Performances

We will be presenting our scenes from Romeo and Juliet on Friday.

Today, I distributed the information for the Relationship Assignment.  Both parts (A and B) are due at the beginning of class on Tuesday, next week.

Finally, we will be writing a synthesis paragraph next week, to summarize what we have learned about the play, and to demonstrate our formal writing skills.

Your final exam is on Friday June 22nd, at 9:00 am.

Presentations

Last class, I handed out information on presentations.  These will take place on Friday June 8th.

We then spent time watching Act III scene iii, right through to Act IV scene iii, and we discussed all the vital plot elements which occur in these scenes.  We concluded with a discussion about how the relationships affect the decision making of Romeo and Juliet.

Synthesis Paragraph Writing

We spent last class writing synthesis paragraphs for practice, on the topic of Romeo and Mercutio's characters.  Students were asked to compare/contrast their characters, and to write one paragraph, using textual evidence as support.  I read and responded to these paragraphs, highlighting on a Provincial Exam Rubric the feedback appropriate to each paragraph.  Today, we reviewed strengths and areas for improvement on these paragraphs.

We also spent time looking at the poetic devices used in Act III scene ii, in an attempt to review these elements before the exam.

The Balcony Scene

We have spent the past two classes analyzing who is more enthusiastic and eager about the relationship by the end of Act II, scene ii - Romeo or Juliet?  We gathered evidence from the balcony scene, and last class, we created a model synthesis paragraph, together, labeling all the parts of synthesis writing.  We will use this model piece the next time we do synthesis writing, so that students are able to refer to it, to remember all the features.

Act I Summary

Last day, we reviewed the events of Act I, specifically focusing on the relationships that have developed thus far.  We talked about the nature of Romeo and Juliet's relationship, whether we believe Romeo's and Juliet's parents to be supportive of them, and whether we consider Benvolio a good friend to Romeo or not.

I asked students to do a character analysis for either Romeo or Juliet, focusing on the events of Act I, where they were to select three lines/sections from the play to capture the essence of the character's mindset.  Then, I asked students to consider the "modern mindset" of the character, and to create a text message that the character would likely send to describe what has happened to him/her so far.

Students will be given an opportunity to complete this assignment on Thursday in class.

The Dating Scene....

We spent time last class talking about our parents' views on dating.  Students have very different experiences with this... some have never discussed it with their parents, and some have discussed (debated?) it extensively!

Then, we looked at select quotations from Act I scenes ii and iii, which address Juliet's parents' views on marriage.  Students were asked to match the quotations with questions, and then were asked to try to figure out why each quotation was significant.

We ended class by discussing exactly how Benvolio and Romeo are going to "crash" the Capulet feast.  Thank goodness for illiterate servants....

Bill Shakespeare and his Prologue

We spent last class learning about the life and times of William Shakespeare, and then today, we had a competition to see which half of the class could remember the most information about him.  Both teams in both classes did an admirable job of remembering facts about Bill. 

Students then partnered up and tried to piece together a scrambled "Prologue", using hints such as rhyme, punctuation and content to help them figure it out.  After students attempted the "Prologue Puzzle" I handed out a copy of the Prologue, and we went through it as a class, discussing what we believed it meant. 

To end today's class, I reviewed the "Unit Outline," and informed students of the learning objectives for the unit, plus the summative assessment pieces they can expect to complete by the end of the play. 

Romeo, Romeo... why do we study thee?

Yesterday, I dared to suggest that Romeo and Juliet carries great relevance for teens today.  Seriously.  I presented the essential questions that will guide us in the study of this unit: What makes a good relationship?  What makes healthy dating relationships?  What makes happy parent/child relationships?  What makes enduring friendships?

We began our preparation for the play with an autobiographical write.  Students responded to three questions, each about a different kind of relationship: dating, parent/child and friendship.  They wrote about their own experiences and observations of these relationships, and in particular, discussed what makes them work, or fall apart.

Then, we had a class discussion around some controversial statements.  Students talked about whether teens are capable of falling in love, whether there are some things teens should keep secret from their parents, and whether they would back a friend in a physical altercation.  Some really great discussion ensued....

I had students complete an exit slip before leaving class, asking them to tell me what they already know about Shakespeare/Romeo and Juliet, and asking them what they wonder about Shakespeare or the play.  Students responses will form the basis of next class's lesson.

The End is Near...

Students were asked to analyze the song lyrics/poems they brought in a few weeks ago, as practice for the unit test which Miss Innes will be giving next week.

Then, Miss Innes spent some time talking about free verse poetry, and students were given an example of a free verse poem.

Finally, Miss Innes handed out the expectations for the final poetry project: the poetfolio.  Students were asked to bring supplies to class on Friday, so they can work on this poetfolio, which is due next Tuesday.

Odes

Miss Innes has spent the past two classes exposing students to the ode.  She shared odes written by Pablo Neruda, and students were asked to read and respond to these poems.

Today, students worked on writing their own odes, based on a set of criteria provided by Miss Innes.  Also, she shared an ode she wrote, as a model for students to use as a guide.

Poetic Devices Review

Last class, Miss Innes presented a powerpoint slide show which detailed the definition and gave an example for many poetic devices.  Her intent with this slide show was to clarify these terms for students who were still feeling unsure about these devices. 

Then, students worked in small groups, to pick out and explain devices in the poem "Ex-Basketball Player" by John Updike.  Groups presented their findings to the class, and next class, Miss Innes will check each student's understanding of these devices to ensure comprehension.

Poems of Japan

For two classes, students worked through the haiku form.  They read examples of traditional haiku and also contemporary examples of zombie haiku.  That's right... zombie haiku.  We discussed the common features of haiku: three lines long, 5,7, 5 syllables, rich in imagery and uses powerful nouns, verbs and adjectives. 

Students then generated a haiku series of their own, to demonstrate their appreciation of these features.  Miss Innes has collected these and will mark them out of 10. 

Poems of China

Miss Innes has spent the past two classes exposing the students to poetry of China.  On Wednesday, students read poems from the Tao Te Ching, and they worked through a set of questions about structure, devices and themes.

Yesterday, students read poems by Fred Wah, and discussed the notion of "riding the hyphen."  Much of the focus of the class was on student identity, and, in particular, what it means to be Canadian.  Students wrote poems about their Canadian identity, and were asked to select a poem they like to bring to class on Friday.

Poetry of Canada

Today, Miss Innes had groups of students work through poems written by Sharon Proulx-Turner.  Groups read poems, then participated in a "placemat" activity, where they answered four questions, about structure, rhyme and rhythm, sound devices and theme.

After completing placemats, groups presented their findings to the class.

Poetry of Canada

Today, Miss Innes shared two youtube videos, both of which were performances of poems by Aboriginal poets.  Students were asked to think about the use of language, sound, imagery, and the mood created in each piece. 

After filling out a compare/contrast worksheet, students discussed what was similar and different in the two pieces.  Miss Innes also gave out a handout on sound devices used in poetry.  Please see her for this handout, if you missed class. 

Poetry of America

Yesterday, students looked at their peers definitions of poetry and were asked to construct a set of criteria for a good definition.  Miss Innes will share the criteria next class.

Then, Miss Innes presented a poem by Mary Oliver, called "Serengeti" and asked students to create a visual representation for it.  If you missed class, see Miss Innes for a copy of the poem and instructions on how to create the visual.

If you have not yet submitted your peer/self evaluation for the final presentation, please make sure you do that by next class.

What is Poetry?

Today we began with presentations by My Sister's Keeper (Block 1) and I Am the Messenger (Block 4).  A reminder that Friday's groups are Give a Boy a Gun and Shattering Glass.


The remainder of class was dedicated to the exploration of the definition of poetry.  Miss Innes shared a dictionary definition, as well as definitions from ee cummings and T.S. Eliot.  Students were then asked to answer a series of questions, related to their own ideas about what poetry is, and what it means.

Miss Innes asked that all students bring a personal definition of poetry to Friday's class.

Miss Innes is Back!

We began today's class with presentations - Block 1 presentation was Shattering Glass and Block 4 was My Sister's Keeper.


Then, Miss Innes began her poetry unit.  She distributed her expectations and a letter for parents informing them of videotaping of classes.  Remember that if your parents DO NOT want you on video, then you need to return your consent letter.

Ms. Innes then shared "The Goose Story," to stress the importance of community and support.

Class finished with students writing autobiopoems, and then sharing them with the class.  Any students who did not get a chance to finish the poem and/or read it aloud will be expected to share next class.

A reminder to My Sister's Keeper (Block 1) and I Am the Messenger (Block 4) that you are presenting on Wednesday.

Literature Circles Final

Thursday was the Literature Circles individual final.  If you missed the class, you will need to set up a time with me to make up the assignment. 

Group presentations begin on Monday. 

Final Presentation Planning Day

Today was the last day of class time dedicated to planning for group presentations.

Presentation dates are as follows:

• Jan 23rd: Shattering Glass (Block 1) and My Sister's Keeper (Block 4)
• Jan. 25th: My Sister's Keeper (Block 1) and I Am the Messenger (Block 4)
• Jan. 27th: Give a Boy a Gun (Block 1) and Shattering Glass (Block 4)
• Feb. 1st: Elsewhere (Block 1) and The DaVinci Code (Block 4)
• Feb. 3rd: American Born Chinese (Block 1)

Remember that your Lit. Circle individual final is on Thursday.  Bring your book with you!

Group Project Planning

We began today's class with a review exercise on run-on sentences and comma splices.  After I have an opportunity to check to make sure students are able to properly fix run-ons and comma splices, we will set a date for the quiz.

Then, Lit. Circle groups met to discuss final chunks, elements of fiction as they relate to books and/or plan for the group presentation.

I reminded students that the individual Lit. Circle final will take place on Jan. 19th and the group presentations begin on Jan. 23rd.

Criteria for Quality Narratives

We began today's class by revisiting how to fix run-on sentences and comma splices.  We worked through some examples together, and I will give you an opportunity for more practice on Wednesday, before we have a quiz.

Then, I handed back the narratives that you wrote last Tuesday, and we constructed a set of criteria for good quality narratives.  We used the feedback I gave you on your narratives to guide us.

I ended class by handing out information on how to use dialogue in narratives.  Students were expected to complete the practice section, demonstrating understanding of proper dialogue punctuation/capitalization.

Please be ready to meet with your Lit. Circle group on Wednesday, to discuss your second to last chunk of reading.

Important dates:

• last Lit. Circle meeting - Tuesday Jan. 17th
• individual Lit. Circle final - Thursday Jan. 19th
• group presentations begin - Monday Jan. 23rd

Literature Circles Project

Today, the information for the Lit. Circles final group presentation was distributed.  Next class, we will discuss when the presentations are to occur.

Groups met to discuss their page of thoughts, and then each student completed a peer and self evaluation of the contribution being made the circle discussion process by each group member.  Evaluations were collected in class.

Groups then chose the chunk they will read for next week and began to plan their presentations.

Welcome Back!

Welcome back, English 10!  I hope you had a restful, fun-filled break.  I also hope you are ready to get back to work!

Today, I shared with the class some of the books that I read over break.  The best ones were Trash by Andy Mulligan, Love is the Higher Law by David Levithan, Please Ignore Vera Dietz by A.S. King and Carter Finally Gets It by Brent Crawford.  All of these books are available from our library here at the school.

Students spent the remainder of class writing a personal narrative about something that happened to them during break (or not).  I collected these narratives in order to better ascertain which areas we need to focus on before you all write the composition on the exam in June.

Literature Circle groups met briefly, to refresh memories about what chunk is to be read for Thursday.  Remember to make a Page of Thoughts to bring with you to share!