You're almost there Grade 12s...
Well, you've almost made it to your high school graduation. Only a few more steps to take before you can run into the world saying,"I GRADUATED!" One of those steps is this Grade 12 English class and as your teacher, I promise to do all I can to help you reach your goals. It is important that you realize that in order to get your credit - you will have to do the work, and a significant amount of it. If you were one of those students who wasn't always motivated to hand in your assignments, then before you finish reading this - make the commitment to change. The students who have achieved good grades and success in my program haven't necessarily been the brightest or smartest. Instead, they have been the hardest workers as they made the decision to put aside procrastination and doubt and give themselves up to a semester of school work, knowing that at the end of it all - they could proudly say, "I DID IT!" Now you can do it too.
ASSIGNMENTS AND RESOURCES
Throughout the course, I will add class assignments, resources and notes to this site to help you navigate your way through the program. You will need to check the site regularly to ensure that you have the necessary tools and tips to help you complete your coursework. They will be posted below and you can scroll through them as needed. If for whatever reason, you have difficulty downloading the files (most will be saved in Word), please let me know immediately and I will make the changes to the site.
Grade 12 English Comprehensive and Transactional Course Outlines
Please click on the following link to access this year's course outlines. A hard copy will also be distributed on the first day of class.
dmci_grade_12_comprehensive_course_outline_2014-2015.pdf | |
File Size: | 245 kb |
File Type: |
dmci_grade_12_trans_sup_course_outline_2014-2015.pdf | |
File Size: | 241 kb |
File Type: |
Let's Connect on Social Media
Twitter:
@msadenniswpg
Instagram:
@msadennis
@msadenniswpg
Instagram:
@msadennis
Plagiarism Tutorial
Do you want to test your plagairism know how? Are you wondering what you can and
cannot get away with when it comes to researching and using information? Then
take a few minutes to visit the online Plagarism tutorial
below.
http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php
cannot get away with when it comes to researching and using information? Then
take a few minutes to visit the online Plagarism tutorial
below.
http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php
MLA Formatting Links
Click on the following links to see how to format your essay on Microsoft Word using MLA Format. The first link uses Word 2007 and the second one Word 2010.
http://www.youtube.com/watch?v=24Y31UrG2q4
http://www.youtube.com/watch?v=oP0js5gFkfY
Click on the following links to see how to format your essay on Microsoft Word using MLA Format. The first link uses Word 2007 and the second one Word 2010.
http://www.youtube.com/watch?v=24Y31UrG2q4
http://www.youtube.com/watch?v=oP0js5gFkfY
How to Annotate a Text
text_annotation_ppt.pptx | |
File Size: | 2318 kb |
File Type: | pptx |
Life Review Introductory Assignment
As a starting point to the semester's Transactional English Course, you will be required to create a "review" of your life thus far. You can choose to focus on the last 5 years as you give yourself a rating on how successful you've been. Most of us have read book reviews, movie reviews, food or restaurant reviews, even game reviews, but how many of you have a read a life review? I have included a grading rubric that will give you an idea of how your assignment will be scored. You will have limited class time in which to work on this so it's important that you use your time management skills.
life_review_rubric.pdf | |
File Size: | 228 kb |
File Type: |
If you're struggling with how to write about the positives in your life, you may want to watch the following video which documents how important it is to recognize both the good and the bad moments that we experience. The main idea is that we need to remember to give ourselves a little more love. The video shows what happened when strangers on the street were asked to write a love letter to themselves. Why don't you try it?
My Mission Statement
As a precursor to creating an individual mission statement that will be your guide through this course, I am asking you to research various mission statements from companies, groups and organizations. Your task will be to understand their message and take a critical look at whether or not they are living up to their public promise. You will present your findings in a small group format.
I have attached the task, intent and criteria for this activity as a review of the information that was discussed in class.
I have attached the task, intent and criteria for this activity as a review of the information that was discussed in class.
mission_statement_research_student_copy.pdf | |
File Size: | 482 kb |
File Type: |
mission_statement_presentation_student_copy.pdf | |
File Size: | 108 kb |
File Type: |
mission_statement_presentation_and_research.pdf | |
File Size: | 269 kb |
File Type: |
presentation_tips_student_copy.pdf | |
File Size: | 195 kb |
File Type: |
Quick Vocal Warm Up for Public Speaking
Crafting a Personal Mission Statement
Personal mission statements are a great New Year’s resolution but if you didn’t create one on January 1st, it’s not too late!
An effective mission statement must be a clear, concise declaration about your personal or business strategy.
Don’t underestimate the importance of a mission statement. Every entrepreneur should write a mission statement early on because they provide you and your employees with the framework and purpose.
If you don’t have one, you need to get one. Here are four essential questions your mission statement must answer:
Adapted from Forbes magazine.
An effective mission statement must be a clear, concise declaration about your personal or business strategy.
Don’t underestimate the importance of a mission statement. Every entrepreneur should write a mission statement early on because they provide you and your employees with the framework and purpose.
If you don’t have one, you need to get one. Here are four essential questions your mission statement must answer:
- What do I do?
- How do I do it?
- Whom do I do it for?
- What value am I bringing?
Adapted from Forbes magazine.
the_five_step_plan_to_creating_a_personal_mission_statement.pdf | |
File Size: | 313 kb |
File Type: |
Pop Culture Unit
In class we have been discussing pop culture and what constitutes a fad, a trend and an icon. As part of this unit, you will be working in groups of 4-6 students to create a multi media presentation that showcases these elements of a particular decade. You will be sharing information and collaborating using Google docs. It is vital that each and every group member contribute and participate over the course of the project. Every group member must also be prepared to speak in front of the class and discuss one element of the multi-media presentation. Some class time will be given for the development of the project, however it is necessary to also work on this outside of school hours. Further details will be discussed in class.
|
Presentation Criteria
pop_culture_decades-presentation_student_copy.pdf | |
File Size: | 280 kb |
File Type: |
Using Google Docs for Student Group Work
In order to create a truly collaborative Decades Project, you will need to be able to work both individually and jointly on the multi-media presentation. A great tool to use is Google Slides. Within this forum you can create a presentation and have individuals add and edit items from their own home. Before you begin this process, you must first have (or create) g-mail account. One that is done, follow the steps in the video below to set up your Google Slide and to begin working on your collaboration.
October Decades Presentation Dates
Wednesday, October 12 and Thursday, October 13, 2016
We will be presenting in the order of your decade (40s first, 90s last) - Please ensure that you are in attendance for all 6 presentations.
We will be presenting in the order of your decade (40s first, 90s last) - Please ensure that you are in attendance for all 6 presentations.
10 Tips to Becoming a Better Presenter
Mad about Media
Based on our study of the trends, fads and icons of pop culture throughout the decades, it is easy to see how the use of media can highlight, augment or minimize specific events or individuals.
Our next unit focuses on the role of media in our lives. How can it be used? What are its benefits? Can it always be trusted? How does social media impact us and the world we live in? |
Media and Morality in the 1920s
The 1920s was marked by a shift in cultural values and morals. These trends can be seen in the two videos below, as well as explained in more detail in the following websites. These links and videos will compliment the article that you read and responded to in class. Remember to compare the morality of this decade with that of our current one.
http://ciarameehan.com/2013/05/23/1920s-america-the-lowering-of-morals-and-raising-of-hemlines/
https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/from-the-new-era-to-the-great-depression-1920-1933-24/the-roaring-twenties-186/the-new-morality-1024-1977/
http://ciarameehan.com/2013/05/23/1920s-america-the-lowering-of-morals-and-raising-of-hemlines/
https://www.boundless.com/u-s-history/textbooks/boundless-u-s-history-textbook/from-the-new-era-to-the-great-depression-1920-1933-24/the-roaring-twenties-186/the-new-morality-1024-1977/
Media Bias: Looking at the media through a more critical lens
A reporter’s job is always to present a balanced story. As you read, listen to and watch the news, you may notice stories that you think are biased. To see if they really are biased, you need to determine if the story falls into at least one of the several forms in which bias occurs. You are then responsible for following up by reading other news sources that deal with the same topic so that you can get a more well-rounded perspective of the topic or news story that is being covered.
TYPES OF MEDIA BIAS:
Bias by omission – leaving one side out of an article, or a series of articles over a period of time; ignoring facts that tend to disprove liberal or conservative claims, or that support liberal or conservative beliefs; bias by omission can occur either within a story, or over the long term as a particular news outlet reports one set of events, but not another.
Bias by selection of sources – including more sources that support one view over another.
Bias by story selection – a pattern of highlighting news stories that coincide with the agenda of either the Left or the Right, while ignoring stories that coincide with the opposing view; printing a story or study released by a liberal or conservative group but ignoring studies on the same or similar topics released by the opposing group.
Bias by placement – Story placement is a measure of how important the editor considers the story.
Bias by labeling – Bias by labeling comes in two forms. The first is the tagging of conservative politicians and
Bias by spin - Bias by spin occurs when the story has only one interpretation of an event or policy, to the exclusion of the other; spin involves tone – it’s a reporter’s subjective comments about objective facts; makes one side’s ideological perspective look better than another.
Source: www.studentnewsdaily.com/
Media bias refers to the bias of journalists and news producers within the mass media. A political bias in journalistic reporting, in programming selection, or otherwise in mass communications media is an example of media bias.
Source: www.uslegal.com
TYPES OF MEDIA BIAS:
Bias by omission – leaving one side out of an article, or a series of articles over a period of time; ignoring facts that tend to disprove liberal or conservative claims, or that support liberal or conservative beliefs; bias by omission can occur either within a story, or over the long term as a particular news outlet reports one set of events, but not another.
Bias by selection of sources – including more sources that support one view over another.
Bias by story selection – a pattern of highlighting news stories that coincide with the agenda of either the Left or the Right, while ignoring stories that coincide with the opposing view; printing a story or study released by a liberal or conservative group but ignoring studies on the same or similar topics released by the opposing group.
Bias by placement – Story placement is a measure of how important the editor considers the story.
Bias by labeling – Bias by labeling comes in two forms. The first is the tagging of conservative politicians and
Bias by spin - Bias by spin occurs when the story has only one interpretation of an event or policy, to the exclusion of the other; spin involves tone – it’s a reporter’s subjective comments about objective facts; makes one side’s ideological perspective look better than another.
Source: www.studentnewsdaily.com/
Media bias refers to the bias of journalists and news producers within the mass media. A political bias in journalistic reporting, in programming selection, or otherwise in mass communications media is an example of media bias.
Source: www.uslegal.com
News Article Group Task
Over the next two classes, your group task is to decide on a news event to learn about and research using different media sources. Room 2 lab has been booked for you to use the computers although you will likely need to print your articles from a different space. See the pdf below for further instructions.
As the articles are presented and shared within your table groups, you will need to explain what types of media bias you encountered in your selected articles and which perspective it was written from (news source, victim, accused, government, conservative etc.
You will then need to respond to the questions in the second pdf file below and submit your findings for marks.
As the articles are presented and shared within your table groups, you will need to explain what types of media bias you encountered in your selected articles and which perspective it was written from (news source, victim, accused, government, conservative etc.
You will then need to respond to the questions in the second pdf file below and submit your findings for marks.
analyzing_media_group_activity_updated.pdf | |
File Size: | 350 kb |
File Type: |
questions_for_analyzing_the_articles_follow_up_-_post_share.pdf | |
File Size: | 175 kb |
File Type: |
Socialnomics 2014
Can We Auto-Correct Humanity?
text_annotation_ppt.pptx | |
File Size: | 2318 kb |
File Type: | pptx |
Research Proposals
Proposal writing is an important skill to take with you as you move beyond the walls of the school. Fast forward 15 years: you're coaching your son or daughter's soccer team and you have an opportunity to travel abroad for a tournament of a lifetime. The problem is funding. You will likely need to write a proposal to your community center's board of directors, outlining required costs and other pertinent details. You dig out your proposal writing skills and you're ready to go!
Your task will be to write a research proposal to your teacher (me), requesting time in class to research a particular conspiracy theory, in order for you to validate or debunk it. More details will follow in class...
I have included a couple of links that explain what a proposal is as well as showing you some sample research proposals.
Develop a Research Proposal
https://www.bcps.org/offices/lis/researchcourse/develop_write_sample.html
Research Proposal PowerPoint
Your task will be to write a research proposal to your teacher (me), requesting time in class to research a particular conspiracy theory, in order for you to validate or debunk it. More details will follow in class...
I have included a couple of links that explain what a proposal is as well as showing you some sample research proposals.
Develop a Research Proposal
https://www.bcps.org/offices/lis/researchcourse/develop_write_sample.html
Research Proposal PowerPoint
research_proposal_ppt.pptx | |
File Size: | 217 kb |
File Type: | pptx |
***Research Proposal Step by Step Summary*** - Please note: This is a new addition
one_page_research_proposal_summary.docx | |
File Size: | 150 kb |
File Type: | docx |
Research Paper Proposal Sample - Note: this is not MLA Format
The following sample has not been formatted according to MLA Guidelines, however it should give you a brief overview of what to include in your proposal. keep in mind that you are giving me an outline of your topic and requesting time in class in which to further research it in order to debunk or validate your chosen conspiracy theory.
Conspiracy Theories
According to Wikipedia, a conspiracy theory is "an explanatory proposition that accuses two or more persons, a group, or an organization of having caused or covered up, through secret planning and deliberate action, an illegal or harmful event or situation".
Belief in all types of conspiracy theories has become a topic of interest for sociologists, psychologists, experts in folklore, as well as the general public since at least the 1960s, when a number of conspiracy theories arose regarding the assassination of U.S. President John F. Kennedy. Sociologist Turkay Salim Nefes underlines the political nature of conspiracy theories and suggests that one of the most important characteristics of these accounts is their attempt to unveil the "real but hidden" power relations in social groups. I have included a couple of interesting videos to help you understand conspiracy theories. More will likely follow. |
Post Viewing Learning Journal Response
After watching several videos in class (links below), I'd like you to write the following response in your Learning Journals.
Learning Journal Reflection
Based on the Conspiracy Theory videos that you have watched in class, discuss your own beliefs about Conspiracy Theories. Make sure you use the PEE model to support your opinion.
Video Links:
https://www.youtube.com/watch?v=F6sYWmpgOR8
https://www.youtube.com/watch?v=qAr4iAH5UgQ
https://www.youtube.com/watch?v=dNfHxuFNmIU
Learning Journal Reflection
Based on the Conspiracy Theory videos that you have watched in class, discuss your own beliefs about Conspiracy Theories. Make sure you use the PEE model to support your opinion.
Video Links:
https://www.youtube.com/watch?v=F6sYWmpgOR8
https://www.youtube.com/watch?v=qAr4iAH5UgQ
https://www.youtube.com/watch?v=dNfHxuFNmIU
Conspiracy Theory Research Paper and Proposal
Although you will be receiving a hard copy of this assignment in class, I have added a PDF version to the site for you to look at in order to do a little planning prior to beginning the assignment. You may find it particularly useful when constructing your research proposal.
conspiracy_theory-research_paper_revised.pdf | |
File Size: | 315 kb |
File Type: |
MLA Formatting 101- Conspiracy Theory Research Papers
The following resources can be used in conjunction with the MLA resources found on the home page. When wondering about specific formatting options such as page numbers on the first page - choose the MLA default unless otherwise indicated by your teacher. The Online Writing Lab at Purdue is an excellent resource when it comes to MLA formatting and the majority of the teachers in the English department will adhere to their structures when reviewing MLA use. Here is the link to access their website:
https://owl.english.purdue.edu/
MLA Formatting PowerPoint - OWL Purdue
Please click on the PowerPoint presentation below to review the research paper formatting information which we covered in class.
https://owl.english.purdue.edu/
MLA Formatting PowerPoint - OWL Purdue
Please click on the PowerPoint presentation below to review the research paper formatting information which we covered in class.
mla_essay_formatting_-_owl.pptx | |
File Size: | 2380 kb |
File Type: | pptx |
How to Reference Websites...
When using an online source, you need to include several details on your Works Cited page. These include the name of the article, the author of that particular article, the date the article was published, the IP address and the date that you visited the website. It may look similar to the example below.
Li, Zijun. Half of Chinese Cities Have Polluted Groundwater, (6, Dec., 2005) http://www.worldwatch.org/node/1060 (visited 24, April, 2009)
How to cite web sources in a text citation:
A spa chemistry expert recommends adding spa shock after using the spa "in order to help assure a sanitizer level
in the water" (Schuster).
If there is no author named, use a short title from the article in the parenthetical reference and optionally refer to the organization in the text:
The Gerber Baby Food company notes that for the first three to five days of breast feeding, a woman's body "will produce a substance called colostrum. This thick, yellowy substance is a milk rich in antibodies . . ." ("Newborn
Feeding").
Source: http://www.virtualsalt.com/mla.htm
Li, Zijun. Half of Chinese Cities Have Polluted Groundwater, (6, Dec., 2005) http://www.worldwatch.org/node/1060 (visited 24, April, 2009)
How to cite web sources in a text citation:
A spa chemistry expert recommends adding spa shock after using the spa "in order to help assure a sanitizer level
in the water" (Schuster).
If there is no author named, use a short title from the article in the parenthetical reference and optionally refer to the organization in the text:
The Gerber Baby Food company notes that for the first three to five days of breast feeding, a woman's body "will produce a substance called colostrum. This thick, yellowy substance is a milk rich in antibodies . . ." ("Newborn
Feeding").
Source: http://www.virtualsalt.com/mla.htm
Adding a Figure or Image to a Research Paper
adding_images_or_figures_in_a_research_paper.pdf | |
File Size: | 336 kb |
File Type: |
Bibme.org - Online Bibliography Generator
MLA Paper Cover Page
The Modern Language Association (MLA) does not require you to create a cover page when you complete your research paper, but some instructors may require you to have it. In addition, a paper with a cover page sometimes looks more professional.
If your instructor requires your paper to have a cover page, he/she usually provides specific instructions on what you should put on the cover page. Here is the general MLA Format cover page: this page should include your school or university name, your research paper title, your name, your class, your professor name and your paper’s due date.
I have included a sample image below.
Source: http://academictips.org/mla-format/mla-format-cover-page/
If your instructor requires your paper to have a cover page, he/she usually provides specific instructions on what you should put on the cover page. Here is the general MLA Format cover page: this page should include your school or university name, your research paper title, your name, your class, your professor name and your paper’s due date.
I have included a sample image below.
Source: http://academictips.org/mla-format/mla-format-cover-page/
A Student's Guide to Using Quotation Marks
One of the questions that I am often asked is, "How do I use quotation marks properly?"
As a response, I have compiled a Student's Guide on the subject with the help of OWL Purdue's online writing centre.
Please click on the PDF or Word formats below to view and/or print out your own copy of the "rules" of quotation use.
a_students_guide_to_using_quotation_marks.pdf | |
File Size: | 562 kb |
File Type: |
a_students_guide_to_using_quotation_marks.docx | |
File Size: | 26 kb |
File Type: | docx |
Provincial English Exam Dates - Semester 1
Keats may not have passed it but you will! Please note the dates for the Semester 1 Grade 12 Provincial English Exam...
Comprehensive Exam - This exam is written in the school gym. Be sure you have the necessary materials before entering the gym (see Study Guide for required materials).
Cell phones, I-pods, MP3 players and backpacks will NOT be allowed in either the gym or in the classroom during the exam session.
Tuesday, January 10 - 9-12 a.m. (3 hours)
Process Exam -This exam takes place in class during your regular English class.
Wednesday, January 11- Friday, January 13 (3 days)
Writing a Memoir
Our brains are full of memories; some joyful, some full of pain. Many of us remember significant moments in our lives that have stayed with us. Memoirs give us an opportunity to share and reflect on those moments in a meaningful way. We can connect our life experiences to broader topics and elements of society as a whole, and in turn see ourselves and our experiences as something "bigger".
It's your story. It's your life. You can write it your way. You are the hero of your memoir, and you are in charge of how you present your life to your readers. Please write with passion and write with integrity.
In class, we will be looking at memoirs in the context of the PSE that you will be writing in January or June. Given the short three day time frame, memoirs can be a viable option for students when they are choosing their original text form. Let's explore this wonderful writing form.
Memoir Samples and Excerpts:
http://bccenglish11.edublogs.org/memoir-videos-and-samples/
http://brevitymag.com/nonfiction/the-hard-part-of-community-college/
http://blog.ted.com/2013/04/17/life-after-the-accident-an-excerpt-from-joshua-pragers-powerful-memoir-half-life/
http://www.msnbc.com/morning-joe/excerpt-hope-solos-memoir
http://www.newyorker.com/books/page-turner/why-i-am-a-thief
It's your story. It's your life. You can write it your way. You are the hero of your memoir, and you are in charge of how you present your life to your readers. Please write with passion and write with integrity.
In class, we will be looking at memoirs in the context of the PSE that you will be writing in January or June. Given the short three day time frame, memoirs can be a viable option for students when they are choosing their original text form. Let's explore this wonderful writing form.
Memoir Samples and Excerpts:
http://bccenglish11.edublogs.org/memoir-videos-and-samples/
http://brevitymag.com/nonfiction/the-hard-part-of-community-college/
http://blog.ted.com/2013/04/17/life-after-the-accident-an-excerpt-from-joshua-pragers-powerful-memoir-half-life/
http://www.msnbc.com/morning-joe/excerpt-hope-solos-memoir
http://www.newyorker.com/books/page-turner/why-i-am-a-thief
Technical Writing Unit
What is the goal of technical writing? According to Tech Whirl, "Good technical writing results in relevant, useful and accurate information geared to specifically targeted audiences in order to enable a set of actions on the part of the audience in pursuit of a defining goal. The goal may be using a software application, operating industrial equipment, preventing accidents, safely consuming a packaged food, assessing a medical condition, complying with a law, coaching a sports team, or any of an infinite range of possible activities. If the activity requires expertise or skill to perform, then technical writing is a necessary component." In a nutshell, it's giving clear, concise information that will request or give information to someone else. For the purpose of this course and within this particular unit, students will learn the basics of letter writing (including personal, business and formal) as well as email and social media etiquette.
Source: http://techwhirl.com/
Source: http://techwhirl.com/
Cover Letters and the World of Work
Cover letters are your gateway to the working world. Submitting a resume without a cover letter sends a message to the employer that you are not overly interested in that particular position. On the other hand, taking the time to carefully craft an effective cover letter allows the employer to get a more personal look at you, prior to reading about your education, skills, and qualifications.
I have included three resources that you can use when drafting your cover letter. The first is a PowerPoint presentation from the OWL Purdue website and the latter are from Careercake.com and include a video tutorial and a PDF of the key points in writing an effective cover letter.
Keep in mind that some of the sources refer to a CV (Curriculum Vitae) which is a much more comprehensive view of your qualifications compared to a resume. Unless you are applying for a position in fields such as academics or medicine, a resume will suffice.
I have included three resources that you can use when drafting your cover letter. The first is a PowerPoint presentation from the OWL Purdue website and the latter are from Careercake.com and include a video tutorial and a PDF of the key points in writing an effective cover letter.
Keep in mind that some of the sources refer to a CV (Curriculum Vitae) which is a much more comprehensive view of your qualifications compared to a resume. Unless you are applying for a position in fields such as academics or medicine, a resume will suffice.
cover_letter_ppt.ppt | |
File Size: | 358 kb |
File Type: | ppt |
Technical Writing Grading Rubrics
resume_rubric.docx | |
File Size: | 28 kb |
File Type: | docx |
cover_letter_rubric.docx | |
File Size: | 26 kb |
File Type: | docx |
5_steps_to_a_cover_letter.pdf | |
File Size: | 42 kb |
File Type: |
editing_tips_for_cover_letters.pdf | |
File Size: | 105 kb |
File Type: |
Welcome to the 1920s...
RESEARCH ESSAY ASSISTANCE
As an introduction to our study of F. Scott Fitzgerald's The Great Gatsby, students will be completing a Research Essay on "Life in New York in the 1920s". Using a variety of sources, students will be responsible for studying and explaining the economic, political, criminal and social aspects of this time period.
I have included some video clips below, as well as a couple of links to some sites that may assist you in writing your research essay. Keep in mind that the requirements in length of some of the sample papers will likely be quite different than your Research Assignment; I have included them simply as a suggestion of the MLA format that I expect you to follow. REMINDER: Any act of plagiarism (the usage of someone else's words or ideas without proper citation/credit) WILL result in a grade of ZERO.
http://owl.english.purdue.edu/owl/resource/658/01/ (Excellent online resource for MLA formatting)
http://instruct.uwo.ca/english/234e/site/guidelns/smplessy/smplessyhm.html (Contains MLA page samples)
http://owl.english.purdue.edu/owl/resource/747/01/
http://kclibrary.lonestar.edu/decade20.html
http://www.1920-30.com/
http://www.history.com/topics/roaring-twenties
As an introduction to our study of F. Scott Fitzgerald's The Great Gatsby, students will be completing a Research Essay on "Life in New York in the 1920s". Using a variety of sources, students will be responsible for studying and explaining the economic, political, criminal and social aspects of this time period.
I have included some video clips below, as well as a couple of links to some sites that may assist you in writing your research essay. Keep in mind that the requirements in length of some of the sample papers will likely be quite different than your Research Assignment; I have included them simply as a suggestion of the MLA format that I expect you to follow. REMINDER: Any act of plagiarism (the usage of someone else's words or ideas without proper citation/credit) WILL result in a grade of ZERO.
http://owl.english.purdue.edu/owl/resource/658/01/ (Excellent online resource for MLA formatting)
http://instruct.uwo.ca/english/234e/site/guidelns/smplessy/smplessyhm.html (Contains MLA page samples)
http://owl.english.purdue.edu/owl/resource/747/01/
http://kclibrary.lonestar.edu/decade20.html
http://www.1920-30.com/
http://www.history.com/topics/roaring-twenties
F. Scott Fitzgerald - Mini-Biography
If you would like to find out a little bit more about the author of The Great Gatsby, please click on the link below to access a brief biography of F. Scott Fitzgerald.
http://www.biography.com/people/f-scott-fitzgerald-9296261
http://www.biography.com/people/f-scott-fitzgerald-9296261
The Great Gatsby Study Guide Questions and Audiobooks/E-books
To ensure that you are prepared for the written assignments and tests that will be included with our class novel study of F. Scott Fitzgerald's The Great Gatsby, click on the links below to access important study quide questions. Should you experience difficulty with any of the questions, please see me before or after class for clarification.
Audiobooks and e-books, including The Great Gatsby, are available for free download through The Winnipeg Public Library Website. You will need a valid library card to download the file, but it can be sent directly to your computer, smart phone or MP3 player. You are able to use the file for 7-14 days, depending on the title. After that time, the file will no longer be able to be accessed, although you can however, renew it or reapply and download it again.
To access the library's online database and access Tumblereadables (under the heading: Search a Database) click on: http://wpl.winnipeg.ca/library/ or http://wpl.winnipeg.ca/library/onlineresources/internet/ebooks.asp.
I have included an additional link below to a website that contains the text to The Great Gatsby, chapter by chapter. Please let me know if you have difficulty accessing it.
http://xroads.virginia.edu/~hyper/fitzgerald/gatsby/gone.html
I hope you have fun exploring the world of audiobooks and e-books! Let me know how it works for you.
Audiobooks and e-books, including The Great Gatsby, are available for free download through The Winnipeg Public Library Website. You will need a valid library card to download the file, but it can be sent directly to your computer, smart phone or MP3 player. You are able to use the file for 7-14 days, depending on the title. After that time, the file will no longer be able to be accessed, although you can however, renew it or reapply and download it again.
To access the library's online database and access Tumblereadables (under the heading: Search a Database) click on: http://wpl.winnipeg.ca/library/ or http://wpl.winnipeg.ca/library/onlineresources/internet/ebooks.asp.
I have included an additional link below to a website that contains the text to The Great Gatsby, chapter by chapter. Please let me know if you have difficulty accessing it.
http://xroads.virginia.edu/~hyper/fitzgerald/gatsby/gone.html
I hope you have fun exploring the world of audiobooks and e-books! Let me know how it works for you.
Gatsby's Green Light Beckons a New Set of Strivers - Article
Click on the link below to read a terrific article that connects Gatsby's Green Light to a young person of today.
http://www.nytimes.com/2008/02/17/education/17gatsby.html?_r=1&
The Great Gatsby Study Guide Questions
the_great_gatsby_chapters_1_and_2_questions.pdf | |
File Size: | 136 kb |
File Type: |
the_great_gatsby_chapters_3-5__questions.pdf | |
File Size: | 134 kb |
File Type: |
the_great_gatsby_chapters_6-8_questions.pdf | |
File Size: | 99 kb |
File Type: |
Composition Essay Resources
You will be assigned an in class essay, in which you will be responsible for writing a 5 page composition pertaining to your study of The Great Gatsby and/or to Gatsby's dream. To assist you with your preparation, I have included several links or files that discuss Fitzgerald's writing techniques and/or his background. Please feel free to print these out and bring them to class with you as planning tools and supports for your essay. Remember to properly CITE ALL SOURCES, using MLA FORMAT.
Fitzgerald Biographies
http://www.pbs.org/kteh/amstorytellers/bios.html
Fitzgerald Biographies
http://www.pbs.org/kteh/amstorytellers/bios.html
a_brief_life_of_fitzgerald_essay.pdf | |
File Size: | 168 kb |
File Type: |
composition_creation_and_crash_of_gatsby.pdf | |
File Size: | 206 kb |
File Type: |
finding_george_wilsons_garage_article.pdf | |
File Size: | 485 kb |
File Type: |
fitzgerald_gatsby_essay.pdf | |
File Size: | 153 kb |
File Type: |
essay_skeleton_pee_model.doc | |
File Size: | 36 kb |
File Type: | doc |
Examples of PEE Model responses - Thomas Hardy
pee_model_essay.doc | |
File Size: | 33 kb |
File Type: | doc |
What is Satire?
sat·ire
/ˈsaˌtī(ə)r/
Noun
1. The use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of..
2. play, novel, film, or other work that uses satire.
Synonyms
lampoon - squib
The purpose of using satire is often to change or correct human behaviors that are less than desirable. Satire can be a difficult concept for some students to master. Hopefully these videos will give a better understanding of how satire can poke fun of our vices and weaknesses.
/ˈsaˌtī(ə)r/
Noun
1. The use of humor, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of..
2. play, novel, film, or other work that uses satire.
Synonyms
lampoon - squib
The purpose of using satire is often to change or correct human behaviors that are less than desirable. Satire can be a difficult concept for some students to master. Hopefully these videos will give a better understanding of how satire can poke fun of our vices and weaknesses.
Introducing Hamlet...
Welcome to the world of Hamlet, Shakespeare's longest and most controversial play. Throughout the unit, you will have an opportunity to study Hamlet using Kenneth Brannaugh's film version of the play. During this film study, we will be looking at the acts, the character development and the thematic aspects. I have attached a link to a file which contains a Summary of the play as well as an online version of the play that you can review outside of the class. You will be responsible for the Anticipation Guides, the Act Activities as well as the Final Test. There will be Bonus opportunities available to those who wish to complete them. This includes the Soliloquy Recitation below.
Hamlet Complete Text
http://www.william-shakespeare.info/script-text-hamlet.htm
Hamlet Summary Guide
hamlet_summary.doc | |
File Size: | 46 kb |
File Type: | doc |
THE PROVINCIAL EXAM...
Just a reminder that the Grade 12 Provincial Standards Exam begins on Monday, June 3 at 9:00 a.m. Please be outside the school gym at 8:50. The exam will be 3 hours in length.
Don't forget to bring the following supplies:
- Two pens (blue or black in colour)
- A pencil
- A highlighter
- White-out (optional)
- You may also want to bring a bottle of water or a coffee to help you stay awake.
The rest of the exam will take place during regular class time from Tuesday, June 4 to Thursday, June 6. ***Please be on time for each class***
Provincial Standards Test Questioning Strategies
To assist you in responding to the Sight Prose questions, remember to use the three questioning strategies below. These can also be used during the 20 minute discussion piece at the start of the exam.
Questioning Strategies
1. Determine what the Main Idea is. Relate the reading to the Topic/Title/Theme of the Standards Test.
2. Look at the Stylistic Techniques the author used. How do they express the Main Idea/Theme?
3. Personal/Critical Reactions:
-Do you like the piece?
-Were the Stylistic Techniques effective?
-Were you able to connect this piece to your own life in any way? Explain how.
Keep in mind that the provincial markers use a grading rubric to evaluate your writing. The criteria is listed below:
0 - Out of range (Given in rare cases) Student did not answer the question. No explanation of how idea applies to text or student.
1-2 - Below Level (1 is Very Below Level). Demonstrates limited skill in responding personally and critically to perspectives and styles of a variety of texts. Vague, general response.
3-4 - At Level (3 is Somewhat at Level). Responds personally and critically to perspectives and styles of a variety of texts. Specific, clear and developed or Somewhat specific and/or clear and/or developed.
5- Above Level. Responds personally and critically to perspectives and styles of a variety of texts. Response provides a sophisticated, thorough explanation. Ideas connect to a broader context.
For specific rubric and and grading exemplars, please click on the links below.
Provincial Exam Study Guide: Exploring Rubrics, Questions and Exemplars
I'M BUSY STUDYING....DO NOT DISTURB...
During the month of May we will be taking a look at Sample Questions and Rubrics to help you prepare for the upcoming Grade 12 Provincial Standards Test. If you require a closer look at resources that we have studied in class as well as some additional practice questions, see the file links below to access Student Exemplars and Rubrics that you can use to practice both the Responding to Text and Process Questions. Keep in mind that you MAY NOT use these same ideas in your own assignments (this would result in PLAGIARISM), however you can see the difference between Below Level, At Level and Above Level responses. It is my hope that through the study of these questions and rubrics you will gain a better understanding of what YOU need to do to achieve success on the Grade 12 Provincial Standards Test.
During the month of May we will be taking a look at Sample Questions and Rubrics to help you prepare for the upcoming Grade 12 Provincial Standards Test. If you require a closer look at resources that we have studied in class as well as some additional practice questions, see the file links below to access Student Exemplars and Rubrics that you can use to practice both the Responding to Text and Process Questions. Keep in mind that you MAY NOT use these same ideas in your own assignments (this would result in PLAGIARISM), however you can see the difference between Below Level, At Level and Above Level responses. It is my hope that through the study of these questions and rubrics you will gain a better understanding of what YOU need to do to achieve success on the Grade 12 Provincial Standards Test.
cant_return_home_rubric_and_exemplar.pdf | |
File Size: | 1558 kb |
File Type: |
january_extended_response_rubric_and_exemplar.pdf | |
File Size: | 3220 kb |
File Type: |
january_poem_rubric_and_exemplar.pdf | |
File Size: | 1467 kb |
File Type: |
three_days_to_see_rubric_january_practice.pdf | |
File Size: | 598 kb |
File Type: |
three_days_to_see_student_exemplar_january.pdf | |
File Size: | 810 kb |
File Type: |
visual_rubric_january_practice.pdf | |
File Size: | 525 kb |
File Type: |
visual_student_exemplar_january.pdf | |
File Size: | 781 kb |
File Type: |
connecting_ideas_rubric_january_practice.pdf | |
File Size: | 582 kb |
File Type: |
connecting_ideas_exemplars_january_practice.pdf | |
File Size: | 784 kb |
File Type: |
explaining_writing_variables_rubric_january_practice.pdf | |
File Size: | 570 kb |
File Type: |
explaining_writing_variables_exemplar_january_practice.pdf | |
File Size: | 305 kb |
File Type: |
reflecting_rubric_january_practice.pdf | |
File Size: | 528 kb |
File Type: |
reflecting_exemplars_january_practice.pdf | |
File Size: | 690 kb |
File Type: |
A Look at Metaphor and Irony
I came across a few short videos that give some examples of metaphor and irony in various contexts. Although this is by no means a detailed study of the topics, I felt that they were worth sharing with you.
The Short Story Unit Begins...
Our next unit of study is the short story genre. Through this unit we will look at the various literary devices that help the reader understand the author's writing.
Narrator: this is the person who tells the story. It is sometimes called the Point of View of the story. The narrator may also have a wide range of powers in telling the story. There are three types of narrators: Omnipotent or Omniscient; Limited Ominiscient; and Objective. The narrator may also be either in first person or third person and they may be either a main or minor character in the story.
Character: these are the persons represented in dramatic or narrative work. They are interpreted by the reader as having moral and dispositional qualities that are expressed in what they say (dialogue) and do (actions). They are usually described as being FLAT (undeveloped) or ROUND (more complex). They are also described as either STABLE (no change) or DEVELOPING (changes due to the action of the story). There are many different types of characters including protagonists, antagonists, and stock characters to name just a few.
Setting: the setting of a piece of literature is the generl locale, historical time, and social circumstances in which the action occurs. it can be the physical location where the action of a scene takes place. it is important to help create the atmosphere and mood of the action.
Time: when does the story occur? In the past, present, or future? Are there specific dates and times given for when the action of the story takes place? Does it happen during the day or at night? How long does it take for the action to occur? Time further includes the chronology of the story. Do the events occur in order or are they mixed up? All of these questions can be answered using the literary device of time.
Plot: the plot in a work of literature is the structure of the action. the actions must be designed in order to achieve a particular emotional and artistic response. Plot must have some sort of cause-effect relationship between the different events. For example: The king died. Then the queen died. This is a story. The king died then the queen died of grief. This is a plot.
Style: this refers to the manner of expression in prose or verse. Style typically refers to an author's choice of words, or how he writes. It also refers to sentence structure and syntax, the amount and types of figurative language, rhythmic patterns, the sounds of the language and the rhetorical goals and devices.
Symbols: in its broadest sense, a symbol is anything which signifies something else. In literature, the term symbol is applied only to a word or phrase that signifies an object or eent which in turn signifies, or has a rnage of reference, beyond itself. For example, the word "white" can refer to purity, cleanliness, or innocence.
Theme: theme is often used to indicate the subject of the work. The term more specifically refers to the central idea, main message or thesis of a work. It may be stated directly or indirectly. When not directly given, the theme must be abstracted from the content of the work. Themes are designed to incorporate an idea and make that idea persuasive and real to the reader.
Click on the video below to review the key elements of a short story - be warned...the music will stick in your head!
Narrator: this is the person who tells the story. It is sometimes called the Point of View of the story. The narrator may also have a wide range of powers in telling the story. There are three types of narrators: Omnipotent or Omniscient; Limited Ominiscient; and Objective. The narrator may also be either in first person or third person and they may be either a main or minor character in the story.
Character: these are the persons represented in dramatic or narrative work. They are interpreted by the reader as having moral and dispositional qualities that are expressed in what they say (dialogue) and do (actions). They are usually described as being FLAT (undeveloped) or ROUND (more complex). They are also described as either STABLE (no change) or DEVELOPING (changes due to the action of the story). There are many different types of characters including protagonists, antagonists, and stock characters to name just a few.
Setting: the setting of a piece of literature is the generl locale, historical time, and social circumstances in which the action occurs. it can be the physical location where the action of a scene takes place. it is important to help create the atmosphere and mood of the action.
Time: when does the story occur? In the past, present, or future? Are there specific dates and times given for when the action of the story takes place? Does it happen during the day or at night? How long does it take for the action to occur? Time further includes the chronology of the story. Do the events occur in order or are they mixed up? All of these questions can be answered using the literary device of time.
Plot: the plot in a work of literature is the structure of the action. the actions must be designed in order to achieve a particular emotional and artistic response. Plot must have some sort of cause-effect relationship between the different events. For example: The king died. Then the queen died. This is a story. The king died then the queen died of grief. This is a plot.
Style: this refers to the manner of expression in prose or verse. Style typically refers to an author's choice of words, or how he writes. It also refers to sentence structure and syntax, the amount and types of figurative language, rhythmic patterns, the sounds of the language and the rhetorical goals and devices.
Symbols: in its broadest sense, a symbol is anything which signifies something else. In literature, the term symbol is applied only to a word or phrase that signifies an object or eent which in turn signifies, or has a rnage of reference, beyond itself. For example, the word "white" can refer to purity, cleanliness, or innocence.
Theme: theme is often used to indicate the subject of the work. The term more specifically refers to the central idea, main message or thesis of a work. It may be stated directly or indirectly. When not directly given, the theme must be abstracted from the content of the work. Themes are designed to incorporate an idea and make that idea persuasive and real to the reader.
Click on the video below to review the key elements of a short story - be warned...the music will stick in your head!
The Ones Who Walk Away From Omelas Journal Reflections
The Ones Who Walk Away From Omelas
Pre-Reading Reflection #8
Utilitarianism is an ethical theory holding that the proper course of action is the one that maximizes the overall happiness. Do you agree with this theory? Is it true that the correct course of action is always the one that increases overall happiness? What if it is at the expense of others?
Post-Reading Reflection #9
Is “Utopia” a genuine possibility? Can people live in a “perfect society?” Explain using The
Ones Who Walk Away from Omelas as a springboard. What do you think it would take to make our own society
a living paradise?
Bonus Reflection #10
If you were a citizen of Omelas, what would you do? Walk or Stay? Explain your reasoning and express your personal viewpoints in a well developed paragraph.
Please click on the link below to access a PDF version of Ursula K. Le Guin's short story.
the_ones_who_walk_away_from_omelas_text.pdf | |
File Size: | 46 kb |
File Type: |
The Way up to Heaven- Journal Reflections
Reflection #6 - The Way up to Heaven Pre-reading
Write about an experience in which you were late for something important. What would
you do if someone you cared about seemed to be standing in the way of you reaching your destination? Explain your reasoning in a minimum of 10 sentences.
Reflection #7 - The Way up to Heaven Post Reading
What are your initial thoughts or questions after reading “The Way up to Heaven”? How does the theme of control fit into Roald Dahl’s short story? Support your response with reference to the text AND your own opinion.
I have also included a version of The Way up to Heaven from the Tales of the Unexpected television series. This is the same film we viewed in class.
Write about an experience in which you were late for something important. What would
you do if someone you cared about seemed to be standing in the way of you reaching your destination? Explain your reasoning in a minimum of 10 sentences.
Reflection #7 - The Way up to Heaven Post Reading
What are your initial thoughts or questions after reading “The Way up to Heaven”? How does the theme of control fit into Roald Dahl’s short story? Support your response with reference to the text AND your own opinion.
I have also included a version of The Way up to Heaven from the Tales of the Unexpected television series. This is the same film we viewed in class.
The Diamond Necklace - Discussion Questions
Although these questions will be introduced in class, I have included a PDF file of them so that you may develop your responses outside of class and complete the questions in a timely manner. Your answers may be handwritten, however they should be neatly done with spaces between each response.
Any questions - please see me before or after class.
the_diamond_necklace_questions.pdf | |
File Size: | 67 kb |
File Type: |
The Diamond Necklace- Journal Reflections
Reflection #4 - Diamond Necklace Pre-reading
Using some of the ideas generated in your table discussion groups, answer the following question in your refection journals...
What price would you pay for happiness? What would you sacrifice for someone else's happiness? Explain your reasoning in 8-10 sentences.
Reflection #5 - Diamond Necklace Post Reading
What price did Mme. Loisel pay for her happiness? Was it worth the price she paid? What could she have done differently to change the outcome? Explain your opinion using specific examples from the text.
The Diamond Necklace by Guy de Maupassant...see PDF file below
the_necklace_short_story.doc | |
File Size: | 43 kb |
File Type: | doc |
Short Film Adaptation of Guy Maupassant's The Diamond Necklace (with English subtitles)
The Lottery Reflections...
Reflection #1: Pre-Reading
What are your thoughts about lotteries? Be specific and think more globally. For example, how do they impact individuals and society as a whole? This entry should be a minimum of 8 sentences and should be included in your Reflection Journal.
Reflection #2: Post Reading
After reading Shirley Jackson's The Lottery, what are your thoughts about lotteries now? How is control used throughout the story? Use specific support from the text to back up your opinion.
Click on the link below to access a PDF version of Shirley Jackson's The Lottery. In your reflection journal, write a third entry in which you answer the following question...
BONUS REFLECTION: How does the idea of "Control " tie into the story, The Lottery? Give clear explanations and use support from the text to reinforce your ideas.
Click on the link below to access a PDF of Shirley Jackson's The Lottery
the_lottery.pdf | |
File Size: | 66 kb |
File Type: |
The Lottery Film Adaptation- Post Viewing Assignment
Now that you have finished viewing the film adaptation of The Lottery, complete the following assignment in your reflection journals:
Reflection #3: How did watching the movie reinforce or change your understanding of the short story, The Lottery? Discuss the differences between Shirley Jackson's original text and the film version using as many details as possible.
Alternate Reflection: If you were one of the townspeople in Shirley Jackson's short story, The Lottery, what would you do? How would you react to the stoning of Tessie?
Soap Box Speeches
As our semester together draws to a close, I thought it would be interesting to take a look at "Soap Box Speeches." This form of speech is an impromptu form of public speaking in which participants stand up and give a passionate yet informal speech, appeal or political harangue (lengthy or aggressive speech) on a topic they are interested in.
To view a selection of topics, please visit the following website which contains a monthly soap box topic.
http://www.smartgirl.org/writing/forum/index.html
I have also included a video entitled "Dear America" in which David Mitchell gives a soap box speech on the proper use of English words and phrases as well as a clip of contestants who took part in the Mivka Challenge: Project Soapbox.
To view a selection of topics, please visit the following website which contains a monthly soap box topic.
http://www.smartgirl.org/writing/forum/index.html
I have also included a video entitled "Dear America" in which David Mitchell gives a soap box speech on the proper use of English words and phrases as well as a clip of contestants who took part in the Mivka Challenge: Project Soapbox.
Chapter 6 Writing Assignment - Gatsby
In this chapter, we learn more about Gatsby's past, his transformation from James Gatz to Jay Gatsby and the key moments that led to his powerful connection with Daisy.
“Out of the corner of his eye Gatsby saw that the blocks of the sidewalks really formed a ladder and mounted to a secret place above the trees – he could climb to it, if he climbed alone, and once there he could suck on the pap of life, gulp down the incomparable milk
of wonder.”(p.110)
In one page, explain what this quote means and how it relates to what you think to be Gatsby’s dream. How does this quote foreshadow Gatsby’s inability to reach this dream? Concentrate on writing a clear and developed response.
Due: Monday, April 30, 2012
A New York City Timeline...Gatsby
Click on the following link to access a site that will show you the History of New York using a detailed Timeline.
http://www.newyorkcitytimeline.com/
Footnotes 101
If you are wondering how to incorporate footnotes into your research essay, click on the links below to access an instruction page along with footnote samples. Happy footnoting!
proper_use_of_footnotes.doc | |
File Size: | 55 kb |
File Type: | doc |
footnote_samples.doc | |
File Size: | 35 kb |
File Type: | doc |
Short Story Unit Test
Now that we've finished our short story unit, it is time to test your understanding of both the stories and the common them of "Choices" that has been embedded in each of the 5 short works of fiction.
The Unit Test will take place in class on Monday, April 9 and it will be in the form of an in-class essay. Please spend some time reviewing how the idea of "Choices" plays into the short stories that we've covered in class.
I have also included the RSA video on the Ideology of Choice that we viewed in class. Enjoy!
The Unit Test will take place in class on Monday, April 9 and it will be in the form of an in-class essay. Please spend some time reviewing how the idea of "Choices" plays into the short stories that we've covered in class.
I have also included the RSA video on the Ideology of Choice that we viewed in class. Enjoy!
REMINDER: All Journal Reflections ( Entries 7-11) will be due in class on Monday, April 9, 2012. Please have them ready for marking.
The Bet Journal Reflections
Pre-Reading Reflection #7:
Which do you think is more humane, life imprisonment or the death penalty? Explain.
Post-Reading Reflection #8:
Based on the circumstances in Anton Chekhov's short story, The Bet, discuss whether you agree or disagree with the following quote: "It's better to live somehow than not to live at all."
- The Lawyer
Why? Explain using examples from the text as a springboard for your response.
If you would like to re-read Anton Chekhov's story, click on the link below to access a PDF copy of The Bet. Please let me know if you can not open it.
Which do you think is more humane, life imprisonment or the death penalty? Explain.
Post-Reading Reflection #8:
Based on the circumstances in Anton Chekhov's short story, The Bet, discuss whether you agree or disagree with the following quote: "It's better to live somehow than not to live at all."
- The Lawyer
Why? Explain using examples from the text as a springboard for your response.
If you would like to re-read Anton Chekhov's story, click on the link below to access a PDF copy of The Bet. Please let me know if you can not open it.
the_bet_short_story.pdf | |
File Size: | 193 kb |
File Type: |
The Secret Life of Walter Mitty Journal Reflections
Pre-Reading Reflection (BONUS):
What role do dreams/daydreams play in your own life? Do you think that it is important for people to dream/daydream? Why or why not. Give examples from your own life.
Post-Reading Reflection (BONUS):
Complete a Post-Read Reflection (as above) in which you discuss these questions: What are the Dangers and Advantages of Daydreaming? In your opinion, how do daydreams differ from dreams/goals that people develop throughout their life? Use Walter Mitty to help support your opinion.
Post-Viewing Reflection #6:
In a well written paragraph, discuss the effectiveness of the film version of The Secret Life of Walter Mitty. Was it as powerful as the short story or did the added details/storyline take away from the original text? Explain your opinion using examples from the text and/or film. This entry should be added to your reflection journal.
The Secret Life of Walter Mitty short story - Click on the link below to download file.
the_secret_life_of_walter_mitty_short_story.doc | |
File Size: | 44 kb |
File Type: | doc |
Types of Paragraphs
Although you have all had experience with various writing styles, as we begin the semester I think it is always helpful to review the top four types of paragraphs that you will be using throughout the course. I have added a file that you can download/view/print below. Stay tuned for writing activities below that will help you practice these different forms of writing.
types_of_paragraphs.pdf | |
File Size: | 229 kb |
File Type: |
Descriptive Writing Practice
"All I Really Need to Know I Learned in Kindergarten." Author Robert Fulghum wrote a now famous credo in which he explains that all of life's important lessons were taught to him in Kindergarten. Click on the link below and read the credo, then in a one page descriptive writing piece, discuss one of your earliest school memories and how it has helped shape you into the person you are today. If it's difficult for you to remember that far back, you can focus on a significant moment in school that may have happened more recently. Remember to work on your descriptive language and try to help your audience visualize your memories and form pictures in their minds.
http://www.randomhouse.com/catalog/display.pperl?isbn=9780345479105&view=excerpt
http://www.randomhouse.com/catalog/display.pperl?isbn=9780345479105&view=excerpt
Narrative Writing Practice
Narrative writing is another wasy of telling a story. When you think about the stories you've enjoyed reading, listening to, or hearing - what are the things you remember about them? A good narrative hooks the reader right from the start and keeps them engaged until the end. A writer knows who their intended audience is and writes for their pleasure. Visit the website below for 114 writing prompts that will hopefully help you tell a memorable story too.
http://www2.asd.wednet.edu/pioneer/barnard/wri/narr.htm
I've also posted the video that we viewed in class so that you can continue to be inspired by this young man's story.
http://www2.asd.wednet.edu/pioneer/barnard/wri/narr.htm
I've also posted the video that we viewed in class so that you can continue to be inspired by this young man's story.
Narrative Writing Practice
Storytelling is an art form and a good story needs to be written properly. The only way to improve your writing and tap into your inner storyteller is to WRITE, WRITE, WRITE. I have included several topics below that you can use to kick start your ideas... I look forward to reading your real or imaginary stories!
1.[Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
2.[Lightbulb Moment] Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
3.[Childhood Event] Choose a vivid time from your childhood — You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first A you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
4.[Achieving a Goal] Think of a time when you achieved a personal goal — you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
5.[The Good and the Bad] Think about an event in your life that seemed bad but turned out to be good. Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a computer. What makes the event change from bad to good may be something that you learned as a result, something that you did differently as a result, or something that happened that wouldn't have occurred otherwise. Tell the story of the event that you experienced and help your readers understand how an event that seemed negative turned out to have valuable consequences.
6.[Being a Teacher] Teaching someone else how to do something can be rewarding. Think of a skill that you've taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think about the events that made up the process of teaching the skill, and narrate the story for your readers.
7.[Changing Places] Every place has things that change — sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Safeway or Superstore. Maybe the Royal Bank of Canada suddenly becomes NationsBank. Perhaps the change was more personal -- an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.
8.[Personal Rituals] Describe a personal ritual that you, your friends, or your family have. Think about the personal steps that you always go through when you prepare for an exam. Do you sit at a desk, spread books and notes across your bed, or use the kitchen table? Do you have to have something to drink...soda, water, jolt? There are numerous things that we do for which we create our own personal rituals. Choose one event — studying for a test, writing a paper, dressing and warming up before a game, or preparing and having a special family meal. Narrate the events that take place when you complete your ritual so that your readers understand the steps that the ritual includes and why you complete them.
9.[Standing Up] Choose a time when you did something that took a lot of nerve, a time when you didn't follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do something that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.
10. [Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally — your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met — perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board. Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate.
Originally Posted March 9, 1999 on the Daedalus Website.
1.[Being Unprepared] Because you have been sick, out of town, busy at work, or working on other homework, you didn't have as much time to study for an important test as you needed. Everyone going to school has been in this situation. Think of a specific test that you took that you felt unprepared for and narrate the events. Tell your readers about the preparation that you were able to do, the reasons that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened after you took the test. Your paper should help readers understand what it felt like to be unprepared.
2.[Lightbulb Moment] Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.
3.[Childhood Event] Choose a vivid time from your childhood — You might think of the first time that you rode a school bus, of a time when you went to the principal's office, the first A you earned on a test or paper, earning money to buy something that you really wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your readers will understand why the event was important and memorable.
4.[Achieving a Goal] Think of a time when you achieved a personal goal — you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.
5.[The Good and the Bad] Think about an event in your life that seemed bad but turned out to be good. Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a computer. What makes the event change from bad to good may be something that you learned as a result, something that you did differently as a result, or something that happened that wouldn't have occurred otherwise. Tell the story of the event that you experienced and help your readers understand how an event that seemed negative turned out to have valuable consequences.
6.[Being a Teacher] Teaching someone else how to do something can be rewarding. Think of a skill that you've taught someone else how to do. Perhaps you taught someone else how to swim, showed someone how to bake a souffle, or helped someone learn how to study more effectively. Think about the events that made up the process of teaching the skill, and narrate the story for your readers.
7.[Changing Places] Every place has things that change — sometimes as the result of economics, sometimes because different people are involved, and sometimes for no clear reason that you know about. Think of a change to a place that you know well. Perhaps the local grocery store you grew up with as Smith and Bros. Grocery was bought out by a regional chain like Safeway or Superstore. Maybe the Royal Bank of Canada suddenly becomes NationsBank. Perhaps the change was more personal -- an older sibling moves out of the house and your family changes the room to a guest room or an office. Think of a specific change and narrate the events that occurred. Readers should know the details of the change, and they should know how you feel about the changes that occurred.
8.[Personal Rituals] Describe a personal ritual that you, your friends, or your family have. Think about the personal steps that you always go through when you prepare for an exam. Do you sit at a desk, spread books and notes across your bed, or use the kitchen table? Do you have to have something to drink...soda, water, jolt? There are numerous things that we do for which we create our own personal rituals. Choose one event — studying for a test, writing a paper, dressing and warming up before a game, or preparing and having a special family meal. Narrate the events that take place when you complete your ritual so that your readers understand the steps that the ritual includes and why you complete them.
9.[Standing Up] Choose a time when you did something that took a lot of nerve, a time when you didn't follow the crowd or a time when you stood up for your beliefs. Perhaps your friends were urging you to do something that you were uncomfortable with and you chose not to cave into peer pressure. Maybe you took a stance on a political issue that was important in your community, or you might have Whatever you choose, think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.
10. [Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally — your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met — perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board. Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate.
Originally Posted March 9, 1999 on the Daedalus Website.
The Power of Persuasion
Persuasive writing attempts to convince the reader that your opinion is a valid one. In order to effectively convince someone to change their perspective, consider something they hadn't before or move them to action, a writer must master the art of persuasion. Click on the link below to access some Persuasive Writing Prompts that will help you practice using your "Strong Voice."
http://jc-schools.net/write/persuasive-prompts.htm
The video clip below deals with the sensitive issue of cyber bullying - although it is a short video, it manages to grab the viewer's attention right from the start, as well as present accurate statistics on the subject.
http://jc-schools.net/write/persuasive-prompts.htm
The video clip below deals with the sensitive issue of cyber bullying - although it is a short video, it manages to grab the viewer's attention right from the start, as well as present accurate statistics on the subject.
Literary Techniques Tutorial Video
A literary technique or literary device is an identifiable rule, convention or structure that is employed in literature and storytelling. There are many different literary techniques that you can employ when creating an original text and the video below touches on just a few of them. If you work on incorporating some of these techniques into your own writing, you are sure to enrich your text and strengthen the piece itself.
BONUS Assignment - Hamlet Soliloquy
In order to challenge yourself and acquire 25 bonus marks, you have the option of memorizing and reciting (for me alone) one of the 6 soliloquies listed below. You will be graded on Memorization, Fluency/Pronunciation, Volume, Expression and Overall Presentation. You can access the complete soliloquies online. This can be presented to me any day prior to June 20, 2013.
Soliloquies from Hamlet
O that this too too sullied flesh would melt (Spoken by Hamlet, Act 1 Scene2)
O, what a rogue and peasant slave am I (Spoken by Hamlet, Act 2 Scene 2)
To be, or not to be (Spoken by Hamlet, Act 3 Scene 1)
Oh my offence is rank, it smells to heaven (Spoken by Claudius, Act 3 Scene 3)
Now might I do it pat (Spoken by Hamlet, Act 3 Scene 3)
How all occasions do inform against me (Spoken by Hamlet, Act 4 Scene 4)
Note: Your chosen soliloquy must be memorized and recited out loud (to me).
The Scoring Rubric is below - please click on the following file to open and review prior to recitation.
Soliloquies from Hamlet
O that this too too sullied flesh would melt (Spoken by Hamlet, Act 1 Scene2)
O, what a rogue and peasant slave am I (Spoken by Hamlet, Act 2 Scene 2)
To be, or not to be (Spoken by Hamlet, Act 3 Scene 1)
Oh my offence is rank, it smells to heaven (Spoken by Claudius, Act 3 Scene 3)
Now might I do it pat (Spoken by Hamlet, Act 3 Scene 3)
How all occasions do inform against me (Spoken by Hamlet, Act 4 Scene 4)
Note: Your chosen soliloquy must be memorized and recited out loud (to me).
The Scoring Rubric is below - please click on the following file to open and review prior to recitation.
grading_rubric_for_soliloquy_recitation.doc | |
File Size: | 23 kb |
File Type: | doc |
Reduced Shakespeare Company Presents...Hamlet (or something like it)
The Reduced Shakespeare Company (RSC) is a comedy troupe that condenses some of Shakespeare's greatest works into laughable adaptations of the originals. Click on the videos below for a quick glimpse into their version of Hamlet.
The Tragedy of Hamlet, Prince of Denmark
Have you ever wondered how Hamlet would look in his simplest form? Do you have a secret love of stick figure artwork? Click on the link below to access Dan Carroll's artistic rendition of Shakespeare's great tragedy.
http://www.stickfigurehamlet.com/
http://www.stickfigurehamlet.com/
Additional Rubrics and Exemplars for January 2011 Provincial Exam - Please Note: THESE HAVE BEEN MOVED TO THE SECTION WITH THE REST OF THE JANUARY 2011 QUESTIONS - Scroll up!
Types of Responding to Text Questions
provincial_standards_test_-_review_-_types_of_responding_to_text_questions.doc | |
File Size: | 38 kb |
File Type: | doc |
Provincial Exam Practice Questions (Note: this section is updated regularly - check for new practice questions)
Election Day Editorial Cartoon:
Practice Question: Analyze how specific details in the editorial cartoon "Election Day!" reflect a change in gender roles.
Click on the file below to access the Scoring Rubric for this question. Once you have completed your inital answer in your Responding to Text Booklet and had it graded twice - work on your third attempt (loose-leaf), aiming for an Above Level score.
NEW Extended Response Question:
Extended Response Practice Question: Choose one of the following selections: Learning to Fly OR The Connection Between Me and a Receding Glacier and write an Extended Response in which you 1) Identify and explain a main idea. Supporting your response with reference to the text; AND 2) Explain how this idea applies to you or to people you know. This question should be answered in your Responding to Text Booklet and is due on Monday, December 20. Click on the links below to access a PDF version of each text.
learning_to_fly_text.pdf | |
File Size: | 1284 kb |
File Type: |
the_connection_between_me.pdf | |
File Size: | 88 kb |
File Type: |
exam_rubrics.pdf | |
File Size: | 3342 kb |
File Type: |
Dearest Daisy Letter Assignment - Gatsby
Dearest Students,
Now that you have finished reading Chapters 3 & 4 in The Great Gatsby, it's time for you to immerse yourself in the characters of Daisy (Fay) Buchanan and Jay Gatsby.
Your next assignment will be to write a heartfelt, realistic and believable letter from Daisy to Jay or from Jay to Daisy during the time he was a soldier in WWI. This letter might have been sent to Daisy professing his undying love for her and begging her to wait until he returns or it could be a letter written by Daisy to Jay telling him that she has made the decision to marry Tom Buchanan of Chicago and that she will be married by the time he returns home. Keep in mind that Daisy received a letter from Gatsby the night before she married Tom and it caused her to breakdown and almost break it off with Tom. What was in that letter?
Make sure you choose a date in the year of 1917 (5 years prior to when our story is taking place) and that you use proper letter writing style and language to convey your message to your loved one. You will be graded using COSM (10 marks for Content and Style, 5 for Organization and Mechanics). Remember to clearly use the writing voice of whichever character you choose. Your letter should be 3/4 to one page in length. THIS WILL BE DUE ON THURSDAY...
Sincerely,
Ms. D
Now that you have finished reading Chapters 3 & 4 in The Great Gatsby, it's time for you to immerse yourself in the characters of Daisy (Fay) Buchanan and Jay Gatsby.
Your next assignment will be to write a heartfelt, realistic and believable letter from Daisy to Jay or from Jay to Daisy during the time he was a soldier in WWI. This letter might have been sent to Daisy professing his undying love for her and begging her to wait until he returns or it could be a letter written by Daisy to Jay telling him that she has made the decision to marry Tom Buchanan of Chicago and that she will be married by the time he returns home. Keep in mind that Daisy received a letter from Gatsby the night before she married Tom and it caused her to breakdown and almost break it off with Tom. What was in that letter?
Make sure you choose a date in the year of 1917 (5 years prior to when our story is taking place) and that you use proper letter writing style and language to convey your message to your loved one. You will be graded using COSM (10 marks for Content and Style, 5 for Organization and Mechanics). Remember to clearly use the writing voice of whichever character you choose. Your letter should be 3/4 to one page in length. THIS WILL BE DUE ON THURSDAY...
Sincerely,
Ms. D
BONUS WORK: The Diamond Necklace Writing Assignment - Choose ONE of the questions below to complete. Your response should be detailed, word processed and free of any spelling and grammatical errors. It will be graded using COSM (Content, Organization, Style and Mechanics – each weighted the same – 5 marks each for a total of 20 marks)
1. Using Guy Maupassant’s The Diamond Necklace as a springboard, discuss “the price of happiness or “what happiness is worth” in several well written paragraphs.
2. In a short, first person narrative, write from the point of view of Matilde Loisel (or Mr. Loisel), discussing the events surrounding the diamond necklace. In other words, write as if you are her experiencing the same things she went through in the story.
3. Irony occurs when a reader predicts what will happen in a story, then the story takes a turn and the complete opposite of the prediction occurs. Discuss how irony plays a central role in the short story, The Diamond Necklace.
Marking Rubric - This is how I will be grading your finished piece
Content /5 marks
How well did you answer the question? What details did you include? Did you adequately use text support?
Organization /5 marks
Does your piece have a clear beginning, middle and end? Have you used organizational structures in your writing? Is it clear and easy to understand?
Style /5 marks
Does your text have a smooth flow? Are sentences and paragraphs linked with transitions? Is the language appropriate for a grade 12 level course? Is the voice clear?
Mechanics /5 marks
Is your written piece free of grammatical errors? Is spelling, punctuation in place and properly used?
Dreams and Choices...
Our next short story deals with the use of dreams and the value one places on them in their life. You had an opportunity to discuss the importance of dreams with your classmates. Do you think it is important to have dreams? Can dreams lead to happiness? Are they simply distractions from 'the bigger picture?' How do we make our dreams come true? Are they meant to? As you watch the next two videos, think about these questions and the choices one man made to see his dreams become a reality. What is Steve Jobs lasting message to us?
Steve Jobs Timeline - February 4, 1955 - October 5, 2011
steve_jobs_timeline.pdf | |
File Size: | 191 kb |
File Type: |
The Bet Essay Assignment
I have included The Bet Essay Assignment below as well as an Organization Sample that may help you link the different ideas together. Don't forget to use proper transitions to move the reader through your essay. You also need to have made a clear choice on the theme of the short story, therefore either choose one of the ones on the assignment sheet or come up with your own.
Please see me in class if you are having difficulty with the essay.
the_bet_essay_assignment.doc | |
File Size: | 28 kb |
File Type: | doc |
the_bet_essay_sample_organization_smaller_font.doc | |
File Size: | 23 kb |
File Type: | doc |
The Shakespeare Quartos
Hamlet could finally count himself a 'king of infinite space' (well, cyberspace, at least!) as the Bodleian Library put the Shakespeare Quartos online.
The earliest texts of William Shakespeare's works were published during the 16th and 17th centuries in quarto or folio format. Folios are large, tall volumes; quartos are smaller versions, roughly half the size.
The earliest Shakespeare quartos are over four hundred years old and constitute the rarest, most fragile body of printed literature available to Shakespeare scholars. Sold unbound and often read to pieces, they are among the most ephemeral books of the age and survive in relatively low numbers. In the absence of surviving manuscripts, the quartos offer the earliest known evidence of what Shakespeare might actually have written, and what appeared on the early modern English stage. Only about half of Shakespeare’s plays were printed in quarto during his lifetime (1564–1616). They are living artifacts telling the story of how Shakespeare's Hamlet, Henry V, King Lear, A Midsummer Night's Dream, and Romeo and Juliet, to name just a few, first circulated in print.
Thanks to The Shakespeare Quartos Archive you can view full cover-to-cover digital reproductions and transcriptions of thirty-two copies of the five earliest editions of the play Hamlet. You'll notice differences between each of the editions as you take a look back in history and rediscover one of our greatest playwrights.
The Shakespeare Quartos or Archive http://www.quartos.org/index.html
The earliest texts of William Shakespeare's works were published during the 16th and 17th centuries in quarto or folio format. Folios are large, tall volumes; quartos are smaller versions, roughly half the size.
The earliest Shakespeare quartos are over four hundred years old and constitute the rarest, most fragile body of printed literature available to Shakespeare scholars. Sold unbound and often read to pieces, they are among the most ephemeral books of the age and survive in relatively low numbers. In the absence of surviving manuscripts, the quartos offer the earliest known evidence of what Shakespeare might actually have written, and what appeared on the early modern English stage. Only about half of Shakespeare’s plays were printed in quarto during his lifetime (1564–1616). They are living artifacts telling the story of how Shakespeare's Hamlet, Henry V, King Lear, A Midsummer Night's Dream, and Romeo and Juliet, to name just a few, first circulated in print.
Thanks to The Shakespeare Quartos Archive you can view full cover-to-cover digital reproductions and transcriptions of thirty-two copies of the five earliest editions of the play Hamlet. You'll notice differences between each of the editions as you take a look back in history and rediscover one of our greatest playwrights.
The Shakespeare Quartos or Archive http://www.quartos.org/index.html
Grade 12 Provincial Standards Testing Information
The following links will help you prepare for your Grade 12 Standards Test.
Key Terms
standards_test_review_key_terms.doc | |
File Size: | 42 kb |
File Type: | doc |
Key Words
standards_test_review_key_words.doc | |
File Size: | 22 kb |
File Type: | doc |
Provincial Exam Review
Wouldn't it be nice to be able to predict this year's Provincial Exam questions?
Unfortunately neither you or I will be able to do this. However, it is possible to look at previous types of questions to see patterns and wording in order to help prepare you for the exam you will be writing shortly.
Click on the file/link below to see a variety of different Responding to Text Questions that have appeared on past Standards Tests. Although you won't have all of the reading materials in each of the previous process booklets to actually practice answering them, you will be able to get an idea of how the Test Development Committee worded the questions. Hopefully you find this document helpful.
Unfortunately neither you or I will be able to do this. However, it is possible to look at previous types of questions to see patterns and wording in order to help prepare you for the exam you will be writing shortly.
Click on the file/link below to see a variety of different Responding to Text Questions that have appeared on past Standards Tests. Although you won't have all of the reading materials in each of the previous process booklets to actually practice answering them, you will be able to get an idea of how the Test Development Committee worded the questions. Hopefully you find this document helpful.
provincial_standards_test_-_review_-_types_of_responding_to_text_questions.pdf | |
File Size: | 81 kb |
File Type: |
Hamlet Film Study and Assignments
Your final Hamlet assignment will be due on Friday, January 28. It is as follows:
Choose only ONE of the following tasks to complete - each must be detailed, well-written and word processed. COSM Grading scale will be used for a total of 100 marks.
Task 1: You are a silent film producer in 1911. You have been asked to make a very short (25 scenes max.) film version of Hamlet. What are you going to leave in and what will you leave out? How can one scene (lasting probably only one minute) encapsulate what might take over ten minutes on stage? You are really looking for key moments in the narrative to keep your film story moving. What are those key moments? This assignment can be created as you see fit - you might want to include a storyboard and dialogue sheet...keep in mind though that the final piece should be well thought out and detailed.
Task 2 - Essay: Find out where in the play the "To be or not to be" speech takes place. What happens just before Hamlet starts speaking and what happens just after? Create, in your own words, Hamlet's character as presented to us at this stage of the play. Think about the idea of the soliloquy and how it reveals character. A Writing Variables Sheet also needs to be submitted.
Task 3 - Letter: Imagine that you are Kenneth Branagh. Compose a letter to a production company (ie. the people who will be funding your film $$$) which outlines why you should wish to film the complete version of Hamlet. You should also explain why you do not want to cut out certain characters who have been omitted in previous versions, such as Reynaldo, Rosencrantz, Guildenstern and Fortinbras. As a director, the main point for you to consider is what you think the play is about:
- Political power?
- The love of a son for his mother?
- Treachery and intrigue?
- Solely about the character of one person?
- A reasonable, reliable, responsible central character?
- Is it all of these, or none of these?
Explain using support from the play.
Task 4 - Persuasive Essay: Explain why either Hamlet, Claudius, Laertes or Fortinbras should take control of Denmark and what their claim to the throne is. You should use evidence from the play to back up your arguments and ensure that you have found your strong, persuasive voice. A Writing Variables Sheet also needs to be submitted.
Choose only ONE of the following tasks to complete - each must be detailed, well-written and word processed. COSM Grading scale will be used for a total of 100 marks.
Task 1: You are a silent film producer in 1911. You have been asked to make a very short (25 scenes max.) film version of Hamlet. What are you going to leave in and what will you leave out? How can one scene (lasting probably only one minute) encapsulate what might take over ten minutes on stage? You are really looking for key moments in the narrative to keep your film story moving. What are those key moments? This assignment can be created as you see fit - you might want to include a storyboard and dialogue sheet...keep in mind though that the final piece should be well thought out and detailed.
Task 2 - Essay: Find out where in the play the "To be or not to be" speech takes place. What happens just before Hamlet starts speaking and what happens just after? Create, in your own words, Hamlet's character as presented to us at this stage of the play. Think about the idea of the soliloquy and how it reveals character. A Writing Variables Sheet also needs to be submitted.
Task 3 - Letter: Imagine that you are Kenneth Branagh. Compose a letter to a production company (ie. the people who will be funding your film $$$) which outlines why you should wish to film the complete version of Hamlet. You should also explain why you do not want to cut out certain characters who have been omitted in previous versions, such as Reynaldo, Rosencrantz, Guildenstern and Fortinbras. As a director, the main point for you to consider is what you think the play is about:
- Political power?
- The love of a son for his mother?
- Treachery and intrigue?
- Solely about the character of one person?
- A reasonable, reliable, responsible central character?
- Is it all of these, or none of these?
Explain using support from the play.
Task 4 - Persuasive Essay: Explain why either Hamlet, Claudius, Laertes or Fortinbras should take control of Denmark and what their claim to the throne is. You should use evidence from the play to back up your arguments and ensure that you have found your strong, persuasive voice. A Writing Variables Sheet also needs to be submitted.