"literature is no one's private ground; literature is common ground" Virginia Woolf
WELCOME TO ENGLISH CLASS
"literature is no one's private ground; literature is common ground" Virginia Woolf
September 2009
Hello to all my inspiring students! This page will be updated periodically, so please check to ensure you come prepared for class each day. The secret to success is you!
Remember, this course is concerned with both covering the LA 9 level curriculum and preparing for your Provinical Achievement Exam. This exam is worth 25% of your course.
The diploma exam consists of two parts: A written component (narrative/essay writing, persuasive writing--letter); A reading comprehension component.
We are currently working on a poetry unit, including a study of figurative language, poetic forms, and creating-Poe poem, Bio-poem, Found poetry)
Units to come include:
Letter writing to the students in Kenya, where Westwood is supporting the building of schools! We are developing a connection between our school and Ikonge.
Spirit of Harambee!!!!
Novel Study CRABBE: including comprehension questions, essay writing, and a multigenre assignment!
We are currently completing our Short Story Unit. Your assignments on Utopian and Dystopian Literature are due. Next week we will be working on essay writing: Personal Response to Texts. This is one of two forms of essays that you will have to be familiar through grade 10, 11, and 12...and will eventually be found on your grade 12 Diploma exam.
UNIT TO COME:
Studying Shakespeare's Romeo and Juliet ! Please complete the questions and quotations on each Act.
Major Assignments
Individual
1. Choose a character from the play Romeo and Juliet by William Shakespeare and create a scrapbook/memory diary based on your character’s reaction to the major events of the play. There must be a minimum of three (3) written entries from the play: · One (1) entry from Acts I-2· One (1) entry from Acts 3-4· One (1) entry from Act 5· All journal or diary entries must be 10-12 sentences in length · The analytic rubric will be used for evaluation · Entries less than the minimum standard (10-12 sentences) will be receive 4/10 or lower in both content and organization.
Group
All students will work together in groups (3-5 members) to create a dramatization or oral presentation based on the playChoose from the list below: · Write a modern version or adaptation of at least three major events (beginning, middle, and end) of the play. Include a script with stages directions and a list of actors. This project will involve giving a five-minute performance for the class. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance. · Prepare two (2) five-minute reader’s theatre performances for the class. This presentation must focus on two of the main themes in the play. A two (2) minute introduction explaining each scene and its importance is a requirement of this assignment. This performance will involve timing and practiced reading of the play. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance. · Present a 15-minute performance of three of the main scenes in the play. Each scene must be 7 minutes in length including a two (2) minute introduction explaining each scene and its importance is a requirement of this assignment. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance.
Essay: Critical/Analytical
Consider how the detrimental impact of haste has been reflected and developed in Shakespeare’s Romeo and Juliet. Discuss the idea(s) developed by Shakespeare about the importance of taking one day at a time.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Extracurricular
I am the teacher coordinator for Students Against Drinking and Driving. (SADD)
We do daily work around the school such as watering plants, making posters to support our cause, selling cupcakes and the popular "Mocktails", masking tape outlines, bringing in motivational speakers, creating crash scenes around the school etc.
Our message is simply this: Please avoid making destructive decisions. DO NOT drive or allow friends or family to operate a motorized vehicle while he or she is under the influence.
English LA 9 (Block 1)
Remember, this course is concerned with both covering the LA 9 level curriculum and preparing for your Provinical Achievement Exam. This exam is worth 25% of your course.
The diploma exam consists of two parts: A written component (narrative/essay writing, persuasive writing--letter); A reading comprehension component.
We are currently working on a poetry unit, including a study of figurative language, poetic forms, and creating-Poe poem, Bio-poem, Found poetry)
Units to come include:
Letter writing to the students in Kenya, where Westwood is supporting the building of schools! We are developing a connection between our school and Ikonge.
Spirit of Harambee!!!!
Novel Study CRABBE: including comprehension questions, essay writing, and a multigenre assignment!
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
English 10-1 (Block 4)
We are currently completing our Short Story Unit. Your assignments on Utopian and Dystopian Literature are due. Next week we will be working on essay writing: Personal Response to Texts. This is one of two forms of essays that you will have to be familiar through grade 10, 11, and 12...and will eventually be found on your grade 12 Diploma exam.
UNIT TO COME:
Studying Shakespeare's Romeo and Juliet ! Please complete the questions and quotations on each Act.
Major Assignments
Individual
1. Choose a character from the play Romeo and Juliet by William Shakespeare and create a scrapbook/memory diary based on your character’s reaction to the major events of the play. There must be a minimum of three (3) written entries from the play: · One (1) entry from Acts I-2· One (1) entry from Acts 3-4· One (1) entry from Act 5· All journal or diary entries must be 10-12 sentences in length · The analytic rubric will be used for evaluation · Entries less than the minimum standard (10-12 sentences) will be receive 4/10 or lower in both content and organization.
Group
All students will work together in groups (3-5 members) to create a dramatization or oral presentation based on the playChoose from the list below: · Write a modern version or adaptation of at least three major events (beginning, middle, and end) of the play. Include a script with stages directions and a list of actors. This project will involve giving a five-minute performance for the class. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance. · Prepare two (2) five-minute reader’s theatre performances for the class. This presentation must focus on two of the main themes in the play. A two (2) minute introduction explaining each scene and its importance is a requirement of this assignment. This performance will involve timing and practiced reading of the play. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance. · Present a 15-minute performance of three of the main scenes in the play. Each scene must be 7 minutes in length including a two (2) minute introduction explaining each scene and its importance is a requirement of this assignment. Costumes and props are an important part of this performance. A copy of the script must be presented to the teacher three (3) days prior to the performance.
Essay: Critical/Analytical
Consider how the detrimental impact of haste has been reflected and developed in Shakespeare’s Romeo and Juliet. Discuss the idea(s) developed by Shakespeare about the importance of taking one day at a time.
To come: Poetry Unit, film study, novel study on Harper's To Kill a Mockingbird, drama study of The Elephant Man
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Extracurricular
I am the teacher coordinator for Students Against Drinking and Driving. (SADD)
We do daily work around the school such as watering plants, making posters to support our cause, selling cupcakes and the popular "Mocktails", masking tape outlines, bringing in motivational speakers, creating crash scenes around the school etc.
Our message is simply this: Please avoid making destructive decisions. DO NOT drive or allow friends or family to operate a motorized vehicle while he or she is under the influence.
Subscribe to:
Comments (Atom)
