ELA B 30 Fall 2017

Today, we kept reading Hamlet, discussed word meanings and concluded with a summary. We finished on Act I, scene 2, line 64 (page 11). Basically, we stopped on the court scene after Laertes got permission to go back to school and right when the king is going to deal with Hamlet's request.

Today, we started reading Act I, scene i. I do a lot of talking at the beginning and a lot of words are identified. If you were not here, see a classmate for notes. You will need them. We got to Act One, scene i, line 67.

Today, you took out the play Hamlet from the library. We discussed its layout and then read the Act One synopsis (in the text). We then assigned roles for Act I. I also had you take ten loose-leaf sheets of paper, staple them together, and title them Hamlet Notes. These, the text and writing implements are really all you should have in front of you when we sit in a reading circle.

Today, you will use class time to actively read a booklet on the history of Shakespeare and his time and doing the questions that have been provided. Both the readings and the questions need to be handed in. If you were not here, these are in your portfolio.

Today, I explained more about Hamlet and Shakespeare's world. You can find all of this online with Google searches. Cast of characters Law of unintended consequences 3 essentials for revenge (must not feel guilt, must be known to be the one avenging, one must avenge AND get away with it). Oedipus complex I also discussed the theatre at the time and presented a number of questions: Is Hamlet a good guy or a bad guy (consider him in all relationships)? Is he crazy or not? Is he a coward or a hero? Is he actually a man of action or not? Is his revenge complete (see above)?

Today, we discussed the essays from yesterday and the points that were made as well as the tone that showed. I then showed a Hamlet simplified Powerpoint and added some details on the board.

Today, students were given three essays to read. All of these were found online. If you were not here, theya re in your portfolio; however, you can also access them by pasting the urls provided below. These are to be read for tomorrow's class. 1. "Why do We Force Students to Read Shakespeare" by Rajat Bhageria https://www.huffingtonpost.com/rajat-bhageria/why-do-our-schools-force-_b_6443672.html 2. "Why Should We Teach Shakespeare" https://www.ukessays.com/essays/english-language/why-should-we-teach-shakespeare-english-language-essay.php 3. "Coda"  by Ray Bradbury http://blog.taylormcgann.com/2012/05/28/ray-bradbury-censorship-prejudice-opinion/

Today, the students did an independent novel study check in to show me how well they have been able to tackle this independent assignment, which is dead-lined for January 12, 2018. Reading is just the first part of the assignment. The students then have a project to choose and complete, so it is important that they practice self-regulation. I am pasting the assignment for those who are not here below. If you cannot bring it in, email it to me (dawn.benoit@nwsd.ca) ELA 30 Independent Novel: First Ongoing Check-In Many of you put down this “after break” as the point you hoped to complete reading your  independent novel. In fact, some of you have completed the reading of your novel; others have, unfortunately, just begun. Today, I want you to do the activities below. If you have finished your novel, use this time to work on the major assignment. Title of Novel (properly attributed!):________________________________________________ Author: ____________________________...

Students used this time to get caught up.

The students worked on their essays. These are due tomorrow.

Today, you finished watching the feature film, Lord of the Flies and then started planning your essay, which is due on Friday.

Today, we watched the first 52 minutes of the 1963 feature film Lord of the Flies.

Today, the students wrote their Lord of the Flies  comprehension exam. Those who were absent will have to write the alternative when they return. See me to arrange a time to write this. I then gave out your essay questions for this novel. The due date will be two days after you finish watching the film. In other words, you may want to work on it in advance. I have pasted the essay information below. Essay Assignment: Lord of the Flies Using the novel Lord of the Flies , answer one of the four following choices using a five paragraph essay format. a.        In the novel Lord of the Flies, Golding uses the allegory of personality (Id, Ego, Superego) to explain man’s civility (or lack thereof). How does the allegory of personality demonstrate itself in this novel and what is its purpose? OR b.       In writing his novel Lord of the Flies , Golding attempts to support his view that man is a savage who, without...

Today, I gave you the class to finish chapter 12 (the end of the novel) and work on your independent novel study. You will write a short comprehension quiz on this novel tomorrow (the class chose the date).

Today, we did a timed journal on Chapters 10 & 11 of the novel, Lord of the Flies. I then discussed how people try to justify actions that they normally would believe to be wrong. The notes below are on this. It is called "cognitive dissonance. I then instructed students to do the following: What is something that you do that you know your superego thinks is wrong and yet you manage to justify it? Write a paragraph on this and then and hand it in. Lord of the Flies and Festinger’s Theory of Cognitive Dissonance What is Cognitive Dissonance? ·          The state of having inconsistent thoughts, beliefs or attitudes especially as relating to behavioural decisions and attitude change. ·          Actions caused by inconsistencies in beliefs or a way of life. The Theory People have an inner need to ensure that their beliefs and behaviours are consistent. Inconsistent or conflicting bel...

Today, I presented you with two allegories in your portfolio: The Sea, and The Religious. Read these actively. I then instructed you to read Chapters 10 and 11 of the novel.

Today, you wrote a journal on chapter eight. I then provided you with notes on the following: Allegory: "Lord of the Flies" Allegory: The Boys' Archetypes These can be found with a quick Google search. I also handed out "Notes on Lord of the Flies" which discusses the weird pig killing scene. I cannot post this here as it is copyright protected, so it is in your portfolio. Read Chapter Nine for the weekend.

Today, you answered a journal question about the chapters you were to have read. I then discussed some points including prophesy, pathetic fallacy, ativism, and how words change over time. For tomorrow, you are to read chaper 8.

Today, I started off by discussing the importance of taking the time to examine the journals I have returned. I am speedy with these so that you can use them to improve in your writing every time we do one. Take advantage of this. I then discussed that you want to avoid using first person (I, me, we, us, etc) and second person (you) pronouns in this journals. I want you to do this so that it becomes second nature. It will make writing a test paper easier. I then discussed coordinating conjunctions. These are the little words we use to join one idea to another. You probably know them as FANBOYS (For, And, Nor, But, Or, Yet, So). These should not be used at the start of sentences as most of you are doing so incorrectly. You then wrote your journal for Chapters Five and Six and we reviewed. Finally, I gave you a handout on "Faulty Logic" which we discussed. This certainly ties to world events today (especially when examining politics to the south of us). If you were not he...