ENG11: Record a Monologue- DUE JANUARY 5 #romeoandjuliet #assignment

Hey English 11,

Here is the outline for your record a monologue task:

Expressive Monologue Reading Outline, Rubric (PDF)

Here is a site that provides a rich list of monologues from Romeo & Juliet. Remember, your text must be a minimum of 12 lines in length. Don’t pick any old item from this page- pick one that meets the requirement.

http://www.shakespeare-monologues.org/plays/35

How do I get ready for this?

Remember- you have access to two different audio versions and three different video versions of the play via oxfordnext.com. Listen/view them all and consider how you might read your passage before recording…

Where do I turn my recorded monologue in?

http://nsvs.ednet.ns.ca/nsps/nsps26/mod/forum/view.php?id=135054

ENG11: A2S2-3 #read #selfcheck

Hey English 11,

Just a friendly reminder to read through A2S2-3. You can access the full suite of resources we’re using in class via oxfordnext.com at home on your computer, tablet or smartphone.

Screen Shot 2014-12-01 at 1.50.52 PM

Need a digital copy you can read as a PDF without using data? Try this: A2 – R&J (PDF)

Remember that we’re doing two things at the close of each scene- constructing a synopsis of the scene that we add to our timeline summary of the play AND looking at key passages within the scene to explore how Shakespeare uses literary choices to create meaning.

What interesting stylistic features do you see at work within a scene? Make a point to observe and explore these when you see them in action.

For tomorrow’s class, please read and complete the self-check quiz for A2S2 and A2S3. For fun, keep track of how you’re doing. See if you can improve your score scene by scene!

ENG11: A1S5, poetry quiz next class #read #selfcheck

Hey English 11,

Just a friendly reminder to read through A1S4 and A1S5. You can access the full suite of resources we’re using in class via oxfordnext.com at home on your computer, tablet or smartphone.

Screen Shot 2014-12-01 at 1.50.52 PM

Remember that we’re doing two things at the close of each scene- constructing a synopsis of the scene that we add to our timeline summary of the play AND looking at key passages within the scene to explore how Shakespeare uses literary choices to create meaning.

What interesting stylistic features do you see at work within a scene? Make a point to observe and explore these when you see them in action.

For tomorrow’s class, please read and complete the self-check quiz for A1S5. For fun, keep track of how you’re doing. See if you can improve your score scene by scene!

One last thing: our poetry quiz will be a 15 question, multiple choice based assessment where you should be able to identify accurate definitions of the following poetic concepts we discussed/used in our poetry unit:

  • Allusion
  • Connotation
  • Consonance
  • Enjambment
  • Hyperbole
  • Imagery
  • Metaphor
  • Onomatopoeia
  • Oxymoron
  • Personification
  • Repetition
  • Rhyme Scheme
  • Rhythm
  • Simile
  • Stanza

Good luck- see you in class tomorrow. :)

ENG11: Romeo & Juliet A1S4, A1S5 #read #selfcheck

Hey English 11,

Just a friendly reminder to read through A1S4 and A1S5. You can access the full suite of resources we’re using in class via oxfordnext.com at home on your computer, tablet or smartphone.

Screen Shot 2014-12-01 at 1.50.52 PM

Remember that we’re doing two things at the close of each scene- constructing a synopsis of the scene that we add to our timeline summary of the play AND looking at key passages within the scene to explore how Shakespeare uses literary choices to create meaning.

So far:

  • in A1S1, we looked at consonance & puns and how Shakespeare often creates a running chain of ever shifting meaning that reveals important details (ex: carry coal > colllier > choler > collar)
  • In A1S2, we explored how motif, the recurring appearance of a metaphor or symbol, contributes to our understanding of a concept within a scene. In A1S2, Shakespeare uses a range of plant related diction to show us that where Juliet is in her development as a woman, and to drive home the fleeting nature of beauty for women in her time, foreshadowing her death
  • In A1S3, repetition in the Nurse’s speech reveals important attributes of the nurse and her relationship with Juliet. We learn that her past is full of heartache, that she is not noble/has never had a real education, and is a lifelong companion to Juliet. The intentional redundancy of her speech reveals a simple but genuinely devoted mother figure to Juliet.

What interesting stylistic features do you see at work within a scene? Make a point to observe and explore these when you see them in action.

For tomorrow’s class, please read and complete the self-check quiz for A1S4 and A1S5. For fun, keep track of how you’re doing. See if you can improve your score scene by scene!

Good luck- see you in class tomorrow. :)

ENG11: A1S2, A1S3 in class tomorrow #read #selfcheck

Hey English 11,

Just a friendly reminder to read through A1S2 and A1S3. You can access the full suite of resources we’re using in class via oxfordnext.com at home on your computer, tablet or smartphone.

Screen Shot 2014-12-01 at 1.50.52 PM

For tomorrow’s class, please read and complete the self-check quiz for A1S2 and A1S3. For fun, keep track of how you’re doing. See if you can improve your score scene by scene!

Good luck- see you in class tomorrow. :)

ENG11: Romeo & Juliet, A1S1- #selfcheck

Hey all,

Just a friendly reminder to read through A1S1. You can access the full suite of resources we’re using in class via oxfordnext.com at home on your computer, tablet or smartphone.

Screen Shot 2014-12-01 at 1.50.52 PM

For tomorrow’s class, please read the first scene and complete the self-check quiz for A1S1. For fun, keep track of how you’re doing. See if you can improve your score scene by scene!

Good luck- see you in class tomorrow. :)

ENG10: Annotating “A Letter to God” #elementsoffiction #rulesofnotice

Hey English 10,

Today we began the process of reading and annotating Gregorio Lopez y Fuentes‘ “A Letter to God” in preparation for our timed assessment on Thursday.

Remember that you should be reading in three main stages:

1. the “just read” stage.

No pen, no highlighter, just read. Read it out loud quietly to yourself. Just get the main ideas- who, what, where, etc.

2. the rules of notice of reading fiction stage.

Using what you know about noticing moments where significant meaning is often found in fiction, annotate and make notes about places within the story create meaning.

The Rules of Notice for Reading Fiction (PDF)

3. elements of fiction stage.

Establish a colour code. Organize your thinking with colour (setting=green, character=pink, etc), and make notes about what you highlight. You will not be permitted to bring notes in a notebook to the timed assessment on Thursday, but you will be permitted to bring a thoroughly annotated copy of the story with you.

Short Story Inventory- Analysis Guide (PDF)

What will a good job on this inventory look like on Thursday? Like this:

Sample Short Story Inventory- The Treasure of Lemon Brown (PDF)

On Thursday, you will one 75 minutes to complete a similar analysis. Annotating well means having your ideas ready to go when the clock starts. Not annotating means having to read, analyze and write about it in 75 minutes. Yikes! ANNOTATE WELL, my padawans. :) Good luck- don’t forget that extra help is on Tuesday/Thursday at lunch in r235- pop by to chat if you need.

ENG10: The Treasure of Lemon Brown materials, rubrics

BEFORE READING: Article about Harlem (PDF)

Activity Guide – The Treasure of Lemon Brown (PDF)

Activity Rubrics for The Treasure of Lemon Brown (PDF)

DURING Reading: Rules of Notice for Reading Fiction- notes (PDF)

DURING Reading: The Treasure of Lemon Brown, annotated (PDF)