Meet at the classroom on Monday. We'll take attendance, collect the creative compositions and then we'll head down to the computer lab. You'll have three days to work on your USSR projects which are due the following Monday, Oct. 7.
You have three days off this weekend. Be sure to book in time to focus on your English homework.
If you are looking for ideas for your composition, read the samples in the package I gave you. Re-read the three ways to begin:
description of an object, a scene or a setting.
You can also simply write a short, short story but focus on one small incident that you can describe well. The time your dad taught you to build a fire or chip onto the green or make waffles or build a Lego castle or how to play "Stairway to Heaven".
Be specific. Be genuine. Be engaging and you'll do well.
You need at least 3 paragraphs and 400 to 600 words.
You can have as many paragraphs as you need.
If you use dialogue, each new speaker needs a new paragraph.
Thursday, September 26, 2013
Writing 12: We worked with three exercises in class and an assignment for homework . . .
If you were absent, call up a friend to get all of today's prompts.
Homework:
Bring three copies of your poem for workshop.
Write a poem about an animal (see the sample animal poems on the handout). In this poem, your task is to make us learn/feel/appreciate or experience the animal or the animal/human relationship in a new way. Your poem might end up being philosophical, spiritual or comical.
Tuesday, Ashley and Motria present Lorna Crozier. Yay. Have a look at her site.
Lorna Crozier
Homework:
Bring three copies of your poem for workshop.
Write a poem about an animal (see the sample animal poems on the handout). In this poem, your task is to make us learn/feel/appreciate or experience the animal or the animal/human relationship in a new way. Your poem might end up being philosophical, spiritual or comical.
Tuesday, Ashley and Motria present Lorna Crozier. Yay. Have a look at her site.
Lorna Crozier
English 10: thesis statement and USSR forms due . . .
Monday: Please bring your thesis statement and your chart to class. After USSR on Monday, we'll head to the lab where you will write your paragraph together with your partner.
Tuesday: Your USSR response form describing all the books you read in September is due. You must hand in this form Tuesday as no late forms are accepted. Thanks.
Great work today. It is hard to create thoughtful, unique, informative thesis statements but you did it.
Your job is to tell us something about the story that is not stated directly.
You have done that.
Tuesday: Your USSR response form describing all the books you read in September is due. You must hand in this form Tuesday as no late forms are accepted. Thanks.
Great work today. It is hard to create thoughtful, unique, informative thesis statements but you did it.
Your job is to tell us something about the story that is not stated directly.
You have done that.
Wednesday, September 25, 2013
English 12: USSR, Creative Composition due Monday . . .
If you were away today, you missed a vocabulary test and an explanation of our USSR projects for September and October. Please ask for the handouts.
In the meantime, be sure to finish reading your novel.
IF YOU WOULD LIKE ME TO READ YOUR DRAFT OF THE COMPOSITION THAT IS DUE MONDAY, BRING IT TO ME BY 9 A.M. TOMORROW SO THAT I CAN GET IT BACK TO YOU BY PERIOD 4. YOU MAY ALSO EMAIL IT TO ME AT sstenson@sd63.bc.ca
Thanks.
Next week:
Mon, Tues, Wed, we are in the computer lab to provide you the time you need to do a fantastic job on your two projects for the USSR texts. Good luck.
All projects are due Monday, Oct 7. Do not arrive Oct. 7 without the work. Plan ahead. If you cannot meet this deadline, please speak to me now.
Get started on the projects this weekend as they require a lot of planning and thought.
Thursday (next week): We start the new texts for USSR. You can look up each one on the internet to read a synopsis or to see how other readers have rated the book. They are all fantastic so pick one you know you would like to read.
In the meantime, be sure to finish reading your novel.
IF YOU WOULD LIKE ME TO READ YOUR DRAFT OF THE COMPOSITION THAT IS DUE MONDAY, BRING IT TO ME BY 9 A.M. TOMORROW SO THAT I CAN GET IT BACK TO YOU BY PERIOD 4. YOU MAY ALSO EMAIL IT TO ME AT sstenson@sd63.bc.ca
Thanks.
Next week:
Mon, Tues, Wed, we are in the computer lab to provide you the time you need to do a fantastic job on your two projects for the USSR texts. Good luck.
All projects are due Monday, Oct 7. Do not arrive Oct. 7 without the work. Plan ahead. If you cannot meet this deadline, please speak to me now.
Get started on the projects this weekend as they require a lot of planning and thought.
Thursday (next week): We start the new texts for USSR. You can look up each one on the internet to read a synopsis or to see how other readers have rated the book. They are all fantastic so pick one you know you would like to read.
Text
Choices
- DeNiro's Game by Rawi Hage (Beirut-Canadian)
- A Thousand Splendid Suns by Khaled Hosseini (Afghanistan)
- Cat's Eye by Margaret Atwood (Canada)
- The Glass Castle by Jeannette Walls (American)
- The Help by Kathryn Stockett (African-American history)
- Mao's Last Dancer by Li Cunxin (China in the 60s)
- Beijing Confidential by Jan Wong (Modern China)
- Funny Boy by Shyam Selvadurai (Sri Lanka)
- The Outliers by Malcom Gladwell (American-Canadian)
- The Book Thief by Markus Zusak (Germany during WWII)
- The Art of Racing in the Rain by Garth Stein (America)
- Memoirs of a Geisha by Arthur Golden (Japan)
- Indian Horse by Richard Wagamese (Canadian First Nations)
- Three Cups of Tea by Greg Mortenson (Pakistan)
English 10: "Sick Pigeon"
Today we did the vocabulary quiz and we worked in groups reading the story aloud and creating a detailed what ? / so what? chart for the question below:
How does the symbol of the sick pigeon represent Sibilla?
If you are having trouble with the story, finish reading it tonight.
Tomorrow: We'll finish reading the story, the chart and create a strong thesis statement.
Monday: We are in the computer lab so that you and your partner will write a wonderful literary paragraph together.
You will submit the chart and the paragraph and you will get the same mark. Work together!!
Tuesday, Oct. 1, your USSR form is due. Fill out the form after each book.
Read this weekend!!
How does the symbol of the sick pigeon represent Sibilla?
If you are having trouble with the story, finish reading it tonight.
Tomorrow: We'll finish reading the story, the chart and create a strong thesis statement.
Monday: We are in the computer lab so that you and your partner will write a wonderful literary paragraph together.
You will submit the chart and the paragraph and you will get the same mark. Work together!!
Tuesday, Oct. 1, your USSR form is due. Fill out the form after each book.
Read this weekend!!
Tuesday, September 24, 2013
English 12: Writing The Creative Composition . . . Vocab 1-14 test tomorrow
Study the vocabulary, 1-14. Know the definition, synonyms, part of speech, how to use it in a sentnece.
A 6 paper exhibits the following qualities:
Confidence comes from the support of others.
The street in Rd's stories never really reminded him of a street from Port Perry, no bungalows with blossoms bordering the lawn. No picket fences and peonies poking their nosey faces through the gate. North Bay, where Red was from, was something out of Kansas, a place the boy had never actually visted but could imagine now. The stories Uncle Red regaled between periods always made him feel bigger than a boy, like he, too, would travel one day, and not be stuck in this small town forever.
Confidence is not dreaming of becoming someone better than you already are. Confidence equals experience but benefits from the support of others in order to help the young person (like the boy in the anecdote above) realize and appreciate his or her strengths. My Uncle Red never graduated from high school. He worked for the town--digging ditches, and ensuring snow was ploughed, even if the work meant he was up all night, alone on the highway, or changing those light bulbs on the main street. Everyone recognized his red coveralls and red hard hat and signature BIG RED gum in his top corner pocket. He never complained about not having the opportunity to finish high school. In fact, I don't ever recall him complaining.
Between periods, my uncle shared stories. He never demanded that I listen, though. He spoke like a dreamy radio announcer whose sonourous sentences travelled ethereally from room to room. His confidence emerged from his values: hard work, family, commitment, and balance. He showed me how to hold a spade so that the tool actually did the digging and not my weak back muscles. He always made sure to bring flowers home on Fridays, acknowledging his wife and celebrating their weekend together. When he retired, he received a standing ovation from his peers because he had never missed one day of work in thirty-five years. Between the second and third period, he would soak his feet in a pure white basin, his way of saying thank you for a job well done. He never talked about confidence--he showed me how to be comfortable with myself.
I knew that I would never be able to endure the long hours as a town worker but I gained something from my uncle that I am only recently realizing--confidence. Self esteem does not have to be derived from certificates, diplomas or degrees. Confidence in oneself begins in finding positive role models and letting their stories, and their examples drift through each room and eventually, they'll find their way to the heart. Uncle Red took to time between periods to share what he felt was important. And I listened.
On the day of his funeral my aunt gave me a small carving of an elephant my uncle had chipped out of wood. He'd never seen an elephant, I wondered, why in the world would such an exotic animal be a part of his lunch hour routine? And then I knew. It was me he was carving. It was me he was talking to in the way he knew best--with his hands.
Using today's template, examples, and the rubric, create a 400 to 500 word creative composition which meets the above criteria. Type it up. Double space. Bring it to class on Monday.
Template: Aim for five paragraphs. A beginning, three strong example paragraphs, and a conclusion.
Opening: Use the handout from today's class. What works best?
1. Description of a scene. (The baseball game)
2. Description of an object. (The war medal)
3. Description of a setting. (The small town)
A 6 paper exhibits the following qualities:
- The writing offers a thoughtful view of the world with energy, insight, and compassion.
- The author uses specific detail to support these ideas.
- Sentence variety, pacing, vocabulary, imagery and literary devices are used effectively.
- The writing offers an imaginative view.
- The author clearly plays to the English teacher audience by using literary and historical allusions, wit, irony, understatement, hyperbole and sarcasm. I never thought I'd be as pathetic as Romeo pacing the backyard at two a.m. thinking about a girl.
- The writing engages the reader. Start with in medias res (in the middle of the action).
- It is clear, edited, and organized.
Confidence comes from the support of others.
The street in Rd's stories never really reminded him of a street from Port Perry, no bungalows with blossoms bordering the lawn. No picket fences and peonies poking their nosey faces through the gate. North Bay, where Red was from, was something out of Kansas, a place the boy had never actually visted but could imagine now. The stories Uncle Red regaled between periods always made him feel bigger than a boy, like he, too, would travel one day, and not be stuck in this small town forever.
Confidence is not dreaming of becoming someone better than you already are. Confidence equals experience but benefits from the support of others in order to help the young person (like the boy in the anecdote above) realize and appreciate his or her strengths. My Uncle Red never graduated from high school. He worked for the town--digging ditches, and ensuring snow was ploughed, even if the work meant he was up all night, alone on the highway, or changing those light bulbs on the main street. Everyone recognized his red coveralls and red hard hat and signature BIG RED gum in his top corner pocket. He never complained about not having the opportunity to finish high school. In fact, I don't ever recall him complaining.
Between periods, my uncle shared stories. He never demanded that I listen, though. He spoke like a dreamy radio announcer whose sonourous sentences travelled ethereally from room to room. His confidence emerged from his values: hard work, family, commitment, and balance. He showed me how to hold a spade so that the tool actually did the digging and not my weak back muscles. He always made sure to bring flowers home on Fridays, acknowledging his wife and celebrating their weekend together. When he retired, he received a standing ovation from his peers because he had never missed one day of work in thirty-five years. Between the second and third period, he would soak his feet in a pure white basin, his way of saying thank you for a job well done. He never talked about confidence--he showed me how to be comfortable with myself.
I knew that I would never be able to endure the long hours as a town worker but I gained something from my uncle that I am only recently realizing--confidence. Self esteem does not have to be derived from certificates, diplomas or degrees. Confidence in oneself begins in finding positive role models and letting their stories, and their examples drift through each room and eventually, they'll find their way to the heart. Uncle Red took to time between periods to share what he felt was important. And I listened.
On the day of his funeral my aunt gave me a small carving of an elephant my uncle had chipped out of wood. He'd never seen an elephant, I wondered, why in the world would such an exotic animal be a part of his lunch hour routine? And then I knew. It was me he was carving. It was me he was talking to in the way he knew best--with his hands.
Using today's template, examples, and the rubric, create a 400 to 500 word creative composition which meets the above criteria. Type it up. Double space. Bring it to class on Monday.
Template: Aim for five paragraphs. A beginning, three strong example paragraphs, and a conclusion.
Opening: Use the handout from today's class. What works best?
1. Description of a scene. (The baseball game)
2. Description of an object. (The war medal)
3. Description of a setting. (The small town)
Template
for the Creative Composition: Section D on the provincial exam
Opening: Write a
descriptive paragraph of 5 to 7 sentences. Start in the middle of the
action. Make every word count. Aim to use techniques such as
allusion, metaphor, alliteration, repetition, suspense, details which
appeal to the five senses, sentence variety, personification, strong
action words (simmer, scramble, glower, duck, wish, shone). Tell a
story.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
First Body Paragraph: Say
something interesting about your main character. For example: My
Uncle Red never graduated from high school. He worked for the
town—digging ditches, ploughing streets, unplugging sewers.
Everyone recognized his red overalls, red hard hat and signature Red
Gum in his top left pocket. (Know why you are using these details.
You are showing the man's strengths by recalling what he does). Use
parallelism (digging ditches, ploughing streets, unplugging sewers).
(4 to 7 sentences)
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Second Body Paragraph: You
want to give a lot of examples here. Make them stick together by your
topic sentence. Example: Between periods, he shared his stories. He
never demanded that I listen though. You need to create an
atmosphere. Use details that the reader can see, smell, taste, touch
and hear. (10 sentences)
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Third Body Paragraph: Compare
yourself to the person. You can mention the topic here as long as
your take on the topic offers a fresh insight. Example: Self esteem
does not have to be derived from certificates, diplomas or degrees.
(Using three examples in a sentence is effective). (7 sentences)
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Conclusion: End with another
anecdote. (A little story) Example: On the day of his funeral, ....
and add a detail that surprises the reader. Add something you've read
about or thought about or imagined. The example here I took from a
poem by Patrick Lane : ... my aunt gave me a small carving of an
elephant my uncle had chipped out of wood. He'd never seen an
elephant . . . YOU MUST HAVE EMOTIONAL APPEAL IN YOUR CONCLUSION.
MAKE THE READER FEEL SAD OR MAD OR RELIEVED OR EXCITED OR INSPIRED.
Example: It was me he was carving. It was me he was talking to in the
way he knew best—with his hands. (5 sentences)
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Writing 12: Edit those three poems thoroughly from your workshop group
I will be collecting the poems to check that you are using the criteria sheet to edit the poems.
The idea here is that you help the poem. This is not about the person.
One of the trickiest parts is So what?
It may be clear. It may use language well. It may have sound and line break and a fabulous title but at the end, why do we care? What made the writer write it?
If the writer doesn't know or doesn't care, the poem may not be working yet.
These are drafts. Ugly babies. Ways to explore our thoughts, the poetic form, etc.
It's not like an English course, I hope. It is not about THE MARKS.
It is about learning to say what is in your heart to say.
Start making observations of the people, ideas, sounds, sights, around you.
I just saw a Claremont young woman scissor step down the stairs at such a collosal rate, I'm sure she was on her way to the church to get married.
I thought, I wonder what she is thinking. Where she learned to scissor step. If she knew I was watching. What her name is. How cool that a teen still scissor-steps. How I will love to share this experience with you.
These are the things writers think of. I'm sorry to tell you that.
TWO POEMS DUE THURSDAY. Think about one thing you would like to try.
The idea here is that you help the poem. This is not about the person.
One of the trickiest parts is So what?
It may be clear. It may use language well. It may have sound and line break and a fabulous title but at the end, why do we care? What made the writer write it?
If the writer doesn't know or doesn't care, the poem may not be working yet.
These are drafts. Ugly babies. Ways to explore our thoughts, the poetic form, etc.
It's not like an English course, I hope. It is not about THE MARKS.
It is about learning to say what is in your heart to say.
Start making observations of the people, ideas, sounds, sights, around you.
I just saw a Claremont young woman scissor step down the stairs at such a collosal rate, I'm sure she was on her way to the church to get married.
I thought, I wonder what she is thinking. Where she learned to scissor step. If she knew I was watching. What her name is. How cool that a teen still scissor-steps. How I will love to share this experience with you.
These are the things writers think of. I'm sorry to tell you that.
TWO POEMS DUE THURSDAY. Think about one thing you would like to try.
English 10: Correcting your paragraph . . .
If you would like to re-write your paragraph, you may do so tonight. Hand in the new copy stapled to your first copy. Use all of the handouts to help you with your corrections. Re-read the two student samples we studied during class today.
Homework:
Read at least 15 pages of your USSR book. This type of homework requires your honesty. I depend on you to do the homework and to keep up your studies.
If you ever need help, do make an appointment to see me.
Vocabulary Test on 1-20 tomorrow. Study last week's quiz. Where did you make the most errors? Why? Study that section of your vocabulary notebook.
We'll start reading M.A.C. Farrant's story tomorrow.
Go back and look at your chart. How might a single mother be like a sick pigeon? What connections can you make?
If you were absent today, be sure to get the notes from a friend.
We did a practice quiz on the elements of formal paragraphs.
Homework:
Read at least 15 pages of your USSR book. This type of homework requires your honesty. I depend on you to do the homework and to keep up your studies.
If you ever need help, do make an appointment to see me.
Vocabulary Test on 1-20 tomorrow. Study last week's quiz. Where did you make the most errors? Why? Study that section of your vocabulary notebook.
We'll start reading M.A.C. Farrant's story tomorrow.
Go back and look at your chart. How might a single mother be like a sick pigeon? What connections can you make?
If you were absent today, be sure to get the notes from a friend.
We did a practice quiz on the elements of formal paragraphs.
Monday, September 23, 2013
English 12: Read 15 more pages of your USSR book tonight . . . Test Wed.
The following students need to bring in their money for the Belfry trip:
Zac C.
Kevin
Hayley
Jamie
Ryan
Nick
Lucas
Today, I checked the number of pages read over the weekend. You need to be 2/3 of the way through the novel by now. Keep post-it noting key scenes and important symbols.
We talked a lot about section D of the provinical today and we read samples. If you were absent, be sure to ask for the handout.
This section demands preparation. You cannot simply right something off the top of your head unless you want to sound cliche, banal and sentimental, right?
Read articles from The Globe and Mail at least three times a week. Know what is going on. Think about what an English teacher likes since English teachers are marking these exams. They like books. They like good writing. They like sentence variety, wit, satire, critical thinking, engaging writing.
It's not too much to ask. Know the criteria. We'll start practicing tomorrow.
Vocabulary:
We added words 13 and 14 today. TEST Wednesday. You must score highly on this test or prepare to stay after school Wednesday to learn them. Know the definition, part of speech, synonyms and how to use the word in a sentence.
Zac C.
Kevin
Hayley
Jamie
Ryan
Nick
Lucas
Today, I checked the number of pages read over the weekend. You need to be 2/3 of the way through the novel by now. Keep post-it noting key scenes and important symbols.
We talked a lot about section D of the provinical today and we read samples. If you were absent, be sure to ask for the handout.
This section demands preparation. You cannot simply right something off the top of your head unless you want to sound cliche, banal and sentimental, right?
Read articles from The Globe and Mail at least three times a week. Know what is going on. Think about what an English teacher likes since English teachers are marking these exams. They like books. They like good writing. They like sentence variety, wit, satire, critical thinking, engaging writing.
It's not too much to ask. Know the criteria. We'll start practicing tomorrow.
Vocabulary:
We added words 13 and 14 today. TEST Wednesday. You must score highly on this test or prepare to stay after school Wednesday to learn them. Know the definition, part of speech, synonyms and how to use the word in a sentence.
| 13. Putrid |
- describes something disgusting,
rotting or smelly. (adjective)
Synonyms -
bad, contaminated, corrupt, decayed, decomposed, fetid, foul,
off, putrefied, rancid, rank, reeking, rotting, smelly, spoiled,
Sentence – The putrid odour in the fridge was caused
by the rotting meat. |
| 14. Incognito | - having one's identity concealed, especially to avoid notice
or formal attentions.
Synonyms - anonymous, camouflaged, concealed, disguised, hidden, masked, obscure, under assumed name, unknown, unrecognized Sentence – Prince William tried to avoid the press by travelling incognito. |
Writing 12: If you missed today, be sure to bring me a note . . .
We do so much in class that sometimes I do not record it all. Whenever you are absent, you need to find time after school to make up the missed work.
Today, we received our workshop poems and had some time to edit them.
You MUST please make time to edit each poem with dedication in order to honour the writer. If you do not, the author may feel dismissed, unimportant when it is really your organizational skills that may need tuning.
I returned Friday's poems and we spoke about how to deal with the feedback.
Try to learn one thing you want to work on.
For most new writers, offering enough detail is key when they begin.
Avoid vague phrases such as
the screeching car, the greedy politician as they force the reader to create cliched, stereotyped reactions.
In order for the reader to share in your experience, put all the details in there.
Avoid common associations to words, eg. owls screeching . . . connect some new sound to the old sound.
Keep reading strong modern poems which use detail and concrete imagery and metaphor well. Figure out what they are doing.
Tomorrow we have a group presenting the work of Karen Connelly. You can look up her work before arriving.
Homework:
Create a poem that uses specific detail that appeals to the five senses and avoids over-used or cliched associations.
Work hard at this exercise as it will create the strength you need to write your poems this year.
Today, we received our workshop poems and had some time to edit them.
You MUST please make time to edit each poem with dedication in order to honour the writer. If you do not, the author may feel dismissed, unimportant when it is really your organizational skills that may need tuning.
I returned Friday's poems and we spoke about how to deal with the feedback.
Try to learn one thing you want to work on.
For most new writers, offering enough detail is key when they begin.
Avoid vague phrases such as
the screeching car, the greedy politician as they force the reader to create cliched, stereotyped reactions.
In order for the reader to share in your experience, put all the details in there.
Avoid common associations to words, eg. owls screeching . . . connect some new sound to the old sound.
Keep reading strong modern poems which use detail and concrete imagery and metaphor well. Figure out what they are doing.
Tomorrow we have a group presenting the work of Karen Connelly. You can look up her work before arriving.
Homework:
Create a poem that uses specific detail that appeals to the five senses and avoids over-used or cliched associations.
Work hard at this exercise as it will create the strength you need to write your poems this year.
English 10: Writing Literary Paragraphs
Today: We read 15 pages of our USSR books. We added the following words to our list:
Choose one of the questions below. Using your notes, our class discussions, your corrections' sheet and your text, respond in a formal, literary paragraph of 250 to 350 words. Double space. Cite properly. Use our literary must-haves list.
1. Explain how the symbol of the doll's house represents a glimpse of the problems in society.
OR
2. Explain how Katherine Mansfield's use of imagery provides a clear picture of the Kelveys' place in society.
Homework: Review your reading goals and your reading speed. Can you easily read a page a minute yet? Time yourself. Notice if your lips are moving. If the lips move, you are reading too slowly. Put your finger on the line and move it quickly. Follow the finger to increase speed.
Tonight: Study for your vocabulary test. Read at least 15 pages of your USSR book.
Review: How confident did you feel writing today's paragraph? How well are you using the what / so what chart to organize your thoughts before you begin writing? Are you concentrating on correcting the errors you made last time? Did you answer the question in your thesis statement?
Re-read the notes on writing strong thesis statements.
A thesis must offer your opinion, similar to choosing a side in a debate.
Incorrect: In Katherine Mansfield's story, "The Doll's House", the symbol of the doll's house represents a glimpse of the problems in society.
Correct: Katherine Mansfield's doll's house in the story, "The Doll's House", represents the need to take a careful look at the way people are treated in society--the fact that all the rooms can be seen at once demonstrates the need to look closely at what goes on behind closed doors. Firstly, the smell . . .
- nemesis (noun) (Greek mythology) the goddess of divine retribution and vengeance Syn: arch enemy, adversary, opponent Sentence: The nemesis of many students is homework; they believe it could kill them.
- to pique (verb) To arouse or excite Syn: to get someone's interest, Sentence: The speaker's inspirational talk piqued my interest; I was excited to hear more about naked bungy jumping.VOCABULARY TEST ON WORDS 1 - 20, WED. SEPT 25.
Choose one of the questions below. Using your notes, our class discussions, your corrections' sheet and your text, respond in a formal, literary paragraph of 250 to 350 words. Double space. Cite properly. Use our literary must-haves list.
1. Explain how the symbol of the doll's house represents a glimpse of the problems in society.
OR
2. Explain how Katherine Mansfield's use of imagery provides a clear picture of the Kelveys' place in society.
Homework: Review your reading goals and your reading speed. Can you easily read a page a minute yet? Time yourself. Notice if your lips are moving. If the lips move, you are reading too slowly. Put your finger on the line and move it quickly. Follow the finger to increase speed.
Tonight: Study for your vocabulary test. Read at least 15 pages of your USSR book.
Review: How confident did you feel writing today's paragraph? How well are you using the what / so what chart to organize your thoughts before you begin writing? Are you concentrating on correcting the errors you made last time? Did you answer the question in your thesis statement?
Re-read the notes on writing strong thesis statements.
A thesis must offer your opinion, similar to choosing a side in a debate.
Incorrect: In Katherine Mansfield's story, "The Doll's House", the symbol of the doll's house represents a glimpse of the problems in society.
Correct: Katherine Mansfield's doll's house in the story, "The Doll's House", represents the need to take a careful look at the way people are treated in society--the fact that all the rooms can be seen at once demonstrates the need to look closely at what goes on behind closed doors. Firstly, the smell . . .
Friday, September 20, 2013
English 12: We read 60 pages during class today . . .
Homework: Make sure you read another 30 pages.
You must have your book read by Monday, Sept. 29th.
I wrote down the page number you started from today.
If you were absent today, please do the same to show me Monday.
The following students need to bring in permission forms or money $15.00 for our Belfry trip (Oct. 10) by Wed. please:
Zac c. $
Kevin G. $
Hayley $
Jamie $
Ryan $
Helen (form)
Nick $
Lucas ?
Jamal $
Monday: We will resume our discussion of section D type questions for your provincial and responses: How did the environment shape me?
You must have your book read by Monday, Sept. 29th.
I wrote down the page number you started from today.
If you were absent today, please do the same to show me Monday.
The following students need to bring in permission forms or money $15.00 for our Belfry trip (Oct. 10) by Wed. please:
Zac c. $
Kevin G. $
Hayley $
Jamie $
Ryan $
Helen (form)
Nick $
Lucas ?
Jamal $
Monday: We will resume our discussion of section D type questions for your provincial and responses: How did the environment shape me?
Writing 12: I collected the two poems . . . 3 copies of your workshop poem DUE Mon.
If you were absent today, ask me for the two handouts. One on extended metaphors and one on a poetry assignment we did in class today.
Homework: Create a new poem and bring three copies for your workshop group. Follow the criteria. Keep reading modern poems for inspiration.
We read four fantastic poems this morning and then we each chose one and re-read it, looking for the methods the poet used to create the poem. We reported back to the class from our small groups. This method is one way to learn to go beyond your comfort zone.
LITERARY EVENT: Tonight at Planet Earth Poetry at the Moka House Coffee Shop on Hillside near Shelbourne. Starts at 7:30. If you'd like to read a poem written by someone else, show up at 7 pm and get your name on the list. This reading a poem by someone else only happens on the first Friday of their year. It's fun and a fundraiser for Doctors Without Borders. Books will be on sale for $5.00. All proceeds to this wonderful charity. $3.00 cover charge and it is respectful to buy a tea or milk or cookie from the Moka House as they do not charge us for using their space. Thanks.
See you there.
Bring in Belfry money and forms by Monday, please.
Homework: Create a new poem and bring three copies for your workshop group. Follow the criteria. Keep reading modern poems for inspiration.
We read four fantastic poems this morning and then we each chose one and re-read it, looking for the methods the poet used to create the poem. We reported back to the class from our small groups. This method is one way to learn to go beyond your comfort zone.
LITERARY EVENT: Tonight at Planet Earth Poetry at the Moka House Coffee Shop on Hillside near Shelbourne. Starts at 7:30. If you'd like to read a poem written by someone else, show up at 7 pm and get your name on the list. This reading a poem by someone else only happens on the first Friday of their year. It's fun and a fundraiser for Doctors Without Borders. Books will be on sale for $5.00. All proceeds to this wonderful charity. $3.00 cover charge and it is respectful to buy a tea or milk or cookie from the Moka House as they do not charge us for using their space. Thanks.
See you there.
Bring in Belfry money and forms by Monday, please.
English 10: Read 30 pages of your USSR book or more . . .
USSR: You have 10 days to read your three books if your goal is an A. Two books for a B. One book for a C. Good luck.
We did two new words: emanate and dire.
The groups presented their what / so what charts from the story, "The Doll's House". Notice if you contributed to the discussion. If you didn't, what can you do differently next time?
We shared our paragraph corrections in small groups and reiterated what we had learned. Be sure to make all paragraph corrections. If you want more help, come see me Monday at lunch or make an appointment for an alternate time.
Here are the group notes so far:
We did two new words: emanate and dire.
The groups presented their what / so what charts from the story, "The Doll's House". Notice if you contributed to the discussion. If you didn't, what can you do differently next time?
We shared our paragraph corrections in small groups and reiterated what we had learned. Be sure to make all paragraph corrections. If you want more help, come see me Monday at lunch or make an appointment for an alternate time.
Here are the group notes so far:
The Doll's House Presentations
Group 1:
Imagery
mutton, butter, johhnny cakes, equals
wealth
Kelvey's are poor
amber lamp represents the only thing
that belongs in the house, The Kelveys think they belong when they
see it,
Teacher's special voice and smiles for
The Kelvey's means that everyone consider themselves superior to the
Kelvey's, Key for the teacher, the adults acting like children
smell of the paint, the doll's house is
not perfect,
The Kelvey's wear old fashioned clothes
Kezia's amazed by the lamp, a pretend
lamp that seems real, the lamp holds something for the little girl,
the lamp represents how perfect their lamp is, it represents their
lamp,
They thought the lamp was real ---
society doesn't know the difference between real and perfect,
perfect is a pretend
obsession with perfection
humans want to evolve
perfection turns into different things,
Afro hair in the 80s, trends determine fads,
society picks what perfection is
What if you don't fit. My idea might be
different than yours.
Why haven't we evolved? Because
perfection sells. Values change.
Forced conformity (fittingin)
No sense of individuality. Ex.
Designing ideal person, American Eagle for example
You have to buy your perfection rather
than become it.
Animal Imagery
Group 2:
like two little stray cats . . .
describing The Kelveys . . . treated like animals, no one cares about
them, They are also called them rats (even a meaner image)
The aunt shoos the Kelveys away as if
they were chickens . . .
chicken imagery . . . . They will be
eaten up by the rich.
Else is described as an owl, far away,
always watching, a creature of the night, distant,
the cow . . . The Kelveys sat by
themselves, their hatred was ready to be let
Stray cats walk shamefully, ragged,
dire, close to death,
animal imagery is directed toward the
Kelveys to show how their status is below others
Animal imagery reflects their
behaviour. The girls act on instinct.
The narrator is omnipresent. “Our
Else” Big contrast between what they are and how they are
perceived. Others refer to the girls as food or vermin.
The Kelveys perceive themselves in a
prideful way.
Dialogue:
Group 3:
“ ' And there's a tiny little lamp .
. . you couldn't tell it from a real one ' “ The rich love fake
items.
“ ' Can I ask the Kelveys over?' “
The kids want change. The adults are prejudiced. The kids want to
share their toys. The kids represent hope. The older ones keep
society stuck. History is written by the victors. Adults influence
the kids. The kids mirror the adults. The adults act like kids. Kezia
is kinder than the other girls. The lamp represents hope.
Personification:
Group 4:
The doll house “stood” in the
courtyard --- it's standing --- symbolizes that the house has human
traits and therefore represents everyone else. It seems perfect but
it is just a toy.
The lamp seemed to smile. Seemed to
say, I live here --- draws Kezia into the house. The paint colours do
not match. The lamp is the only true part of the house.
Symbols
Group 5:
Kezia liked the lamp the most. She
appreciates things that others do not notice.
The doll house shows the desires of The
Burnell's. Doll house had a sickening odour which reflects this rich
family's truth. If you spent time with them, you would get sick of
this family. They look down on others, which would become tiresome.
The description of the Kelveys coming
down the road. Their shadows are described. Their heads land in the
buttercups shows that they have hope, kindness and aspirations. They
are not bitter over their suffering. Kezia's attraction to the lamp
is what makes her different from her siblings. Isabel doesn't even
notice the lamp. The oldest doesn't have the attention span. She has
an appreciation for detail.
The doll's don't fit.
Thursday, September 19, 2013
Section D of the provincial exam . . .
HOMEWORK: Make the corrections to your paragraph so that you are completely sure how to stop making the same errors. Read the notes below.
Arrive tomorrow with an idea about something that has shaped you.
We need to prepare well for this section of the exam.
How has the environment shaped or influenced you? Think of the article about the Syrian children that I read to you today.
Family? Religion? Toys? Books? Sports? Hobbies? Friends? Imagination? Games? Pressures?
Start with an anecdote that could represent the thesis without you having to state an answer to the question directly.
An anecdote is a description of a small incident.
We were down by two. My feet hurt because Uncle Phil's cleats clamped down on my baby toe on the left side so despite the assurances from Coach Clarke, I wasn't convinced we'd win the game. Mom sat on the left side of the bleachers. She was knitting me a scarf. A scarf in June. Dad hadn't yet arrived for the final game in the provincial championships. If he did arrive, he wouldn't be able to take his eyes off his cell. My baby toe tried to unfurl itself into its habitual shape. Nothing was moving in this old leather.
A lot of students answer the question with writing that refuses to offer any imagery or style.
For example:
The environment has shaped me completely. My dad values work but I'm too young to work so I play baseball. Last year we went to the provincial championships. We almost won, too. Mom doesn't understand baseball and Dad tells me not to worry because baseball isn't really a Canadian game. It's hard to talk to Dad because he is so busy at work. He is always checking email and never listens to me.
Recall one small incident that has "shaped" you. It does not have to be completely true. Focus on describing the events through the use of strong details which appeal to the five senses.
What you see.
What you smell.
What you hear.
What you taste.
What you feel (sense of touch--itchy clothing, fabric, feel of the bench, aching muscles, that sort of thing).
Today's words:
Arrive tomorrow with an idea about something that has shaped you.
We need to prepare well for this section of the exam.
How has the environment shaped or influenced you? Think of the article about the Syrian children that I read to you today.
Family? Religion? Toys? Books? Sports? Hobbies? Friends? Imagination? Games? Pressures?
Start with an anecdote that could represent the thesis without you having to state an answer to the question directly.
An anecdote is a description of a small incident.
We were down by two. My feet hurt because Uncle Phil's cleats clamped down on my baby toe on the left side so despite the assurances from Coach Clarke, I wasn't convinced we'd win the game. Mom sat on the left side of the bleachers. She was knitting me a scarf. A scarf in June. Dad hadn't yet arrived for the final game in the provincial championships. If he did arrive, he wouldn't be able to take his eyes off his cell. My baby toe tried to unfurl itself into its habitual shape. Nothing was moving in this old leather.
A lot of students answer the question with writing that refuses to offer any imagery or style.
For example:
The environment has shaped me completely. My dad values work but I'm too young to work so I play baseball. Last year we went to the provincial championships. We almost won, too. Mom doesn't understand baseball and Dad tells me not to worry because baseball isn't really a Canadian game. It's hard to talk to Dad because he is so busy at work. He is always checking email and never listens to me.
Recall one small incident that has "shaped" you. It does not have to be completely true. Focus on describing the events through the use of strong details which appeal to the five senses.
What you see.
What you smell.
What you hear.
What you taste.
What you feel (sense of touch--itchy clothing, fabric, feel of the bench, aching muscles, that sort of thing).
Today's words:
| 11. Quantified | - to measure or express the quantity of something. (verb) Synonyms - appraise, assess, calibrate, check, compute, count, determine, estimate, evaluate, figure, gauge, look over, rank, rate, size, specify, value, weigh Sentence - An example of to quantify is when you count the number of words misspelled in a book. |
| 12. Ostracized, to
ostracize |
- to ostracize is to deliberately exclude or leave someone out. (verb) Synonyms - avoid, blackball, blacklist, cast out, cold-shoulder, deport, exclude, excommunicate, leave in the cold, oust, reject, shun, Sentence – Ben ostracized Grayson because he would not return his texts. |
Today we read 15 pages and added two new words to our list: curmudgeon and pallor.
Next, we reviewed theme and how to write thesis statements by completing the chart below:
Make sure you can write a strong thesis statement.
I returned the paragraphs and we made corrections.
Corrections due Friday.
Tomorrow, we will discuss the work you did on "The Doll's House" story.
Have a great night.
Next, we reviewed theme and how to write thesis statements by completing the chart below:
Correcting
Thematic Statements (Statements of Theme)
Name:
__________________________________________
Define theme:
_________________________________________________________________
Correct the statement below by revising
the sentence and then explain why it is not a thematic statement.
In the story, “The Lamp At Noon”,
by Sinclair Ross, the two characters, Ellen and Paul, have an
argument, which leads to troubles in the relationship; the storm
makes their life conditions very hard and exhausting and it starts to
divide the family.
Revision:
________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Why is the above thesis not a thematic
statement?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A thesis of any kind, including a
thematic statement thesis must say something which is NOT in the
book. A thesis is your hypothesis which you plan to prove. It is the
opinion you created based on your research.
Go back to your TICK charts for “The
Lamp At Noon” and using ONE point from the title chart, ONE point
from the INTRO chart, ONE point from the conclusion chart, and ONE
point from your key points chart. Write your new thesis below:
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I returned the paragraphs and we made corrections.
Corrections due Friday.
Tomorrow, we will discuss the work you did on "The Doll's House" story.
Have a great night.
Wednesday, September 18, 2013
English 10: Read the story, "The Doll's House and complete your chart . . .
Today, we completed words 13 and 14. Be sure to add them to the list if you were absent. I returned the vocabulary quiz. I collected the good copy of the Ross paragraph stapled to your edited draft.
Next, I introduced the New Zealand author, Katherine Mansfield, and introduced the story, "The Doll's House".
Reading Strategy Number 1: Titles of stories are often strategic. They are an invitation to theme. We brainstormed all the possible things this title might suggest:
Next, I introduced the New Zealand author, Katherine Mansfield, and introduced the story, "The Doll's House".
Reading Strategy Number 1: Titles of stories are often strategic. They are an invitation to theme. We brainstormed all the possible things this title might suggest:
- idealism
- lack of freedom
- puppetry
- following the rules
- revealing secrets (Can see the entire house at one time)
- conformity (Everything is perfect and stifled)
- perfectionism
If you were absent, borrow the list from your partner.
Each student chose one of the options to search for in the story
1. Imagery
2. Similes
3. Personification
4. Dialogue
5. Symbols
6. Theme (attitudes toward society)
7. Point of View
8. Animal Imagery
If you were absent, pick one of the above before you begin to read so that you can find and explain the examples you discover.
Create a what ? / So What? chart.
Be prepared to present during tomorrow's class.
What? (Find examples, quotations, paraphrases, symbols, dialogue, etc)
List all your examples.
So what? (State what these details add to our understanding of the story. They may reveal how a character is treated. They may reveal the story's theme. They may add to the story's mood. They may offer satire (ridiculing some aspect of society through irony, sarcasm, understatement, wit or hyperbole).
Explain why you think your example is important and be sure to be able to connect your example to other examples in the story so that your case is stronger and clearer.
This exercise is good reading practice. It may be difficult but learning to read is worth the effort.
You will have ten minutes to confer with the other members in your group before you present.
If you are having trouble, call your homework buddy to discuss.
Tuesday, September 17, 2013
English 12: If you were absent, complete the paragraph . . .
I collected the forms for the Belfry theatre trip today. Please bring in the $15.00 asap. We read for 15 minutes. You need to be up to 115. Post-it note key passages as you read.
Based on Nowlan's story, "The Glass Roses" and in a formal, literary paragraph of 250 to 350 words, choose one of the questions below and answer in an insightful manner. Marks also awarded for writing style.
1. Discuss what the story suggests about manhood and the cost of conformity.
2. Discuss the influence Leka has on Stephen.
3. Demonstrate how the title is a symbol for Leka and Stephen.
Based on Nowlan's story, "The Glass Roses" and in a formal, literary paragraph of 250 to 350 words, choose one of the questions below and answer in an insightful manner. Marks also awarded for writing style.
1. Discuss what the story suggests about manhood and the cost of conformity.
2. Discuss the influence Leka has on Stephen.
3. Demonstrate how the title is a symbol for Leka and Stephen.
English 10: Editing your draft . . .
Thesis: Check that the thesis offers your opinion about the theme of the story.
Incorrect: In the story, "The Lamp At Noon", by Sinclair Ross, the author makes comments about pride.
Correct: In the story, "The Lamp At Noon", by Sinclair Ross, pride destroys families by distorting the reality of the hardships of farming into a hopeless and unattainable dream.
To prove this thesis you need at least three strong quotations or events from the story.
Find your top three (Check your TICK charts). You need a what? / so what? chart for the Title, the Introduction, the Conclusion, and 3 Key Points.
Make sure you have strong opinions about how each quotation proves your thesis.
For example: (An example can be a quotation or an event in your own words, which is called a paraphrase).
Paraphrase:
The scene in the barn when Paul realizes that Ellen needs to be more connected to the land and have her own dream of the future.
Your opinion could be:
Paul wants Ellen to share his dreams. However, his pride prevents him from seeing that Ellen has her own needs. He is so full of pride that even though he realizes that she sees the truth: " ' Desert, you fool--the lamp lit at noon!'" (117), he cannot admit that she may be correct because he would feel as if he had failed.
Follow our structure:
Thesis
First Point
First Example
First Explanation (Say how this example proves your thesis)
Transition
Second Point
Second Example
Second Explanation
Transition
Third Point
Third Example
Third Explanation
Conclude (Make your ending emotional. Be sure to repeat your thesis in a convincing manner. You do not need to say, In conclusion . . . and you do not need to repeat the author's name nor the title).
HOMEWORK:
Now that you have edited for all the literary must-haves, you have added page numbers, you are citing correctly, all your verbs are in the present tense, you are ready to focus on STYLE.
Use a thesaurus.
Use our vocabulary list.
Use our verb list: portrays, examines, depicts, illustrates, elucidates, exemplifies, reveals, suggests etc
Vary your sentence beginnings.
Use semi-colons and colons for effect.
Make sure you try to use #3 on our How to integrate quotations page.
Once you have edited for style.
The final edit reflects your insight.
Are you going beyond the obvious?
Are you adding your opinions to the story?
What have you figured out?
I look forward to reading your good copies.
Staple the good copy on top of the draft.
Bring both copies to class tomorrow.
Incorrect: In the story, "The Lamp At Noon", by Sinclair Ross, the author makes comments about pride.
Correct: In the story, "The Lamp At Noon", by Sinclair Ross, pride destroys families by distorting the reality of the hardships of farming into a hopeless and unattainable dream.
To prove this thesis you need at least three strong quotations or events from the story.
Find your top three (Check your TICK charts). You need a what? / so what? chart for the Title, the Introduction, the Conclusion, and 3 Key Points.
Make sure you have strong opinions about how each quotation proves your thesis.
For example: (An example can be a quotation or an event in your own words, which is called a paraphrase).
Paraphrase:
The scene in the barn when Paul realizes that Ellen needs to be more connected to the land and have her own dream of the future.
Your opinion could be:
Paul wants Ellen to share his dreams. However, his pride prevents him from seeing that Ellen has her own needs. He is so full of pride that even though he realizes that she sees the truth: " ' Desert, you fool--the lamp lit at noon!'" (117), he cannot admit that she may be correct because he would feel as if he had failed.
Follow our structure:
Thesis
First Point
First Example
First Explanation (Say how this example proves your thesis)
Transition
Second Point
Second Example
Second Explanation
Transition
Third Point
Third Example
Third Explanation
Conclude (Make your ending emotional. Be sure to repeat your thesis in a convincing manner. You do not need to say, In conclusion . . . and you do not need to repeat the author's name nor the title).
HOMEWORK:
Now that you have edited for all the literary must-haves, you have added page numbers, you are citing correctly, all your verbs are in the present tense, you are ready to focus on STYLE.
Use a thesaurus.
Use our vocabulary list.
Use our verb list: portrays, examines, depicts, illustrates, elucidates, exemplifies, reveals, suggests etc
Vary your sentence beginnings.
Use semi-colons and colons for effect.
Make sure you try to use #3 on our How to integrate quotations page.
Once you have edited for style.
The final edit reflects your insight.
Are you going beyond the obvious?
Are you adding your opinions to the story?
What have you figured out?
I look forward to reading your good copies.
Staple the good copy on top of the draft.
Bring both copies to class tomorrow.
Writing 12: You impress the best . . .
Dear
Susan:
Thank you for sending the comments by students. Their feelings
are reciprocated for I was moved by their collective passion and
commitment to the art of writing. It is an art or at the very least it
can strive to be so. The complexities and the simplicities of trying to
arrange words on a page such that they can, for a brief moment, change
themselves such that they feel the world again with clear eyes and ears,
hands and feet, with a good heart, a clear voice. We have to get up
from our restless beds and, through acceptance of who and what we are,
reach past ourselves to a renewal, whether it be spiritual,
psychological, or physical. If I can transcend my childhood blindness,
my late-life, on-coming blindness, and find in all such struggles an awe
and a joy that embraces the tragedies that beset me in this life. What
we find ugly in ourselves is a gift, for surely we must know what beauty
is to recognize its opposite. If I might pass on to your students a
word or two I would ask them not to be afraid, to pay attention to the
least things of this world, a pebble, a beetle, a butterfly, a cabbage
growing fat in a garden, a child, a woman, a boy a man. Watch the world,
listen close, and report back to us in your own voice, the sound and
sense that is unlike all our voices and because it is will ring true as a
startled bell in a garden, an owl's cry so perfectly lonely in the
night.
best
patrix
We have a guest speaker tomorrow. I forgot.
It will take most of the period so I will give you Thursday to work on your poems in the lab and you can hand them in on Friday.
PLEASE MEET IN ROOM 321 TOMORROW AND NOT IN THE LAB.
THANKS.
Monday, September 16, 2013
English 12: Bring your Belfry money . . . finish reading "The Glass Castle" Do the chart, read that USSR book
Don't put off what you can do today. A few of you read on the weekend, which is commendable. Those of you trying to get the book read only during our USSR time will not make it. Don't make me have to say, "I told you so".
Today:
USSR: You should be at page 115. Read ahead.
I returned the what / so what? chart from the story, "The Destructors". Many of you need practice adding inferences and making connections. I also returned your first USSR response.
Today, we started a chart for the story by Alden Nowlan, on page 424, "The Glass Roses".
Read the story slowly and carefully. Look for examples of description, irony, understatement, juxtaposition or dialogue which reveal a definition of manhood.
These men work hard in the woods cutting down trees. At night, they play cards and only speak to offer a bid. Stephen and his partner tell each other stories.
What is Stephen's dilemma?
How is manhood defined?
Be sure to complete the chart before tomorrow's class.
Today's words:
Today:
USSR: You should be at page 115. Read ahead.
I returned the what / so what? chart from the story, "The Destructors". Many of you need practice adding inferences and making connections. I also returned your first USSR response.
Today, we started a chart for the story by Alden Nowlan, on page 424, "The Glass Roses".
Read the story slowly and carefully. Look for examples of description, irony, understatement, juxtaposition or dialogue which reveal a definition of manhood.
These men work hard in the woods cutting down trees. At night, they play cards and only speak to offer a bid. Stephen and his partner tell each other stories.
What is Stephen's dilemma?
How is manhood defined?
Be sure to complete the chart before tomorrow's class.
Today's words:
Writing 12: Return the Belfry permission forms . . . .
Workshop: EVERY MONDAY STARTING NEXT MONDAY, ARRIVE WITH THREE COPIES OF A NEW POEM TO HAND TO YOUR WORKSHOP GROUP FOR EDITING.
EVERY MONDAY NIGHT, EDIT THESE POEMS WITH UTMOST CARE. THESE ARE BABIES, AFTER ALL, DESPITE HOW UGLY THEY MAY BE, SOMEONE HAD FUN MAKING THEM!!
Return your Belfry forms and $15.00 asap (By Thursday, Sept. 18th at the latest).
If you were absent today, ask me who is in your Workshop group.
Today:
I collected the Patrick Lane responses.
We workshopped the Reasons For . . . poems
Homework: If you were absent today, call a friend as it is too complicated to explain here.
Create a poem using these words: gooseberry, shoelace, Titanic, lust, etc
When writing, don't get ahead of yourself.
When you write the word shoe on the page, immediately you are flooded with memories, TV images, Shakespeare's language, and all the relationships to that word
BUT . . .
so is your reader . . . .
Stephen Dobyns says the poet must fight not only our own prejudices, complacencies, apathies but ALSO our reader's.
So . . . .
Here is one way to do that.
Add three items to SHOE or whatever the word happens to be.
Emotion: I hate this shoe.
Well, there's an emotion. Or it could be, I am angry with this shoe, I feel sorry for this shoe, I miss this shoe, I am afraid of this shoe . . .
Now you have the reader's attention, at least.
But, we don't know why the narrator is angry with the shoe.
Offer a reason . . .
Setting:
I hate this shoe
on my mother's foot
at the bottom of the coffin
Great. We have context but still no reason to hate the shoe. It's a shoe afterall. Most of us don't have much feeling toward our shoes.
Add conflict:
I hate this shoe
on Mother's foot
at the bottom of the coffin
as if she will return
leave it at the top of the stairs
for Dad
to trip on.
This way you add emotion, setting, context, and conflict and
you get the reader involved as she/he must infer.
Make the reader infer. Make the reader feel.
Change reality. Make things up.
Use your imagination. It works.
EVERY MONDAY NIGHT, EDIT THESE POEMS WITH UTMOST CARE. THESE ARE BABIES, AFTER ALL, DESPITE HOW UGLY THEY MAY BE, SOMEONE HAD FUN MAKING THEM!!
Return your Belfry forms and $15.00 asap (By Thursday, Sept. 18th at the latest).
If you were absent today, ask me who is in your Workshop group.
Today:
I collected the Patrick Lane responses.
We workshopped the Reasons For . . . poems
Homework: If you were absent today, call a friend as it is too complicated to explain here.
Create a poem using these words: gooseberry, shoelace, Titanic, lust, etc
When writing, don't get ahead of yourself.
When you write the word shoe on the page, immediately you are flooded with memories, TV images, Shakespeare's language, and all the relationships to that word
BUT . . .
so is your reader . . . .
Stephen Dobyns says the poet must fight not only our own prejudices, complacencies, apathies but ALSO our reader's.
So . . . .
Here is one way to do that.
Add three items to SHOE or whatever the word happens to be.
Emotion: I hate this shoe.
Well, there's an emotion. Or it could be, I am angry with this shoe, I feel sorry for this shoe, I miss this shoe, I am afraid of this shoe . . .
Now you have the reader's attention, at least.
But, we don't know why the narrator is angry with the shoe.
Offer a reason . . .
Setting:
I hate this shoe
on my mother's foot
at the bottom of the coffin
Great. We have context but still no reason to hate the shoe. It's a shoe afterall. Most of us don't have much feeling toward our shoes.
Add conflict:
I hate this shoe
on Mother's foot
at the bottom of the coffin
as if she will return
leave it at the top of the stairs
for Dad
to trip on.
This way you add emotion, setting, context, and conflict and
you get the reader involved as she/he must infer.
Make the reader infer. Make the reader feel.
Change reality. Make things up.
Use your imagination. It works.
English 10: Paragraph on Theme Due Wednesday, Sept. 18
Today's words:
- Extenuating (adjective) to extenuate (verb) Def: Make (guilt or an offense) seem less serious or more forgivable. Syn: justifications, apologies, mitigating, excuse Sentence: The child's punishment was reduced due to extenuating circumstances; he had been traumatized during the war.
- Impending (adjective) to impend (verb) Def: about to happen, “my impending departure Syn: close at hand, imminent, soon, Sentence: Thunder usually indicates an impending storm because rain usually follows.
Today: We had a test on the first 10 vocabulary words.
You brought the thesis statement to class so you are ready to write your paragraph.
Before you do though, you must review the following:
- The literary must-haves list
- How to integrate quotations handout
- The set up of a para.: Thesis, First Point, First Example, First Explanation, Transition, Second Point, Second Example, Second Explanantion, Transition, Third Point, Third Example, Third Explanantioin, Conclusion
- Make sure that the thesis offers a strong opinion. Your belief about what Sinclair Ross has to say.
- Make sure that your conclusion ends emotionally.
- Use formal vocabulary. Use words from our list.
- Vary your sentence beginnings and sentence types.
- Use the handouts I GAVE YOU A TEMPLATE TO HELP ORGANIZE YOUR THOUGHTS"
Homework:Bring a typed, double-spaced draft to class tomorrow ready for peer editing.Good copy and edited draft are due Wed. Sept. 18th.You wrote several literary paragraphs last year. This paragraph type should be very familiar.Enjoy.
Friday, September 13, 2013
English 12: USSR response, 200 words
HOMEWORK: Read at least to page 60 but I would try to read to 120 if I were you.
Today, we had a fire drill and an earthquake drill so we didn't get as much done as we usually do.
We wrote a personal response (200 to 300 words) regarding the following aspects of the first 45 pages of our books.
Focus on explaining the purpose of the setting, the main character, the conflict and key symbols. You may use the expressions "I think and I predict etc". Use standardized English. Provide an example for each opinion and add insight, i.e. Tell me something interesting that you have figured out.
Today, we had a fire drill and an earthquake drill so we didn't get as much done as we usually do.
We wrote a personal response (200 to 300 words) regarding the following aspects of the first 45 pages of our books.
Focus on explaining the purpose of the setting, the main character, the conflict and key symbols. You may use the expressions "I think and I predict etc". Use standardized English. Provide an example for each opinion and add insight, i.e. Tell me something interesting that you have figured out.
Writing 12: Patrick Lane response and poem due . . .
Thank your for your incredible response to our first reader. You are indeed privileged to have met him and you treated him with the right amount of respect.
Follow the sample response I gave you for guest writers and you'll do well.
Your poem on the Reasons For . . . is due Monday.
Motria, talk to a friend and choose a title of your choice.
Note: We are going to the Belfry Theatre, Thursday, Oct. 10th. You will need to bring $15.00 for the cost of the ticket and the bus. Please remind me to give you the permission forms on Monday.
Have a fabulous weekend.
Follow the sample response I gave you for guest writers and you'll do well.
Your poem on the Reasons For . . . is due Monday.
Motria, talk to a friend and choose a title of your choice.
Note: We are going to the Belfry Theatre, Thursday, Oct. 10th. You will need to bring $15.00 for the cost of the ticket and the bus. Please remind me to give you the permission forms on Monday.
Have a fabulous weekend.
English 10: Creating a statement of theme . . .
Read yesterday's blog to get ideas regarding creating the charts and why we have to do that work before we write our statements.
Homework:
Pick a topic such as hardship, loyalty, pride, use of the land, sacrifice, marriage, communication, fear etc that you think is discussed in the story.
Next, go over and over your TICK charts until you start to feel your opinions rising.
Create a wonderful sentence that reflects this opinion.
Be sure to use all 4 charts to synthesize your answer.
Sample Statement of Theme (Thematic Statement)
In the story, "The Lamp At Noon", by Sinclair Ross, despite the realities of the desperate desert-like conditions on the farm, men attempt to rule over the land in order to prove their worth; this dominance is a form of pride which destroys families and the land.
See if you can put at least three things that you plan to talk about in the paragraph in your thematic statement.
Monday, we will be writing paragraphs. Review all the work you did in grade 9. Find paragraphs you wrote in grade 9. Read them. What do you plan to improve upon this year?
USSR: Several students have started their second or third books already.
Set a goal for yourself. Finish a book this reading. Fill in the response form before you start the next book.
Homework:
Pick a topic such as hardship, loyalty, pride, use of the land, sacrifice, marriage, communication, fear etc that you think is discussed in the story.
Next, go over and over your TICK charts until you start to feel your opinions rising.
Create a wonderful sentence that reflects this opinion.
Be sure to use all 4 charts to synthesize your answer.
Sample Statement of Theme (Thematic Statement)
In the story, "The Lamp At Noon", by Sinclair Ross, despite the realities of the desperate desert-like conditions on the farm, men attempt to rule over the land in order to prove their worth; this dominance is a form of pride which destroys families and the land.
See if you can put at least three things that you plan to talk about in the paragraph in your thematic statement.
Monday, we will be writing paragraphs. Review all the work you did in grade 9. Find paragraphs you wrote in grade 9. Read them. What do you plan to improve upon this year?
USSR: Several students have started their second or third books already.
Set a goal for yourself. Finish a book this reading. Fill in the response form before you start the next book.
Thursday, September 12, 2013
English 12: Prepare for a quiz on your USSR novel
Homework:
PLEASE RETURN YOUR SIGNED PERMISSION FORMS FOR THE BELFRY FIELD TRIP TOMORROW. YOU MAY BRING THE MONEY LATER IF NECESSARY OR PAY BY CREDIT CARD OR INTERAC VIA MS. MARSHALL IN ACCOUNTING.
$15.00 PLUS YOUR SIGNED FORM.
Read the first 46 pages of your novel. (Check to see what page the novel starts on).
Be prepared to discuss the novel's setting, characters, and symbols in a paragraph during USSR tomorrow.
PLEASE RETURN YOUR SIGNED PERMISSION FORMS FOR THE BELFRY FIELD TRIP TOMORROW. YOU MAY BRING THE MONEY LATER IF NECESSARY OR PAY BY CREDIT CARD OR INTERAC VIA MS. MARSHALL IN ACCOUNTING.
$15.00 PLUS YOUR SIGNED FORM.
Read the first 46 pages of your novel. (Check to see what page the novel starts on).
Be prepared to discuss the novel's setting, characters, and symbols in a paragraph during USSR tomorrow.
English 10: Finding a story's theme . . .
HOMEWORK: CONTINUE THE WORK BEGUN DURING CLASS TODAY. YOU MUST SPEND APPROXIMATELY ONE HALF HOUR IN ORDER TO COMPLETE IT. IF YOU HAVE TROUBLE, CALL YOUR HOMEWORK BUDDY AND DO THE WORK TOGETHER.
Please complete the following charts:
Introduction chart
Conclusion chart
Key Points chart (Choose three events) I chose the muslin over the crib, Paul's desire to restore the farm, his refusal to tell Ellen he was worried about her, and the fact that he sees the truth of the farm's desert-like qualities yet continues to want to defend the land and pursue his dream
For each fact, be sure to add insightful inferences.
Today's words:
Theme: What a story has to say about its topic.
What does Sinclair Ross's story, "The Lamp At Noon" reveal about a farmer's relationship to the land?
In order to arrive at your best answer, create a TICK chart.
T is for Title:
Brainstorm all the connections you can think of regarding the title:
Fact Inferences
I is for Introduction: Re-read the first page. Circle key words and phrases that seem to foreshadow the ending or create a mood. Look for symbols, sounds, sentence structure, rythms, point of view.
Facts Inferences
stood at the window motionless emphasizing the storm is driving her crazy
demented wind foreshadow
C is for Conclusion: Re-read the last page. Literary stories often do not summarize events at the end of the story. They end by inviting the reader to re-think the story, to make connections, to process how the story makes them feel, to connect these events to the reader's own life.
K is for Key Points: Choose two or three dramatic moments or key symbols in the story that you think reveal the author's attitude toward the subject. What does this story reveal about relationships? Stewardship of the land? The hardships of prairie farming? The early environmental movement? Male and female stereotypes?
Once you have created your what? / so what? charts, you are ready to contemplate the theme. Summarize your findings in one sentence.
After I did my chart today, I came up with this thematic statement (statement of theme)
Despite the realities of the desperate desert-like conditions on the farm, men attempt to rule over the land in order to prove their worth; this dominance is a form of pride which destroys families and the land.
BUT the story also speaks of hope, dreams, what keeps a person going,how the land is a part of each of them, etc. so there can be many statements of theme from one story.
The key is that you must base your statement of theme on facts and inferences from the story.
DO NOT BASE YOUR STATEMENT ON WHAT YOU ALREADY THINK ABOUT FARMING OR RELATIONSHIPS OR COMMUNICATION OR SORROW.
Your job in this exercise is to demonstrate your ability to read and comprehend stories at an insightful level.
Please complete the following charts:
Introduction chart
Conclusion chart
Key Points chart (Choose three events) I chose the muslin over the crib, Paul's desire to restore the farm, his refusal to tell Ellen he was worried about her, and the fact that he sees the truth of the farm's desert-like qualities yet continues to want to defend the land and pursue his dream
For each fact, be sure to add insightful inferences.
Today's words:
- Prosthetic (adjective) prosthesis (noun) Definition: the artificial replacement for a missing body part Syn: artificial limb, hook, Sentence: She was fitted with a prosthesis to replace her missing leg. Or Her prosthetic foot worked well to replace the missing foot; she could now walk again without pain.
- Procured (to procure) (Verb) Definition: to acquire something Syn: Secure, Obtain, Achieve, Supply, Acquire Sentence: Her hard work paid off; she procured an A in English class.
Theme: What a story has to say about its topic.
What does Sinclair Ross's story, "The Lamp At Noon" reveal about a farmer's relationship to the land?
In order to arrive at your best answer, create a TICK chart.
T is for Title:
Brainstorm all the connections you can think of regarding the title:
Fact Inferences
- The Lamp at Noon symbolizes hope for Ellen
- just an item for Paul,uses to get work done
- noon symbolizes that the relationship is near the end
- darkness, their lives, unhappiness, lamp causes an argument,
- blown out means no hope
- a last resort, they have to light it, things are better with the lamp, they need help,
- it casts shadows across their faces, light side to them clings to their relationship and the farm, the dark side reveals that everything is collapsing around them
- Time is running out
- A last resort, this storm is awful
- lamp represents their dire situation, how hard life is,
- When Ellen leaves and blows it out, ir represents her depression
I is for Introduction: Re-read the first page. Circle key words and phrases that seem to foreshadow the ending or create a mood. Look for symbols, sounds, sentence structure, rythms, point of view.
Facts Inferences
stood at the window motionless emphasizing the storm is driving her crazy
demented wind foreshadow
C is for Conclusion: Re-read the last page. Literary stories often do not summarize events at the end of the story. They end by inviting the reader to re-think the story, to make connections, to process how the story makes them feel, to connect these events to the reader's own life.
K is for Key Points: Choose two or three dramatic moments or key symbols in the story that you think reveal the author's attitude toward the subject. What does this story reveal about relationships? Stewardship of the land? The hardships of prairie farming? The early environmental movement? Male and female stereotypes?
Once you have created your what? / so what? charts, you are ready to contemplate the theme. Summarize your findings in one sentence.
After I did my chart today, I came up with this thematic statement (statement of theme)
Despite the realities of the desperate desert-like conditions on the farm, men attempt to rule over the land in order to prove their worth; this dominance is a form of pride which destroys families and the land.
BUT the story also speaks of hope, dreams, what keeps a person going,how the land is a part of each of them, etc. so there can be many statements of theme from one story.
The key is that you must base your statement of theme on facts and inferences from the story.
DO NOT BASE YOUR STATEMENT ON WHAT YOU ALREADY THINK ABOUT FARMING OR RELATIONSHIPS OR COMMUNICATION OR SORROW.
Your job in this exercise is to demonstrate your ability to read and comprehend stories at an insightful level.
Wednesday, September 11, 2013
English 12: Finish reading the story, "The Destructors"
Post-it note as many examples as you can find of the usage of
juxtaposition
irony
symbols
Be prepared to justify your actions and discuss the ending of the story.
Hint: Prepare for a test.
I will return your wonderful Updike paragraphs tomorrow.
You did a fabulous job. I'm so excited to be working with you.
Bring a lot of water for period 4 as the room is hot and sometimes there
is no breeze. If you have a fan, bring one.
juxtaposition
irony
symbols
Be prepared to justify your actions and discuss the ending of the story.
Hint: Prepare for a test.
I will return your wonderful Updike paragraphs tomorrow.
You did a fabulous job. I'm so excited to be working with you.
Bring a lot of water for period 4 as the room is hot and sometimes there
is no breeze. If you have a fan, bring one.
Writing 12: Two Poems Due Thursday
Patrick Lane will be visiting us on Friday. If you miss a Friday when we have a writer, the only way to make it up, is to go to another literary event outside of the school.
Patrick will read his poems to us and talk about writing, creating, editing, and publishing. To prepare yourself for this experience, visit his website:
Patrick Lane
I expect the following from you during author readings:
Patrick will read his poems to us and talk about writing, creating, editing, and publishing. To prepare yourself for this experience, visit his website:
Patrick Lane
I expect the following from you during author readings:
- Arrive on time.
- Be prepared by reading some of the author's works ahead of time.
- Bring at least one question you have about his/her work, publishing, something in your writing that you are struggling with.
- Listen as he speaks and ask questions about what he is saying.
- Sit up and look at him. No heads on desks, please.
- Thank him before you leave the room or stay behind to say to him what the experience means to you.
English 10
Today's vocabulary:
A Pyrrhic victory is a victory with such a devastating cost
that it is tantamount to defeat. Someone who wins a Pyrrhic victory has
been victorious in some way; however, the heavy toll negates any sense
of achievement or profit.
1. Candour: Noun: Candid (adjective)
Candidly (adverb) Definition: the quality of being open and honest
SYNONYMS: frankness, directness, honesty, openness Sentence: The
politician spoke with candour but could offer no honest action about
how to correct global warming.
2. Inadvertent (adjective)
inadvertently (adverb) Def: Unintentional lack of care Syn:
accidental, absentminded, unintended Sentence: The waitress
inadvertently spilled the coffee; she wasn't concentrating on where
she was pouring the hot liquid. Or The inadvertent car crash was
caused by a lack of attention while driving.
Homework:
Finish reading the story, pages 116 to the end. I suggest you read it three times at least because it is not really easy to understand. Good luck.
Tuesday, September 10, 2013
English 12: Good copy stapled to the draft due TODAY . . .
Bring your USSR book to class each day. You need to have this one read before the end of the month. You will write an essay on each novel. Stay tuned.
The Blitz-Overview
Short Video on the Blitz
Descriptive Writing Assignment:
Where we grow up shapes how we see the world. If you grew up in a religious family, a spiritual life is probably important to you. If you grew up on a farm, you know how to get up in the dark and get the chores done before you go to school. If you are from Toronto, you were probably on a subway train before you could walk. What has shaped you? People? Places? Furniture? Yards? Traditions? Expectations? Are you expected to do well in school? Are you expected to grin and bear it? Are you expected to solve your own problems? To get to the head of the line or to stay back?
In several short paragraphs describe your childhood. I don't want you to comment on your childhood. Instead, I want you to SHOW the reader what it is like through your use of detail. You could describe a typical Sunday, a family tradition, a camping trip or a vacation. Imagine that your audience has no idea what you are talking about. They have never tasted turkey or apple pie. They have never been on a snowboard or felt snow or a wind so cold you could die from it.
Appeal to all five senses in your description: Ensure you describe what you see, smell, hear, taste and how you feel.
The Blitz-Overview
Short Video on the Blitz
Descriptive Writing Assignment:
Where we grow up shapes how we see the world. If you grew up in a religious family, a spiritual life is probably important to you. If you grew up on a farm, you know how to get up in the dark and get the chores done before you go to school. If you are from Toronto, you were probably on a subway train before you could walk. What has shaped you? People? Places? Furniture? Yards? Traditions? Expectations? Are you expected to do well in school? Are you expected to grin and bear it? Are you expected to solve your own problems? To get to the head of the line or to stay back?
In several short paragraphs describe your childhood. I don't want you to comment on your childhood. Instead, I want you to SHOW the reader what it is like through your use of detail. You could describe a typical Sunday, a family tradition, a camping trip or a vacation. Imagine that your audience has no idea what you are talking about. They have never tasted turkey or apple pie. They have never been on a snowboard or felt snow or a wind so cold you could die from it.
Appeal to all five senses in your description: Ensure you describe what you see, smell, hear, taste and how you feel.
English 10: Vocabulary, Short Story: "The Lamp At Noon" by Sinclair Ross
3. Amends (noun, plural) Actions or
deeds to apologize for hurting someone Syn: paying damages,
restitution, compensation, Sentence: Sam made amends for throwing
eggs at the house; he cleaned up all the damage and wrote a letter
of apology. The new law offers no amends for victims of crimes.
4. To permeate (verb) to spread
throughout something ie an odour permeates a room Syn: infiltrates,
pervades, penetrates The mothball smell permeated the sweater; the
stink penetrated the cloth.
Monday, September 9, 2013
English 12: "A & P" paragraphs due tomorrow: Tues. Sept. 10
Double space the good copy. Staple it on top of the edited draft.
For those of you who did not get a peer to edit today because you arrived without your homework complete, you must edit the paragraph yourself--circle, underline, cross out, etc. OR get another member of the class to edit your paragraph. You have the same deadline as everyone else.
Tuesday: Good copy plus draft is due.
As you re-write, decide where to focus:
For those of you who did not get a peer to edit today because you arrived without your homework complete, you must edit the paragraph yourself--circle, underline, cross out, etc. OR get another member of the class to edit your paragraph. You have the same deadline as everyone else.
Tuesday: Good copy plus draft is due.
As you re-write, decide where to focus:
- Do I need quote citation and quote integration help? Read the handouts. Remember what you did last year.
- Do I need to elevate my diction and use stronger verbs and make each part of my sentences parallel?
- Do I need to vary my sentence beginnings? Do I need to use synonyms?
- Do I need to explain my examples in more detail?
- Do I need to ensure that I have really proven my thesis?
- Do I need better transitional words?
- Do I need more insight? (Re-read the story. Look for better examples).
- Do I need help? Do I need a tutor? Do I need to make an appointment with Ms. Stenson?
Know what you need.
Know how to get the help you need.
USSR
This year you need to read one book per month minimum for USSR. You need to choose books from the list on the course outline.
Today I did a book talk on most of the options.
We also signed out our short story text.
English 10: Review vocabulary and read at least 15 pages in your USSR book
Choose a book to read that you LOVE. It must be 8 or higher on the enthusiastic scale. If you are not enthused about the book, the author, the series, the language, the story, etc. you will not enjoy the book and you are not participating effectively in this vital part of our program.
It's English class. We read.
Not all readers are leaders but ALL leaders are readers. Why?
Tonight:
Review
1. demise
2. redemption
Think about the dirty thirties. The Dust Bowl times. The feared apocalypse.
Think about how to use a semi-colon.
It's English class. We read.
Not all readers are leaders but ALL leaders are readers. Why?
Tonight:
Review
1. demise
2. redemption
Think about the dirty thirties. The Dust Bowl times. The feared apocalypse.
Think about how to use a semi-colon.
Writing 12: USING THE IMAGINATION
Today, we read our bedroom poems aloud, read poetry during USSR and started a "Lines I Love" page. We wrote a couple of pages from prompts and turned them into a found poem. Homework, using as many specific details as possible,
fill up a page (in prose form) to complete this prompt . . .
He or She watches the dancers through the window.
Thanks for those brave students who stood up at the front today to read their poems aloud. You are paving the way for all of us to be brave. For those of you who missed today's opportunity, have no fear, there will be many many more opportunities for you to share.
Before the rain was born
fill up a page (in prose form) to complete this prompt . . .
He or She watches the dancers through the window.
Thanks for those brave students who stood up at the front today to read their poems aloud. You are paving the way for all of us to be brave. For those of you who missed today's opportunity, have no fear, there will be many many more opportunities for you to share.
Before the rain was born
Barbara Colebrook Peace
Before the rain was born,
did you turn and stare
at the glimmer of a double helix form
caught in a web of sun? Or when
you closed the dark fastenings
of the moon, and flung the first
quark in a backwards
silver curve—was it then
you found a spiral shape in the dust,
scrabbling like a bird limed
in a net? While angels
swooped round the logic of the sun –
you pitched a stone deep into the dark,
so that you could dream
the orbit of a human breath
Halfway World
by Eve Joseph in The Secret Signature of Things
In the halfway world
of the Pantanal,
aquatic and
terrestrial
ghosts, stars and
fireflies
everywhere.
Night smelling of ripe
fruit,
lilies, dirt roads.
Breathing it all in,
visitors,
the two of you
like moss green birds,
exotic and endangered.
The indigenous people
gone,
the children stolen.
Prepare to listen to
the Truth and
Reconciliation Commission
at home –
the stories of
unmarked graves
waiting to be told.
Not knowing what’s
ahead.
how will the dead
speak?
Not knowing what’s
ahead,
waiting to be told
the stories of
unmarked graves
at home.
The Truth and
Reconciliation Commission
prepares to listen to
the stolen children –
gone
the indigenous people,
exotic and endangered
like moss green birds.
The two of you
visitors,
breathing it all in –
lilies, dirt roads
night smelling of ripe
fruit.
Everywhere
ghosts, stars and
fireflies
aquatic and
terrestrial
in the halfway world
of the Pantanal.
Favourite Iraqi Soldier
Stephen Dobyns
Into his kit when sent to the
front he had tucked
his black three-piece suit and
through night
after night of the frightful
bombing, which
not only wiped out but
pragmatically entombed
his luckless comrades in a marvel
of technological
decadence, he had kept the
suit protected
so that at the surrender he
had stripped naked
and slipped it on. This is
when the photographer
caught him, that among the
thousands of defeated
there walked one Iraqi in a
three-piece suit
who tried to express by his
general indifference
that he had stumbled into all
this carnage simply
by accident and was now intent
on strolling away.
I am a modest banker tossed on
the wrong bus.
I am a humble stockbroker who
took a wrong turn.
And he passed through the
American lines
and began hitchhiking south.
Did he elect
to relocate in Kuwait? Fat
chance! Did he
want the loveable Saudis as
new neighbours?
Quite unlikely! What about the
opportunities
offered by the Libyans,
Tunisians, Egyptians?
Truly hilarious! Was there any
place in Africa
where he hoped to lay his
head/ Decidedly
not! What about Europe where
he could start
as a servant or chop
vegetables in the back
of a restaurant but work his
way up? Completely
crazy! Or North America where
he could dig
a ditch but with the right
breaks might buy
a used car? Too ludicrous!
What about South
America where he could pick
fruit or Asia where
he could toil in a sweatshop?
You must be nuts!
In his black suit he is
already dressed for the part
and hopes to hitchhike to one
of those Antarctic
islands and stroll around with
the penguins.
Good evening Mr. White, good
evening Mrs. Black,
your children swim quite
nicely, they look
so hardy and fit. No one to
give him orders
but the weather. No one to terrify
him
but the occasional shark. No
one to be mean to
but the little fish, who were
put into this ocean
to serve him and whom he
praises with each bite.
Thank you , gray brother for the honour you have bestowed
on my belly. May you have the
opportunity
to devour me when my days on
earth are done.
What I love about this poem is
its absurdity. Absurdity or comedy works because we end up laughing our way to
a truth. Create a narrative poem like this one where a character in a terrible
situation such as war, famine, unemployment, natural disaster etc. does
something absurd to try to escape it unscathed. Let the actions speak for
themselves so the horror of the situation is revealed by the absurdity.
Ocean
Shores by Evelyn Lau
This
is once in a lifetime, you said,
so
we had to go back again in the rain
to
see the whale, so serene there
in
the sand we thought it was a sculpture
on
the first pass, a stone or marble creature
rising
like a rock on the poured mirror
of
the beach. The whale was dead,
cracked
open by putrefaction,
thick
blubber skin split down the middle
and
guts spilled onto the sand,
blue-gray
masses like wave-washed stones,
purses
of stinking fluid and the slur
of
the omentum. You trailed a finger
along
its divided tail, and into its blind eye
no
more than a slit in its side.
Once
in a lifetime, so we went back
three
or four times, circling the whale
until
we were frozen and fought
our
way back to the car through the wind
and
sidestepping seagulls and bits of whale
carcass
scattered around the tires.
You
said it came only three or four times
in a
lifetime, this thing of falling in love,
if
you were lucky that is, only if you were lucky,
and
that night at the Lucky Dragon Restaurant
the
slip of fortune cookie read,
“Stop
searching forever. Happiness
is
right there in front of you.”
You
were in front of me, and then I knew
leaving
you was something I couldn’t do
only
once in a lifetime, that I would be pulled back
always
to this lifeless thing between us,
the
tug of its exposed body and somewhere
inside
the weight of its heavy heart.
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