AP LIt: Reprieve!!

This Wed. will NOT be the novel essay due to a delay in actually reading the novels.

This WED after school will be a multiple choice test. The first section is a poem and some hard questions. Skip hard questions so that you can stay calm. Continue reading. The key during this section is not to lose control. Stay focused. Read and re-read the selection as often as needed.

If you were absent today, we finished reading Act 1, took notes, and started reading Act 2, and we took notes. Tonight, read Act 2, Scene 2. It is quite long and most of it is plot based but there is a key scene where Hamlet lets Rosencrantz and Guildenstern know how he feels. The scene with Polonius is filled with sexual references.  Use No Fear Shakespeare for those parts of the scene which are difficult.
Look for images that supplement themes originated in Act 1. The entire play continues to loop back to the first line: Who's there?

We will be watching parts of the film tomorrow. Act 3 is amazing!! Lucky you. 

English 9: Poetry Anthology . . .

Today: I collected the sheet of success, the good copy and the edited draft of The Pigman Essay. If you did not hand in all three items, and have not asked for an extension, please hand in the missing pieces tomorrow.

We added the next two words to our list: insolent and impertinent

We started our Poetry Unit!! Return your novel to the library and sign out a copy of our poetry text: Departures.

See below for the poetry anthology criteria. This project is due Tuesday, April 8. Ask to see samples if you were absent today.

Tonight: Find all 6 poems that you wish to include in your anthology. Start thinking about your front and back cover designs.

Wed: Please hand in your March USSR forms. Be sure to write a riveting account of each book read. Use every line on the sheet for your response. You may add additional pages if you need more room.

Poetry Anthology: A Collection of Six Poems That Reflect The Modern Poetry World

Due: __________________________________________________

Purpose: To familiarize yourself with modern poetry structure, sound and themes

What: A collection of three poems from a Claremont Review and three poems from your textbook, Departures.

How: Find poems that meet the criteria below. Read a lot of poems and pick only the best ones. Type them up. Include author and title on each page.

Create: A front and back cover for your poems so it looks like a book. (See samples)

Create: An MLA Works Cited sheet (Wait for the lesson)

Criteria for Choosing a Poem

1.__________ The poem is found in The Claremont Review or Departures.

2. __________ The poem offers a unique perspective. It makes me think or imagine.

3. __________ The poem uses concrete imagery. Things I can see, smell, taste, touch or hear.

4. __________ The poem is one I wish I had written.

5. __________ The poem doesn't rhyme at the end of lines but rhyme may be inside the lines.

6. __________ The poem intrigues me. I wouldn't mind reading more by this author.

Criteria for the Front Cover

1. Create a title for your collection that would make people want to read it.

2. Create a design that reflects the theme(s) of your poems. Use pictures, colours appropriately.

3. Put edited by and your name ____________ __________

Criteria for the Back Cover

1. Read back covers of poetry books to get ideas. The poetry section in our library is the first shelf as you enter the learning commons.

2. Write a short synopsis of the themes in the book.

3. Create a blurb by a pretend famous author singing the praises of your collection.

4. Create a name for your publishing company. Stenson Press. Good Dog Publishing etc

5. Create a price.

6. Include an ISBN number and label.

7. You may include images and colours similar to the front.

8. You take care on both covers to reflect the themes in the book.

9. You design your covers to SELL the book.

ENGLISH 9: NEED HELP WRITING THE CONCLUSION?

WRITING AN EFFECTIVE CONCLUSION FOR A LITERARY PARAGRAPH

Sample: The Pigman by Paul Zindel

John’s artificial apathy about the world changes due to his chance meeting with Mr. Pignati, who demonstrates to the troubled youth that he must embrace the good things in life. Before John meets the old man, he habitually hides his true self behind indifference. His parents’ influence and lack of acceptance have pushed John to rebel in order to escape criticism; luckily, he seeks the company of Mr. Pignati to teach him the truth: that John is important and loveable. Mr. Pignati helps John Conlan to discover the true meaning of life and to get rid of the contempt that John harbours. The teen’s journey of emotional maturity from a discouraged adolescent to an enlightened young man is greatly helped along by the teachings and actions of the Pigman. Through several acts of kindness, one lonely elder rescues a disturbed delinquent. All it takes to help someone else is to learn to be yourself.

Analysis of a conclusion

1. The first sentence’s purpose is _______________________________________

2. The second sentence summarizes _________________________________________________________________
3. The third sentence summarizes _________________________________________________________________
4. The fourth sentence summarizes _________________________________________________________________
5. The last sentence repeats the thesis but with __________________________________________________________________
6. The style of a conclusion is important because __________________________________________________________________

Checklist for my Conclusion (Hand in with your conclusion)

1. _____ The first sentence repeats the thesis shortly and sweetly. Refer back to your introduction. Make sure that you have indeed proven this thesis in your body paragraphs what you say here. DO NOT MENTION NEW IDEAS HERE.
2. _____ The next three sentences summarize EACH body paragraph and re-emphasize how each body paragraph proved MY thesis.
3. _____ The last sentence repeats the thesis but with an emotional appeal.
4. _____ I have ensured that all my sentences are clear. I use clear sentences in the conclusion to help the reader remember my main points and to remind them why they should agree with me. I use enthusiasm and emotion here.
5. _____ I do not add any new insights. A conclusion simply restates points already discussed. Before writing the conclusion, I re-read the essay to make sure that I have proven what I set out to prove.
6. _____ I use synonyms.
7. _____ I use the present tense of the verb. No contractions. Elevated diction.
8. _____ I am confident that my essay did indeed prove what my conclusion says it did.
9. ____ I am proud of my effort in this essay.
   
   SENTENCE 1: REPEAT THE THESIS WITHOUT AUTHOR OR TITLE
    SENTENCE 2: SUB-TOPIC 1 SUMMARY (SENTENCE 3 IN THE INTRO)
   SENTENCE 3: SUB-TOPIC 2
   SENTENCE 4: SUB-TOPIC 3
   SENTENCE 5: YOUR CHOICE: REPEAT THE THESIS OR RE-CONNECT TO THE HOOK   

English 9: Writing the conclusion

Today:

USSR
Vocab Quiz
Homework check for body paragraph 3
How to write the conclusion
Writing the conclusion
How to edit the essay: Using the checklist to ensure your essay meets all criteria.

30% Style
30% Structure
30% Insight
10% Proofreading

If you missed today's test, come in at lunch or after school Monday to complete.

Homework: Print out the conclusion. Edit the entire essay using the handout I gave you today. If you have lost it, it is also pasted below. Reprint. You must submit the handout with your essay on Monday. You MAY NOT SUBMIT AN ESSAY THAT HAS NOT BEEN EDITED.

MONDAY: SUBMIT THE GOOD COPY, THE EDITED DRAFT, THE ESSAY CRITERIA CHECKLIST.

Evaluating Essays: Is this essay a 6, 5, 4, 3, 2, or 1 on the scale?

Name of Writer: _________________________________________________

STRUCTURE	STYLE	INSIGHT
Hook 3 2 1	Diction (formal) 3 2 1	Analyses but does not retell the story 3, 2, 1
Thesis 3 2 1	Sentence Length Variety 3 2 1	Offers unique opinions
1st Opinion 3 2 1	Sentence Beginning Variety 3 2 1	Elaborations are clear
1st evidence 3 2 1	Verbs are all in present tense 3 2 1	Discuss tone of quotes
1st elaboration 3 2 1		Discuss words of quotes
TRANSITION 3 2 1	Uses Vocab. List words 3 2 1	Makes ah-ha statements
2nd Opinion 3 2 1	Nouns not pronouns 3 2 1	Declarative
2nd Evidence 3 2 1	Synonyms (not repetitious) 3 2 1	Enthusiastic
2nd elaboration 3 2 1		Vocab is accurate
TRANSITION 3 2 1	Strong verbs 3 2 1	Verbs offer variety
3rd Opinion 3 2 1	Flows well 3 2 1	Quotes are integrated
3rd Evidence 3 2 1	Surprises you, engaging 3 2 1	Quote integrations
3rd elaboration 3 2 1		Use # 3 style from our
Concluding Sentence 3 2 1	Supports the opinions well 3 2 1	sheet
Transitional sentence 3 2 1		Literary must-haves
Repeat overall thesis in each body para. 321		Are all met with ease
Cited Correctly? 3 2 1	Development is logical 3 2 1
Many grammar errors? 3 2 1	Language is unique, alive 3 2 1
Many spelling errors? 3 2 1	Begins and ends well 3 2 1
5 paragraphs in length 3 2 1	Each body para. is 300 to 500 words

Remember that the above three columns equal 90% of your mark. For the remaining 10%, the essay must be typed, double spaced, have a title, date and name, ave no sentence errors. Make sure you use semi-colons or periods to end a sentence and NOT a comma. Review run-on-sentence rules on the net. Google it. Catch spelling errors by using the spell checker program on the computer. Check that you have met the length requirements.

As you edit your typed essay, make remarks on the page as well as circling the above criteria. Ensuring that all of the above criteria are in your essay will guarantee you meet your goal. Good luck.

AP Lit: Poetry Essays due, Finish the novel this weekend

Today, I spoke about the poetry essays. If you were absent, ask a friend about what to do differently next time.

We discussed Hamlet's first soliloquy in detail. Get the notes.

We read Scene three. Make notes on Laertes, Polonius, and Ophelia. This is one of three subplots.

plot 1: Hamlet's vengeance
plot 2: Ophelia's relationship with Hamlet, Laertes as a character foil, Polonius as a symbol of the out-of-touch adult world, meddling and offering advice which may or may not be useful
plot 3: Fortinbras, the prince of Norway, his band of "lawless resolutes" wanting the lands returned that Denmark won in a fair fight (disruption of the Great Chain of Being)

I collected the poetry essays, charts, works cited page and essay checklist.

If you were absent today and did not submit your work, you must bring a note to have your work accepted. Thanks.

This weekend: FINISH READING THE NOVEL. ANNOTATE THREE KEY SCENES (PRINT THEM OUT OR WHAT/SO WHAT CHARTS) WHICH ELUCIDATE THEME.

We need to annotate three key scenes in order to memorize key quotes and to focus on unique details which we can use in an in-class essay (Wed.) or on the exam. Also, ensure that you know the era in which the book was written and the genre. Is it social realism, magic realism etc Is it a Gothic romance, Victorian influenced. Who else was writing at the same time? What poets? What themes? What plays?

English 9: Excellent work today . . .

Tomorrow: Body paragraph two is due. At least 300 words. Max. 500. Before you print it out tonight, edit it for style.

Style Criteria

• Be creative and clear
• Use accurate vocabulary and clear transitions 
• Add sentence variety
• Use vocabulary from our list
• Use synonyms, e.g. Instead of saying Mr. Pignati three times, use the kind gentleman or The inspiring mentor or Their unexpected guide 
• Cut This shows or This means (lazy writing) 
• Follow the literary must-haves sheet (Memorize it) 
• Re-read yesterday's blog so you have a good example to imitate 

Vocabulary Test Friday: Words 1-26

If you were absent today, we read for fifteen minutes. We did a practice quiz on the last 17  words. We reviewed the criteria for the essay:
Structure (the paragraph template plus two extra sentences) 30%
Style (See above) 30%
Insight (Don't be vague, answer why? Go beyond the obvious. Don't re-tell the story. Add enthusisam. Make it compelling. Be excited about your ideas.) 30%
Proofreading 10%

AP LIt: Essay due Friday now . . . Hamlet tonight ...

Print out a copy of Hamlet's first soliloquy. Annotate it in order to discover Hamlet's current state of mind. Think of the soliloquy in context now. This is only the second scene of the play. What has gone before? How does this speech fit in or expand upon earlier themes?

When you finish annotating the soliloquy, create a thesis statement regarding your opinion of Hamlet at this point in the play. Try to go beyond the obvious.
Here is a copy:
Soliloquy One

English 9: Writing the Body Paragraph . . .

ARRIVE TO CLASS TOMORROW WITH YOUR FIRST BODY PARAGRAPH TYPED AND DOUBLE SPACED. IF YOU NEED MORE TIME, COME IN AT LUNCH TO COMPLETE AND/OR TYPE.

YOU MAY NOT PRINT DURING CLASS.


If you have been absent, check yesterday's blog regarding how to turn the quotation log into an introduction for your essay and work with your homework buddies to complete this task asap as the introduction, typed and double spaced is due today!!

Today: We will follow the example and checklist below to write our first body paragraph. The body paragraph is exactly the same as the paragraphs you wrote for the two stories studied this year with TWO exceptions:

1. Make sure to mention how these points prove your thesis.

2. End with a transitional sentence (after the conclusion) to link to your next set of points.

Length 300 to 500 words per paragraph.

See the example below:

WRITING AN EFFECTIVE BODY PARAGRAPH (Double space)

Sample: The Pigman by Paul Zindel

          John tries to hide his true, caring self behind an uncaring front. He does not want to feel anything other than bitterness. However, Lorraine reveals that “he pretends he [does not] care about anything in the world” (Zindel 10), which proves that in fact he does care. Because of John’s dispassionate convictions, he denies these compassionate feelings, and cannot even admit to himself that he is not the insensitive person that he pretends to be. Furthermore, when Lorraine mentions that “he [is not] as insensitive to Homo sapiens as he makes believe he is” (10), it becomes clear that she can see through his façade. It is not until John meets the Pigman that the better side of him begins to show through even more, a true change from the beginning of the novel where he is still firmly entrenched in his own apathy. The teen believes that if he does not care about anything, he will be protected from all of the hurt and pain in the world; it simply will not affect him. In fact, the only emotion that John allows himself to feel is hatred—he says that “most of the time [he hates] everything” (1), and this revulsion is so great that John feels the need to mention it in the first few sentences of the novel. Obviously, in John’s mind, he thinks that his life and he himself are defined by contempt. This troubled teen is proud of contempt. John hides his caring self due to his upbringing. The lack of love in his life, which is shown when he eats an uncomfortable dinner with his family, leaves his anger at his parents as one of the only emotions that he experiences on a daily basis. Luckily, John’s lack of positive emotions changes when he meets Mr. Pignati, who offers him an outlet for the fun-spirited boy that has been too scared to be revealed until now. John’s habit of hiding his caring side has turned him into a “bathroom bomber” proud of smoking and drinking, yet, inside, there hides a frightened young man. Obviously, John’s colossal fear of feeling causes him to conceal his genuine self and, consequently, he acts as detached from the world as possible. (360 words)

Analysis of a Body Paragraph

1. The purpose of a body paragraph is __________________________________
2. The first sentence or two of a body paragraph has two functions: 1. _________________________________ and 2. _________________________.
3. Quotations in a body paragraph must be well integrated. To do so, the writer must ____________________________________________________________________________________________________________________________________
4. Transition words and phrases are vital to the organization of a body paragraph. Why? ____________________________________________________________________________________________________________________________________
5. The body paragraph conclusion must __________________________________________________________________ and it is not the last sentence in the paragraph because _____________________ _________________________________________________________________
6. The last sentence of body paragraph ____ and body paragraph ____ is a __________________________ sentence: The purpose of which is _________________________________________________________________
7. This body paragraph is 460 words in length, yet, it doesn’t seem too long. Why? ________________________________________________________________
8. One way to ensure a good length is __________________________________ ________________________________________________________________
9. It is never a good idea to re-tell the story in a body paragraph because ________ ________________________________________________________________
10. Always explain the quotation or example thoroughly which means __________ ________________________________________________________________

A body paragraph must also have style (word choice, verb choice, sentence variety, varied sentence length, creative use of punctuation, proper citing of quotations, all verbs in the present tense and no contractions, plus it must sound like the writer is interested in the topic, elevated diction, insight and interesting connections between characters and events) What do you notice about the style of this paragraph?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Body Paragraph Checklist

1. _____ The first sentence shows clearly how this paragraph will prove my thesis.
2. _____ The first sentence is broad enough to cover all the points to follow.
3. _____ Transitions are used between each new point.
4. _____ The second last sentence concludes the paragraph and repeats the 1^st sentence so that my reader knows I mean business! My thesis is king.
5. _____ The last sentence is a transitional sentence that bridges body 1 to 2.
6. _____ It is evident that I am proving my thesis because I refer to my thesis several times throughout the body paragraph so my readers have to agree with me.
7. _____ I have thoughtfully chosen verbs which offer the right connotation. I don’t say reveals when I mean emphasizes. I don’t say shows when I mean explains.
8. _____ I have varied my sentences and added punctuation with flair.
9. _____ I have integrated my quotations with my opinions and I have explained each part of the quotation thoroughly. If I can’t, I only use a piece of a quote. I cite the quote properly and include the page number. Any words that I alter from the original appear in square brackets. [ ]
10. _____ I use the present tense throughout and no contractions. I proofread it carefully.
11. _____ I do not use the word THIS THAT as pronouns such as This shows …. or That means . . . or This explains . . . .
12. _____ I do not use the expression I think that in a literary essay because all of these ideas are my thoughts so I can skip that phrase and start my sentence.

AP Lit: USSR, Terms Test, Note collection, Hamlet

If you were absent today, be sure to hand in your poetry notes and do the terms test at lunch tomorrow. We reviewed the elements of revenge tragedy and Aristotle's definition of tragedy. The role of Act 1, characters, imagery (page 14) and read the first two pages of scene 1.

For homework, finish reading Act 1, Scene 1, post-it note key quotes that seem to be setting conflicts, or themes. Keep an eye out for the four imagery
examples: disease, rot/decay, weeds, masks (cosmetics, harlotry, smiling villain etc).

Focus on the questions posed in the first few lines of the play:

Who is there?

What can we see? Can we trust our eyes if villains are kings and friends are enemies?

English 9: Introduction to the essay is due . . . .

IF YOU WERE ABSENT TODAY, YOU MUST CONTACT YOUR HOMEWORK BUDDY IMMINENTLY TO HEAR ALL ABOUT TODAY'S COMPELLING LESSON.

Submit your typed introduction based on all of the sentences you wrote during class today. Use the order below:

Hook
Thesis plus author and underline the title (no quotation marks for novels)
Sub-topic one's sentence
Sub-topic two's sentence
Sub-topic three's sentence
Repeat the thesis emotionally (It is outrageous that loneliness kills . . . or Without a doubt, teens need positive role models .... or John's metaphorical cage represents his repressed self-doubt; however . . . .)

DOUBLE SPACE, PUT YOUR FIRST AND LAST NAME ON IT, AND TODAY'S DATE MARCH 24/14.

GREAT WORK TODAY.

Tomorrow: Writing the first body paragraph. Make sure you bring your quotation log to class each day. Have access to an electronic copy for easy cutting and pasting of quotations.

IF YOU HAVE BEEN ABSENT, SUBMIT YOUR QUOTATION LOG FOR MARKS. BRING TWO COPIES SO THAT YOU CAN USE A COPY WHILE I MARK THE OTHER ONE.

To help you edit and revise your introduction, read the example below and follow the checklist:

WRITING AN EFFECTIVE INTRODUCTION FOR A LITERARY ESSAY

Sample: Grade 9 The Pigman by Paul Zindel

A life-changing moment is not always a big one; sometimes, it can be as simple as one phone call. In the novel, The Pigman, by Paul Zindel, John pretends that he does not care about the world, but meeting Mr. Pignati makes him realize that there are good things in life and that he needs to accept them. The teen acts as though he does not care about anything, and hides behind his bitterness. His parents do not agree with their son's actions or his plans for his life, which causes John to lash out and seek refuge and comfort in a better relationship with Mr. Pignati. Realizing that the rest of the world worries about the wrong things, John begins to embrace the caring lifestyle of the Pigman. John’s transformation from an apathetic teen to a caring and thoughtful young man is a truly compelling story of the impact of kindness.

Analysis of an Introduction

1. The purpose of the first sentence in an introduction is _________________________________________________________________.
2. The second sentence is the _______________ and includes the __________ and the ___________________ which is in ______________________.
3. The third sentence is telling the readers what is to come. In fact, this sentence summarizes the thesis of ______________________________________.
4. The forth sentence also tells the reader what to expect in the essay. This sentence summarizes the thesis of ____________________________________.
5. The fifth sentence tells the reader what to expect. This sentence summarizes the thesis of _____________________________________.
6. The final sentence rewords the __________________________ (or second sentence) but does not change the meaning. It is often shorter and more ________________________________.

An introduction must also have style. What I notice about the style of this sample is ________________________________________________________________________________________________________________________________________________

Checklist for my introduction

1. _____ The first sentence catches the reader’s attention in an interesting way.
2. _____ My thesis answers the question so what? It is my opinion. I can prove it with my research. It is thought-provoking and makes my reader think.
3. _____ I have summarized each body paragraph in three separate sentences.
4. _____ My verb choice stuns, enlivens and delights. I avoid is, does, makes etc.
5. _____ My sentences are varied in length and in the way they begin.
6. _____ My vocabulary is formal and appropriate. No contractions. All verbs are in the present tense.
7. _____ I repeat my thesis at the end in a simple and straightforward way that appeals to the reader’s emotions and makes him/her want to read on or argue with me. My thesis is provocative and debatable.
8. _____ My introduction is brief and to the point. 75 to 125 words should do it.
9. _____ I believe that I can prove this thesis. I am passionate about my topic.
10. _____ I have something to say that a reader can’t just get by reading the novel.

AP Lit: Introduction to Hamlet

BRING YOUR CHEQUE FOR THE AP EXAM: $89.00 to the office tomorrow.
Thanks. Last date is this Friday by noon.

Today: Pick up a Hamlet text from the library. The first line of this tragedy is a question: WHO'S THERE? This play will be the most important book you will read.

Hamlet, Prince of Denmark, is a university student, returned home for his father's funeral who has died unexpectedly. He discovers that his mother has married his uncle, his father's brother. He is in shock. He then sees a ghost which looks exactly like his father. This ghost-father tells Hamlet that he did not die a natural death. He died because his brother murdered him by putting poison in his ear. Hamlet's entire world has been turned upside down and the world he once knew no longer exists.

This dramatic stage allows Shakespeare to explore themes important to us all. Who are we? What shall we believe? Approach reading this play with the intensity of annotating a poem so that you pay attention to imagery, tone, shifts in tone and most importantly, ambiguity.

Introduction to Hamlet link: Read the short webpage below and make notes on the components of a revenge tragedy.

Introduction to Hamlet


If you were absent today, read soliloquy 1 on page 21. Annotate it as if it is a site passage on the poetry section of our exam. Create a thesis to describe Hamlet's character based on this soliloquy alone. It will be out of context but this exercise will teach you to focus on the language, tone, imagery, and punctuation.

Get the notes on Hamlet's 7 soliloquies off a friend. 

Due Tomorrow: Notes on the various eras. Test on the literary terms for each era.

Thursday: Please submit your poetry essay, the three poems, the TPCASTT charts, the MLA works cited page, and your completed essay cover sheet.

Wed. after school this week: poetry essay on a poem from a previous exam

Next Wed: section 3 essay on the novel you are currently reading. See the last blog post for ideas regarding preparing for this essay.

AP Lit: We wrote the poetry essay draft today . . .

If you are absent today, write the poetry essay at home. Follow the essay criteria used last year and use the checklist included in your package to ensure your writing meets the expectations for the assignment.

If you have used the Lit text for a poem, here is the citation entry:

Author, "Poem title"

Wordsworth, William. "My Heart Leaps Up," in Adventures in English               (indent 2nd line 5 spaces) Literature, ed. Fannie Safier, and Katie Vignery. (indent 3rd line 5)Orlando, Florida.: Holt, Rinehart and Winston, 1996, 485.

Remember to call it Works Cited.

Center Works Cited on the page. No underlining, italics, etc.

(See the sample I gave you for web addresses).

Tuesday, March 24: Hand in your poetry notes and we'll have the terms  quiz.

Thursday, March 26:  Hand in your three poems (I need to read them), the poetry essay, your three TPCASTT charts, your essay checklist and works cited page (MLA style).


Wed. after school will be a poetry essay. Read the sheet I gave you. Study the kinds of questions they ask. You may want to write two or three for practice. I will mark any that you write. Submit the poem, the question, and the essay any time.

You will have a lot of time to read your novel. You will have the open essay question on your novel, Wed. April 2. Read the list with the kinds of questions asked on this section. No matter what the question, know your book's themes well. Do an extensive TICK chart on it. Create note cards for characters, settings, quotes, key stylistic devices, notes on the politics and culture of the era, and the author. Study 3 to 4 key scenes well and annotate those scenes. Memorize quotations. You will be set!!

I know it seems a little daunting to have to work on AP Lit during the break but remember, you are receiving 8 credits for a 4 credit course which is why it can seem to impinge on hours outside of school. Once May 9th hits, though, there will be a lot less homework. Consequently, by really getting ahead now, you will be rewarded with university credit!! 

Read yesterday's blog regarding credits for AP courses.



Have a good break.

English 9: How many books can you read over the break?

If you need a new USSR form for March, please pick one up at my desk. Forms are due March 31. Remember to complete each line, single spaced of the response sheet in order to guarantee the mark you are aiming for. Also, discuss the most interesting parts of the book. What you will remember about the book.

Today: We had time to catch up on our reading and complete our quotation logs and our quotation log cover sheets. Be sure to read and re-read the yellow criteria sheet in order to ensure that you are on track. I marked your first quotation response. If you did not receive a 10/10, be sure to correct subsequent log responses so that they meet the criteria.

Check previous blog entries for ideas.
Call you homework buddy.

Quotation Logs and Cover Sheets are due today.
If you have asked for an extension, they are due the first day back from spring break.

Have a good rest.

We will write The Pigman essays the first week back. 

English 9: Writing an effective quotation log . . .

Today both classes worked extremely well and YOU accomplished so much!

Read and re-read the yellow criteria sheet samples so that you ensure your responses do the following:

• ADD INSIGHT TO YOUR TOPIC
• FOCUS ON WHAT THE QUOTE REVEALS ABOUT THE CHARACTER, THEME OR SITUATION
• USES VOCABULARY ACCURATELY FROM OUR LIST
• ANSWERS THE QUESTION WHY? 
• DOES NOT RE-WORD THE QUOTATION
• GETS YOU EXCITED ABOUT THE BOOK
• CONNECTS TO OTHER SCENES IN THE BOOK 

Your job here is to elucidate the themes and characters in the book because you will be writing a persuasive essay the first week back after spring break.

Tonight: No homework. Read a good book and relax.

Tomorrow: You will have the entire class to finish your quotation log AND create your cover page so bring paper, markers, pencil crayons, etc . . .

Friday: Quotation Log is due!  Friday we will have a number of "special" activities. Can anyone define euphemism???

IF YOU WERE ABSENT TODAY, EMAIL ME ONE QUOTATION AND ONE RESPONSE SO THAT I CAN GIVE YOU FEEDBACK. SSTENSON@SD63.BC.CA

AP Lit: Bring all three poems to class tomorrow . . .

Tonight: Annotate at least one poem (TPCAST). I want you to have all three completed, plus thematic statements, plus an overall thesis before you leave tomorrow so that you can write the essay draft during class on Friday and then not think of poetry for a while as over the break you need to complete the notes and study for the terms quiz and read your novel. You will have an essay on the novel the second Wednesday back.

Here is some info regarding AP credit from Mr. Earnshaw via UVic:

From: "Hannah Lockie" <hannahk@uvic.ca>
To: "Jason Earnshaw" <jearnshaw@sd63.bc.ca>
Sent: Wednesday, March 5, 2014 12:44:48 PM
Subject: RE: AP Question

Hi Jason,

Thank you for your email and for your patience in awaiting a reply while I was out of the office for a few days. With regards to your question about AP courses, whether or not the student receives transfer credit will depend on the score.

If the student takes an AP course and scores 4 or higher (5 of higher of Chemistry)à They will receive transfer credit from the University. They can actually use the BC Transfer Guide to see what course(s) they will receive transfer credit for: http://www.bctransferguide.ca/guides/ap/

If the student takes an AP course and scores less than 4 (less than 5 for Chemistry)à They will not receive transfer credit for the course, but they will receive ‘advanced standing’. Advanced standing means that they can take the second-year course without having to take the first-year course, but they won’t receive credit for the first-year course.

Advances Standing à It is important for students to recognize that this does not equate to credit for the first-year course. Let’s use Biology as an example. If a student were to take AP Biology and score a 3, they would be permitted to take a second-year Biology course due to their ‘advances standing’. If the student wanted to take this as an elective, it’s not an issue. If the student is pursuing a degree in Biology, he or she will still need to take first-year Biology, as they will need to have credit for the first-year required course.

Please let me know when you have any other questions!

Sincerely,

Hannah Lockie 

National Recruitment-Admission Liaison | National Student Recruitment

Department of Student Recruitment | Division of Student Affairs | University of Victoria

PO Box 3025 STN CSC | Victoria BC V8W 3P2

T: 250-472-5171 | F: 250-472-4031 | E: hannahk@uvic.ca

W: www.uvic.ca/future-students  

English 9: Quotation Log One quotation plus an A response is due tomorrow . . .

Using the yellow sheet as your guide, choose one of your quotations, copy it out, cite it properly and write an "A" response in paragraph or point form.

Hand in this one quote and response so that I can mark it and give you feedback to determine whether you are on the right track.

Read the samples carefully. Think about the way we add opinions about quotes during class discussions.

Discuss:

Who is speaking and what is happening briefly but GO BEYOND THE OBVIOUS.  What does the quotation reveal about your topic? Be sure to say so. Discuss the tone, the word choice, the impact of the quotation on the character, link the quotation to other events in the novel.

IF YOU DO A GOOD JOB OF INTERPRETING EACH QUOTE, YOU WILL BE REALLY PREPARED TO START WRITING YOUR ESSAY.

Tomorrow: Arrive ready to complete the quotation log. We will not do USSR or vocabulary or journals tomorrow because we will treat the class like a test day.

You will write or type up your quotation log quickly so that we can start the essay on Thursday.

All 12 to 15 quotations, cited properly, plus responses are due Thursday.

They do not have to be typed.

AP Lit: Poetry Essay

If you were absent today, please pick up a number of handouts.

The next three days will be dedicated to writing your poetry essays. Tonight, pick three poems from three different eras (poems cannot be ones we have studied in class or from Eng. Lit's core list) but you may use other poems by authors you love.

A good spot to search poems thematically is Poems by Theme

Tomorrow, arrive with copies of your poems printed out so you can annotate them. You need to do an extensive TPPCAST chart for each poem.

English 9: The Pigman

 In all classes today, I collected the USSR sheets for February and the mind maps. If you were absent today, you must bring a note in order to be able to submit work due today. 

Be sure to get the vocabulary, and notes from a partner. 
We had a practice quiz on words 1-20 today. 
Today's journal topic was regret. Be sure to write for 5 minutes on this topic in your journal. 

Stop by for lunch time extra help tomorrow. 

Period 3: Finish reading the novel. Choose a topic for your quotation log/ essay and find 12 to 15 quotations that you think reflect your topic.

Sample topics:
1. Reasons for loneliness in the novel
2. The symbol of the cage, cage of fear, grief, rejection
3. Lack of communication and relationships with parents
4. Poor adult role models
5. Impact of kindness on John and Lorraine
6. How will the friendship of Mr. Pignati affect John and Lorraine
7. Why does John use toughness and deceit to protect his true nature?




Period 4: You are at a disadvantage having English last period every day. You must save energy for period 4. Bring water and a healthy snack. Focus. Participate. Ask questions. Stay on task. Your marks could suffer.



Paragraph / Vocab Test Corrections are Due: Staple them to the originals
Finish reading the novel. Arrive ready to start the quotation log.

AP Lit: Poetry: buttons and essays . . .

I introduced the poet, Philip Larkin, today and we discussed his poem, "Explosiion". Here is a link to his bio. Please take notes if you were absent:

Philip Larkin 1922-1985