Wednesday: prepare "Pretty" and "Disembarking at Quebec

Lit 12 - June 2

Prepare "Dover Beach" for Friday, June 3 and "Darkling Thrush" for Monday (we may discuss "Darkling Thrush" on Friday)

Macfishbowl - block 3: Fate, Temptation and Love vs. Fear

Fate

 

-Thane tries to go against fate - tries to kill Fleance - but does not succeed

-how does it change a person's fate if he/she knows about it?

-Thane's fate comes true, so why does he try to change it?

-escape of Fleance - "your children will become king" I iii

-Malcolm's fate was to become king - Duncan names him "The Prince of Cumberland" I iv

-Malcolm is restored to the kingship at end of play

-when Thane finds out his fate, his troubles begin

-impossible to change fate

-thinking about the vision and his interpretation makes his problem - for example, he thinks "no one of woman born shall harm [him]" (IV i) so he feels safe

-is it good to know one's fate?

-"If chance will have me king, why chance can crown me king without my stir" (I iii)  - he decides this, but then changes his mind - the prophesy doesn't say when he will be king

-overdependence on fate "[forgets] the taste of fears" (V iii)

-fate within a person's hand?

-"Macbeth shall never vanquished be until Great Birnham wood goes up to Dunsinane" (IV i)

-not the Thane's fate to kill anyone - the witches never say to kill

-character decides his own interpretation of the prophesy -

-is it manipulation on the witches or Lady's part?

-look at the witches' first incantation in I iii, "Though his boat shall not be lost/Yet it shall be tempest tost" (I iii 24-25)

-do the witches actually know the future?  One thing doesn't come true - Fleance does not become king

-perhaps the witches wanted to mess with the Thane

-the way a person acts - self-determination can influence fate

-how does fate relate to our lives??

-Thane could have killed Macduff, but his "soul is too much charged with [his] blood already" (V viii 5-6)

-does the Thane have free will?

-knowing one's own fate messes fate up

 

Temptation

 

-starts with a sin "I have no spur to prick the sides of my intent"  (I vii 25-26)

-Thane is enthralled by the witches: "stay you imperfect speakers, tell me more (I iii)

-Lady wants to be Queen - she has ambition

-temptation makes the story/plot happen

-Thane would rather listen to the witches than his own conscience - his conscience is seen in I vii when he lists the reasons for not killing the king

-I iii "if good, why do I yield to that suggestion whose horrid image does unseat my fear" - this is temptation - he says he would never think about this without temptation (maybe he has though)

-when tempted, people's true colours are revealed

-becomes king, kills his best friend and the family of traitors - all to keep the power he undeservedly gained

-is there anyone else tempted in this play?  How does he/she respond to the temptation

-Banquo doesn't tell Fleance of the prophesy (that we know of) not as tempted by the prophesy although he does say "shall they not be my oracles as well" (III i)

-Thane is corrupted by fate and ambition - temptation takes him down

-"I am in blood steeped so far"(III iv 136) - can't go back

-can a person go back to being virtuous?

-Banquo mentions to the witches "look into the seeds of time to see which grains will grow" - he is tempted and wants to know answers from the witches

-who had the most influence over the Thane - idea that Malcolm did not fight on the battlefield (although the Thane doesn't mention this)

-Lady questions his manhood

-isn't a person ultimately responsible for his/her own behaviour - his choice to listen to her

-where does the Lady's temptation come from? - she invokes the spirits to "fill her from crown to toe top full of the direst cruelty" (I v)

-she doesn't mind paying in the after life for her temptation

-how does temptation work in our lives?  What happens when we don't resist?  Who "makes" us commit wrong-doings

-his manhood is associated with his desire to become king - perhaps associated with the idea that he does not have children

-witches telling the Thane that he was going to become "Thane of Cawdor" and then it immediately comes true

-was murdering necessary

-faith of prediction causes the action

 

Love vs Fear

 

-influenced by sanity in this play - Thane's sanity declines so his decisions are governed by fear rather than love - at beginning he calls her his "dearest partner of greatness" (I v) later he says, "be innocent of thy knowledge, dearest chuck" (III iv)

-"those he commands move only in command, nothing in love" (V ii 19)

-Thane kills people because of his guilt, suspicions and fear

-blood not washing from hand "Will all of Neptune's oceans ever clear this blood from this hand" (II ii)

-manipulation - fear

-fear motivates both the Lady and the Thane as they become more insane

-guilt makes the Lady more insane

-ruling out of love or fear - which works better

-Thane loves Scotland but he is fearful of losing his kingship

-when Thane was in power, he ruled with fear; Duncan ruled with love "Duncan hath borne his faculties so meek, hath been/So clear in his great office, that his virtues/Will plead like angels" (I Vii 16-19)

-III ii "We have scotch'd the snake, not killed it" - the Thane is referring to his killing spree - he has made the snake more dangerous - meaning he must protect his power by killing Macduff's whole family and Banquo

-"give sleep to our night" III iv - this is how Thane is ruling and how the people see "the tyrant"

-the Thane himself admits what kind of a rule Duncan was (he did allow himself to be betrayed by Macdonwald: "he was a gentleman on whom I built/An absolute trust" (I iv 12-13)

-symbols: blood, daggers

-Thane killing the guards = motivated by fear

-think about the Lady - were any of her actions governed by feelings of love?

-connect this theme to our world - do people respond to fear or love

-in this play Edward II is seen as good - 10,000 soldiers are willing to risk their lives for him to usurp the tyrant of Scotland

-people make emotional decisions all the time rather than using logic

-did the Thane's love of Scotland change him?

-he becomes a tyrant because of his fear of losing the crown (power)

-his love of Scotland is overshadowed for fear of losing the crown'

-"my way of life has falled into the sear/The yellow leaf and that which accompanies old age…" realization (V iii)