Tuesday, May 31, 2011

Class Minutes for Tuesday May 31st

1. Prayer

2. Ms. Meakes spoke about missing assignments: it is much better (and easier) to boost your mark by turning in your missing work, than by doing really well on the exam.

3. Literary Device Quiz 2
(both classes scored an average of 58%)

4. Poplar Trees/Butterfly

Discussion of the questions on the poplar trees excerpt, explanation of the juxtaposition of the butterfly and the human skull.  Remarque's use of nature is symbolic and used to reveal theme. Nature reminds the reader of  the beauty of the world (outside of the war). It also reminds Paul of how distant all good things are from him.

5. The Lost Generation

Filled out chart and discussed first four rows as a class. To be continued.

6. Exam Outline
Handed out.

No homework. Study for your lit device quiz next class.

Saturday, May 28, 2011

All Quiet Class Minutes: "Us/Them" and "The French Girls"

Us/Them  (Wednesday, May 25th)

1. Prayer
2. Listened to the introduction of "Them" (link on moodle).  Ms. Meakes shared some of the "them"s from her high school experience. We answered a question (who are the "them"s we know), and then shared with the class.  We talked about why we have "them". Some answers included because we want to belong, because it makes our world easier to understand, because we don't like things that are different. Ms. Meakes asked how "them" applies to a war situation.  Answers included: so that the soldiers don't have to encounter the enemy as human, because we can't easily kill people that we can identify with, and to protect them from the horrific act of destroying another human life.

3. Discussion Prep
4. Discussion

5. Listened to "Don't they Know it's Christmas After All?" from the "Them" broadcast.  We had to think about the differences mentioned, but also how they indicated a larger similarity.

6. Thomas Hardy's "The Man He Killed". We read the poem and wrote compare/contrast thesis statements.  (Block 1-3 did this in the start of the next class)

Homework: Read the "French Girls" excerpt. Pages listed on handout.

The French Girls (Friday May 27th)
1. Prayer
2. Study Time
3. Poetic Vocabulary Quiz out of 20.
Averages: 1-3: 57%,  1-5: 60%   (we will be writing again next class)

4. Discussion Prep
5. Discussion
6. Review answers

7. Read together: The Poplar Trees, and discussion of their symbolism and what they reveal about how war has changed Paul and his comrades (1-5 only)

Homework: Read "The Home Leave" excerpts. Page numbers found on handout.

Thursday, May 19, 2011

English 11 in May

Since the last posting, we have written our motif paragraphs, reviewed how to write a five paragraph essay, written our five paragraph Macbeth essays (on dramatic irony), and started All Quiet on the Western Front.

All Quiet Class 1

1. "Paper Cuts" by Eve Stevens
"Paper Cuts" emphasizes the inexpressibility of a soldier's wartime experience.  It is difficult, if not impossible to fully express the reality of war to another person. As each generation passes, the experience of war becomes more abstract and removed from understanding.  This removal is symbolized through the patient's twofold recollections (first of the tomato stains, then of her husband's blood) and the juxtaposition of the speaker's recollection of paper cuts.

Followed by a class discussion of the ability to express the experience of war and the value of sharing the experience of war.

2. Historical Background (WWI)
Please see the notes and powerpoint posted on moodle.
We also discussed the savagery, brutality, and practicality of war. In particular, we read two excerpts: one about "boots" starting on page 15, and one about using shovels instead of bayonets on page 104.

3. All Quiet on the Western Front - Perspective and Reception
The novel was written by a man who had experience on the German front line in WWI. His perspective is authentic, but it was eshewed by the ensuing generations of Germans as Nazism grew and the country prepared for WW II.  See article on moodle.

4. Character List
To help with keeping the characters straight as we read the excerpts. See moodle.

5. Sign out books

6. Opening scene from the film.

7. Reading Homework:  pages 65-74 and 99-101

All Quiet Class 2

1. Mr. Street's Artifacts
Mr. Street visited the classroom to show some of the artifacts that he has from WWI.  He showed us a gas mask, a rifle, a grenade, bullets, water canteens, and a helmet.  It was shocking how heavy everything was.  He spoke to us about some of the students he has taught who have since gone to war.  Mr. Street brought to mind the moral dilemma that occurs when a soldier participates in active duty.

2. "Existentialism" discussion prep
Students individually prepare their responses for discussion.

3. Discussion

4. Existentialism
See notes (on the back of the discussion sheet). We connected the "helpless" feeling of Paul and the element of chance during war to the ideas of existentialism.

5. Reading Homework
Excerpts on Kantorek, Himmlestoss, and the Kaiser's visit. See the back of the discussion questions.

All Quiet Class 3

1.  Character Sketch
In groups, using the text as a reference, we filled out a character organizer on Himmelstoss and Kantorek.

2. Discussion Question Prep
Students individually prepare their responses for discussion.  Half the class prepared question one, and the other half prepared question two.

3. Discussion
Students observing also took notes on the question being discussed (as they did not prepare to respond to that question).

4. Poetic Terms
Study list given. Quizzes (different every day until the average is 80%, your highest mark stands) will start on Friday of next week.

5. Reading Homework: Pages 216-229 and 189-196.

Thursday, May 5, 2011

Class Minutes for Tues May 3rd and Thursday May 5th

Over the last two classes, we have

1. Prayed

2. Written an Act IV and V quiz

3. Worked on Compare and Contrast Thesis statements

-wrote two
-edited peer samples
-edited our examples
-handed them in with one starred to be marked

4. Started our review of essay structure (block 1-3 only)

Homework:  Fill out your motif paragraph prep (using the concordances link on moodle)

Friday, April 29, 2011

Congratulations Slam-ers!

Congratulations to the Carney poets who competed in the Coquitlam Public Library Poetry Slam! All the poets should be congratulated for their courageous presentation and high quality creations.  Thank you to all their supporters for being such an appreciative audience.

Kudos to the Carney poets who "owned the podium" and placed in all four top slots!

3rd Runner Up: Erin M
2nd Runner Up: Patricia B
1st Runner Up: Alex J
1st Place: Marjorie R

Class Minutes - Friday April 29th

1. Prayer
2. Act IV Questions
  • Time to work
  • Review with Ms. Meakes
  • Answers posted on Moodle
3. Read Act V
  • Started in class
  • Finish for homework
Homework: Finish reading act V. Quiz next class on Act IV and the plot of act V

**Note: Monday is the last chance to write the Pathetic Fallacy Paragraph.

Wednesday, April 27, 2011

Class Minutes for Wed April 27th

1. Prayer
2. Act III Quiz
3. Act IV Scene i
  • Dramatic Reading
  • Text to Film Comparison
  • Apparitions Chart
4. Act IV Notes (see Moodle)

Saturday, April 23, 2011

Class Minutes for Thursday April 21st

1. Prayer

2. Review III. iv-vi
Some key points:

  • Macbeth and Lady Macbeth's relationship is changing dramatically. Their roles have reversed. Thus, when Lady M attempts to control Macbeth's raving during their feast and insults his manhood, he ignores her.  She ends up throwing a "fit" and ending the party. 
  • Scene iv contains many downfalls for Macbeth: he gets the news that Fleance has escaped; the ghost of Banquo usurps his throne; Macduff spurns his invitation to the dinner; he is perceived as crazy by his guests.
  • Scene v is short and not very interesting. Basically, we are reminded that the witches are evil (they obey Hecate) and we learn that they are going to cause Macbeth's ultimate failure by making him feel invincible.
  • Scene vi opens with Lennox giving a sarcastic speech about Macbeth's innocence. Lennox knows that Macbeth is guilty of the recent murders of Banquo and Duncan.  How can Lennox see through Macbeth so easily while Banquo was only slightly suspicious at the beginning of the act? What does that indicate about Banquo? 
  • In scene vi, we also learn that Macduff and Malcolm are in England, raising an army against Macbeth. 
3. Act III Review: Questions and Key Quotes
-Time given to work on these; answers will be posted on moodle. Some answers reviewed in class. 
-Preparation for the quiz. 
-Quiz: On Act III, 25 marks: 10 matching characters with actions, 10 t/f, 5 short answer

Homework: Read IV.i-iii; study for the Act III quiz.

Tuesday, April 19, 2011

Class Minutes for Tuesday April 19th

1. Prayer

2. Sociogram: extension to Thursday

3. Act III Framing Questions
  1. How has Macbeth's attitude towards murder changed (compare the murder of Duncan to the murder of Banquo).  For answers to this question, see the pdf posed on moodle.  Through Macbeth's progression towards evil from the murder of Duncan to the murder of Banquo, Shakespeare suggests that evil begets greater evil.
  2. Who is the third murderer?  For the answer to this question, read the essay on page 136 in your text.
4. Review of Act III scenes i- iii
We took notes on the plot and the key ideas/quotes from these scenes. The PDF has been posted on moodle.

5. Themes in Macbeth
Fill in the blank notes. We filled them out and then reviewed them as a class. See moodle for the document.

6. Act III scene iv
1-3: set up the scene
1-4: set up and listened to the scene

Homework: 1. Finish the sociogram (if you haven't).  2. Read III. iv-vi

Class Minutes for Friday April 15th 2011

1. Prayer

2. Act I and II Quiz

3. Review of key concepts:
  • The Great Chain of Being
  • Pathetic Fallacy
  • Microcosm
  • Hubris
** We took board notes on this, so if you missed class, you should try to copy the notes from someone.

4. Review of Text-to-Text Comparison between Lord of the Flies and Macbeth
5. Sample Sociogram (see Moodle) based on Lord of the Flies.

Homework: Read III.i-iii

Thursday, April 14, 2011

Class Minutes for Wednesday April 13th

1. Prayer

2. Act 1 & 2 Notes
Students were asked to complete the quote identification, text-framing (fill in the blank), and motif sections of the notes to the best of their ability. We reviewed the answers as a class.

3. Literary Devices
Ms. Meakes reviewed the answers to the homework on paradox and dramatic irony.

4. Text -to - Text Comparison
Compare Macbeth to Lord of the Flies on the topics of Pathetic Fallacy, Hubris, and Microcosm using the text to text organizer. Ms Meakes gave out literary terms notes to help with this assignment. (She only has them in hard copy, so if you missed the class, pick up the notes from room 110) This should be finished for homework. 

5. Sociogram Sample
Ms Meakes started a sample sociogram about Lord of the Flies to help explain the sociogram assignment, which is due on Tuesday.  Please note that you should only include events/relationships up to the end of Act II.  There is a list of characters for you to include on the assignment sheet. Both the sample and the assignment sheet are on moodle.

Homework: Complete Text-to-Text comparison and study for the Act 1 and 2 quiz which is on Friday.

Monday, April 11, 2011

Class Minutes: Monday April 11th

1. Prayer

2. Review of Act I:  We summarized what has happened so far in Macbeth. Different students contributed facts about each scene.

3. Language Tools in Act I: Ms. Meakes gave out some notes on language tools. We are supposed to fill out the back for homework.

4. Lady Macbeth's Persuasion: We filled out a chart looking for Lady Macbeth's persuasion techniques from Act I scene vi. We reviewed the answers as a class and they are posted on moodle.

5. "We Wear the Mask" by Paul Laurence Dunbar. We talked about the meaning of the poem, the reason for wearing a mask conveyed by the speaker (protection, to hide from the world) and compared it to Macbeth's use of deception/two-faced behaviour.  We discussed the idea of appearance (mask) vs. reality (real emotions).

6. Read II i-iv (finish for homework)

7. Sociogram Assignment - see handout. Due Tuesday April 19th.

Tuesday, April 5, 2011

Class Minutes - Tuesday April 5th

1. Prayer
2. Literary Devices Reading Check: students filled out worksheets on literary devices in Act I scenes i-iv. We checked answers together as a class. (Both worksheet and answers are posted on moodle)
3. Reactions to the witches prophesies:

  • Prophesies: He will be Thane of Cawdor and King
  • Reaction: likes the idea of becoming king. He is especially happy when he becomes Thane of Cawdor because it means the other part of the prediction could come true.
  • Prophesies: He will  not be king, but his son (and descendants) will be
  • Reaction: He is wary because he thinks the wyrd sisters may be witches and therefore evil. He doesn't want to think about the prophesies.
4. Character Foil: Banquo is a character foil for Macbeth. See worksheet and posted answers to the t-chart. Watch the video clip (link posted on moodle)
5. Read scenes v, vi, vii

Homework: finish reading Act 1.  (mp3 file for scene vii is posted on moodle in two parts)

Saturday, April 2, 2011

Helpful Macbeth Links

Are you trying to catch up in your reading? Are you a little lost when it comes to Shakespearean language? Or are you interested in all things Macbeth?  Here are some websites you might find interesting or helpful.

Spark Notes for Macbeth  (summaries, thematic ideas)
No Fear Shakespeare (original text side-by-side with modern language translation)
Online Text
Crime and Punishment in Elizabethan England
Gross/Gory Moments in Macbeth (written by a pathologist)

English 11 Lately...

I apologize for the lack of updates on the  blog. It seems that our class note-takers aren't being as diligent as they should be. In addition, I have not been very diligent at assigning note-takers!

During the last class before the break and the first class after the break, we watched Freedom Writers, which is a movie that deals with the power of language to transform people. It served as a good finish to our poetry unit, which was about expression.

Since then, (on Wednesday and Friday) we have had two classes of Macbeth. Here's what we've done.

1. Returned PC's and Tom Phillips found poetry assignments and filled out our writing logs.
(note: Your PC,  found poem, poetry slam, and poetry explication paragraph will all be on your April interim report card. Please make sure that you've completed all of those assignments by Tuesday April 5th)

2. Anticipation Guide for Macbeth. In class, we coupled the paper anticipation guide with an agree/disagree line to discuss some of the ideas from the play.

3. Predicted the content of the play and watched a 96 second summary (the link to the video is on Moodle).

4. Explored the concept of witches, sorcery, and superstition.  Please see the notes on fate/fortune, the video clip on the curse of Macbeth, the video clip on the fates, and the prezi.

5. Read Act I scene i. How does this scene set up the mood/tone of the play? Watch for the two paradoxes that set up the "appearances vs reality" motif.

6. Explored the concepts of  the great chain of being, hubris, the tragic hero, and crime/violence. See the prezi and "If the Crime Fits" pre-reading worksheet.

7. Read Act I scene ii and looked for descriptions of Macbeth. See the word document notes.

8. Read Act I scene iii.  Think about the following questions: What have the witches been doing since scene i. What do they do at the beginning of the scene?  What are the witches prophesies for Macbeth and Banquo? How do Macbeth and Banquo respond differently to the witches' prophesies?

Note: an aside is a theatrical technique in which a character speaks his or her thoughts to the audience. The other characters cannot hear these thoughts (even though the actors clearly are able to hear the words). This is almost like a "voice over" in a movie. It differs from a soliloquy because during a soliloquy, characters are typically alone on the stage.

9. Homework - finish reading Act I scene iii and be ready to answer the following question: how do Macbeth and Banquo respond differently to the witches' prophesies?  Read Act I scene iv.

For those of you who have been away, please note that you are expected to be caught up when you return to class. We are moving rapidly through Macbeth. If you miss class, please check moodle and the blog before you return and come to tutorials (Tuesday April 5th and subsequent Mondays) if you need clarification.  This goes for the San Diego trip, Bio trip, and all other absences.

Wednesday, March 9, 2011

Class Minutes for Monday March 7th

1)  Prayer 
2) Tom Phillips Assignment
    - took a passage and chose certain words from it to form a poem, then painted over the unused words
     to create a picture or abstract piece
3) Bring rough draft of slam on Wednesday. Due: Friday

Thanks Ashley

Friday, March 4, 2011

Youth Poetry Slam in Vancouver

Have you been practicing your slam? Are you proud of your work? Do you think it could use a wider audience? Or do you just want to check out other young slammers?

Vancouver has it's own youth poetry slam on the 4th Monday of every month.  Check it out here.

Class Minutes for Thursday March 3rd

1. Prayer
2. Predictions
We predicted the meaning of a concrete poem based on its shape/picture.
3. Gallery Walk
We went around the classroom to different concrete poems and tried to interpret them and answer questions about them. Then we compared our interpretations to the actual meanings.
4. Found Poem
We read a children's book, "The World Is For You", and everyone individually wrote down words or phrases that stood out to us. The goal was to create a found poem from the book's text as a class. Since we didn't have enough time, we're continuing it next class.
5. Tom Phillips Assignment
We were told that next class we're doing and assignment that involves us creating poems out of articles, painting over the words we choose to not use in our poems, while creating a beautiful picure. :)
6. Dance Party.

Thanks Maegan

Don't forget your slams are due on March 9th. 

Class Minutes for Tuesday March 1st


Sunday, February 27, 2011

Class Minutes for Friday Feb 25th

  1. Prayer
  2. We put line breaks into the text of “We Real Cool” by G. Brooks before listening to the real performance of the poem. We compared the line breaks we predicted to the real version, and we discussed how line breaks added emphasis to the poem.
  3. We went to the language lab to do our favourite poem assignment. Using Audacity, we recorded why we liked the poem, explained why it appealed to us, if it connected to our life, words or lines that stood out, and where we found the poem. We then read the poem, with attention to our spoken expression.
Thanks Alysha

Wednesday, February 23, 2011

Class Minutes for Wednesday Feb 23rd

1. Prayer

2. Don't Say Duh
- Today we played a game as a class. The smartboard randomly chose a student and a topic. The student must publicly speak about the topic for 30 seconds. The student is not allowed to say um, like, uh, etc. There were three judges who ranked how well the speaker was out of 10. This allowed us to practice speaking in front of a crowd and techniques to be a successful public speaker.

3. Speaking Techniques
- At this time, Ms. Meakes explained different and successful ways to be a great public speaker. Body language, eye contact, gestures and voice are all key aspects in being an intriguing speaker.

4. Group Slam Practice
- The students were given the text to "The Crickets have arthritis" by Shane Koyczan. In a group of four, each student had to pick a stanza from the poem and perform it to their group using the speaking techniques Ms. Meakes previously taught.

5. Watch Professional
- The students watched the real performance done by Shane Koyczan. After, the class was asked to compare how the students performed it and how Shane Koyczan performed it. How was he powerful in his performance?

6. Writing Time
- Near the end of the class, the students did a free-write on one of the three topics they came up with in the previous class. The idea of this is to never let the pen come off the paper so that the ideas would flow better.

Thanks Mariel!

Don't forget to bring a copy of a favourite poem next class. Please be prepared to explain why you like it. 

Tuesday, February 22, 2011

Class Minutes for Monday Feb 21st

1) Prayer
2) TPS - Think Pair share. Answer the question "What is more important, what we say or how we say it?" Discuss with a partner and then with the class. Outcome; it is hard to determine which is more important because both are so connected to eachother and there is no one without the other
3)Taylor Mahi - popular poet on youtube whos poems relate well to teenagers. We watched his youtube video
4) Shane Koyczan - world renound slam poet and very talented at what he does. We watched him perform, usisng a range techniques to enhance his performance including hand gestures and dynamics.
5) Slam poetry - we are told our major assignment for the poetry unit, create and perform your own poem in the style of slam poetry. You may begin to think of ideas as to what you will do
6) What matters to you? <-- ticket out of door. Brainstorm different topics that you are passionate about to prepare for your slam poetry assignment

Hmwrk. Find your favourite poem, or just a poem that you really like and be prepared to explain why you like it.
Thanks Cole

Thursday, February 17, 2011

Class Minutes for Thursday Feb 17th

1. Prayer
2. PC (How does an individual fight against an unjust or corrupt society?)

**Students who need more time for their PC may come to work on it in tutorials Monday to Thursday from 3-4pm next week**

Friday, February 11, 2011

Class Minutes for Friday February 11th (PC Prep)

Today in class we prepared for your in-class personal composition which will be written on Thursday February 17th.

Your PC should answer the question "how does an individual fight against an unjust or corrupt society?", Therefore your thesis should make a claim about a specific method (used by two people) to fight injustice.  Each body paragraph should be about how a person used that method to fight against injustice. 

In order to write your PC, you will have to do some research.  There are some short biographes available on moodle, as well as a "pathfinder" to help you with your research.  In addition, you will find a "PC Outline" on moodle that you need to fill in to prepare for your PC. The outline is the only thing you will be allowed to bring with you on Thursday.  You may use any of the people listed on moodle, or you may write about other people that you are familiar with.

It would be a good idea to show me your thesis before you write. You can email me at my acrss.org email account and I will try to get back to you before Thursday.

Good luck and enjoy your 5 day weekend!

 Ms Meakes

Friday, February 4, 2011

Class Minutes for Thursday Feb 3rd

1. Prayer

2. Think - Pair - Share
Students responded to three questions: How do villains operate? How does exposure to evil affect us? How does an individual fight against an unjust or corrupt society?

3. Most Valuable Idea
After discussing their responses with a partner and the class, the students chose their strongest idea and made a theme statement. Then they filled out a "connections" organizer to look for connections in the text, the world, and their own experience.

4. Ghosts of Rwanda
Ms. Meakes explained what a genocide was, and the background of the Rwandan genocide. We watched clips from "Ghosts of Rwanda" and filled out a comparison organizer linking events in Lord of the Flies to the Rwandan Genocide.  We will finish this activity next class.

Class Notes for Feb 1st

1. Prayer
2. Feedback/Writing Logs for Allegory Multi
3. Feedback/Writing Logs for Exam
4. Self-Evaluation/Report Card Comments and work habits

Saturday, January 15, 2011

Class Minutes for Thursday January 13th

1.) Prayer

2.) We wrote the Lord of the Flies "Quest" on chapter 9-12

3.) We were given three handouts. Transitions and Connective phrases, Traffic Light Self-Assesment, and Lord of the Flies-Intensely Important Quotes. 
We were to work on the Intensely Important Quotes in class after the quest.

Thanks Kathleen!

Note from Ms. Meakes: you weren't supposed to get the "Traffic Light Self-Assessment" or "Transitions and Connective Phrases" handouts until Monday. Please bring them to class so I can explain them.  Please bring "Intensely Important Quotes" as well so we can review the answers together. 

Wednesday, January 12, 2011

Class Minutes for Tuesday January 11th

2.) Chapter 11 & 12 hot seat
-Ralph, Jack, Simon and Piggy came for a visit and we got the opportunity to ask them questions based on the novel’s plot.
-We all wrote down 2 questions for each character. Ms. Meakes then collected the questions.
-Characters were played and answered by:
Willy/Angelika as Piggy
Jal as Simon
Daniel/Maegan as Ralph

Leo/Harris as Jack

3.)Chapter 11 & 12 notes
Fill in the blank notes were filled in as a class.

4.) Key terms sheet
We received a paper with key terms and their definition.

Social Stratification
Deus ex machina
Totem/ totemism
*these terms may appear on exam*

5.) Midyear exam outline handed out.

Thanks Cassie

Sunday, January 9, 2011

Class Minutes for Friday January 7th

1) Prayer

2) Quiz on Lord of the Flies Chapters 1-8

3) Chapter 10 Word Scramble reading check worksheet.  Completed as a class on the smart board. 

4) The Beast:
Read a portion of Lord of the Flies from the smart board. (The first mention of the beast by the boy with the mulberry shaped birthmark)  Filled out beast question sheet as a class.

5) Simon as a symbol of Christ.  Worksheet filled out as a class

6) Homework: Read Chapters 11 and 12.

Thanks Shannon

Thursday, January 6, 2011

Class Minutes for Tuesday January 5th

2)Dates and Assignments
      Wed Jan 5- Ch. 9
      Fri Jan 7- Quiz: ch 1-8 HW: ch 11-12
      Tues Jan 11- Exam Outline
     Thurs Jan 13- Ch. 9-12 Quest
      Mon Jan 17- Themes/Motifs/Quotes
     Wed Jan 19- Symbol Game
                        Symbol Cards Due!


3)Chapter 9
     Story Time with Ms. Meakes
4)Chapter 9 Notes
    -Split notes up into sections : Nature, Democracy + Dictatorship, Fear and the Beast, and Simon
    - Gave us 5 mins to do one section of the review notes
    - Class discussed answeres.

HOMEWORK: study for CH.1-8 Quiz
                     Read CH. 10
BLOCK 1-5 needs to read chapter 9 and fill out the notes for chapter 9 in addition to the other homework due to the Basketball Tournament. 

*Absent people please see Ms. Meakes to pick up the assignment papers and any other missed work

Thanks Tanner

Class Minutes for Wednesday December 15th


Class Notes for Monday Dec 13th

1. Prayer

2. Allegory Multi
In class writing assignment on the allegory in Lord of the Flies.