English 11

 English 11: Time to meet the Lord of the Flies

Time for Simon

Today we've read chapter 8 and 9, and seen all there is to see about Simon. Unfortunately, I'm away today, but please feel free to use this little page to guide your writing and thinking as we begin to see what's going on behind his character. First read my quick summaries below.

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In chapter 7 Simon returns to the camp before the boys see "The Beast" at night time. In chapter 8, Simon is skeptical, and says there's nothing to do but return to the mountain. Time to take a close look at Simon.

In chapter 8, Simon determines to return to the mountain to confirm whether or not the beast exists. During this journey, meets The Lord of the Flies who taunts and threatens him. This is a stern warning for Simon, and only Simon is ever able to speak with this phenomenon. With the id, ego, and superego in mind, Simon is a problematic character; he exhibits no savage impulse. Further, The Lord of the Flies is an allusion to Beelzebub, prince of demons - the devil. The implications of this dialogue are far-reaching and profound.

In chapter 9, Simon ascends the mountain and discovers the truth about the beast. With this news in mind, he cuts some of the lines holding the dead parachutist in place and descends the mountain to bring this news to the other boys. For the rest, you'll have to read the chapter.😉

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To begin, we have some questions - and Friday a discussion/extended response. Please work through these questions below, first. Answers may become extensive; there's a lot of room here for inference and speculation. You might wonder about how the id, ego, and superego play a role - especially with Simon. Make inferences and support answers with some of the material we've used to support our reading. 

1. Who is the new character at the end of chapter 8, and why is Simon able to communicate with it?
2. Why wouldn't Simon conform to the discovery of the other boys on top of the mountain?
3. How does Simon see reality differently than the rest of the boys on the island? Consider how he experiences heat, sees the forest, and his skepticism of the beast.
4. How is his ability to see things differently a threat to the savagery of the island?
5. Why do the other boys perceive Simon differently at the end of chapter 9? (and no, it's not just because it's dark)

Once done, hand this in. I'm not assigning chapter 10, yet.

English stuff

English 12

Change the telescreen questions to the following:

1. (a) What does O'Brien identify as Winston's problem?
2. (b) How do we see thatO'Brien exists within the private confines of Winston's mind?
3. (c) Why does Winston struggle with memory when he is one of the author's of The Party's revised history?

English 10

Today we're beginning some work on TED Talks. How do you give a good ted talk? How do we speak so others will listen?

Before the examples, a great TED talk on speaking so people will listen:

https://www.youtube.com/watch?v=eIho2S0ZahI

Some examples.

https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?subtitle=en

https://www.ted.com/talks/joe_smith_how_to_use_a_paper_towel?subtitle=en

https://www.ted.com/talks/joe_kowan_how_i_beat_stage_fright?subtitle=en

Friday friday!

 English 11

We will be going to the 2nd ceremony today. For B1 we'll be working :)

Today we're going to work with some of the brainstorming from our PLT day. After discussing the implications and language of chapter 7, we're going to write an extended response to any one of the four positions we discussed. Notes are all posted on the wall.

The question: How does the quality of leadership determine the health of society in LOTF?

English 12

Winston's busted! Here's stuff.

PLT Days

English 11

Ralph has been a leader by example on the island. He's allowed himself to pause and listen to reason, and at times, allowed himself to react more impulsively. In chapter 6, Ralph and Jack reconnect, despite their differences. They continue their search through chapter 7 - to be discussed today.

We will do a little discussion and writing today - we will examine the quality of leadership on the island.

English 12

Part 2 chapter 9 is a big chapter - packed with political messaging and explanation. Our neighbours just had an election. What an amazing opportunity!

Some powerful quotes to frame the day:
“Those who can make you believe absurdities can make you commit atrocities.” - Voltaire

and...

"It is useless to attempt to reason a man out of a thing he was never reasoned into." - Jonathan Swift

And back to 1984

1. "In the long run, a hierarchical society was only possible on a basis of of poverty and ignorance." (p. 198)

2. "... he may be aware that the entire war is spurious and is either not happening or is being waged for purposes quite other than the declared ones; but such knowledge is easily neutralized by the technique of doublethink... with Oceania the undisputed master of the world." (p. 200-201)

3. "To tell deliberate lies while genuinely believing them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just so long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies - all this is indispensably necessary." (p. 223)

4. "World-conquest is believed in most firmly by those who know it to be impossible. This peculiar linking-together of opposites-knowledge with ignorance, cynicism with fanaticism - is one of the chief distinguishing marks of Oceanic society." (p. 225)

5. "For it is only be reconciling contradictions that power can be retained indefinitely." (p. 225)

6. "The prevailing mental condition must be controlled insanity." (p. 225)

English 10

For our PLT day, we'll be writing our essay. See below for topics. Remember: Your planning can only contain your claim, 3 reasons and quotes. No additional text.

English 10

 Greetings English 10!

So today is an important day: Essay prep day. Please read through all of this to help your thinking and planning. First - the topics. PICK ONLY ONE:

(challenge accepted!) Are people condemned to become the monsters they overcome?

(2 supporting points, 1 counterclaim)

"He who fights with monsters might take care lest he thereby become a monster. And if you gaze for long into an abyss, the abyss gazes also into you." - Nietzsche

In order to prepare for this question, look at the Reader's Digest articles we used for some practice writing. There are examples here that describe our nature in positive and negative ways. Read them through once more and decide which side seems more likely. Of course, you should also look at Animal Farm as a source for your argument as well. For this essay, you only need 2 supporting points, and one counterclaim paragraph where you should also show why your opponent's argument is wrong.

How does Napoleon's personality align with those traits of a dictator?

(3 supporting points, no counterclaim)

To succeed at this question, use "The Psychology of Dictators" article. It describes several aspects of a dictator's personality. The question challenges you to measure the personality and characteristics of a dictator in that article with the characteristics of Napoleon. This is more of a literary-argumentative essay. You will need 3 supporting points, one for each paragraph.

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The first topic is moderately more difficult, but offered as a challenge as it's more philosophical and demands that the student use grounded evidence. If you are feeling eager or ambitious, you are welcome to give it a shot. Keep in mind, the only change to the essay format between these is going to be the use of a counterclaim. The first topic needs 2 supporting reasons and a counterclaim. The 2nd topic is just 3 supporting reasons.

English 11

Today we're handing in our close reading assignment!

Then we're going over chapter 5 questions and things.

Then we're on to chapter 6 :)

Our goal with chapter 6 is to update our character guide. Early in the unit we created a 3 column chart with initial impressions of each major character. Once we're done chapter 6, it's time to update it.

English things

English 12

Today we need to have finished chapter 5/6 of part two in order to engage in this discussion.

We're going to use chart paper. Stay away from dictionaries for this one. Based on your assignment, copy down one of these phrases:

1. Winston and Julia love each other.
2. Winston and Julia love an idea.
3. Winston and Julia depend on trust.
4. What we know to be true.

English 11

Today we discuss character motives. We'll check out 4 examples where defense mechanisms play a role in character behaviour.

Then on to chapter 5.

1. How do the minds of the littluns contrast the older boys on the island so that they are more prone to nightmares of the beast?
2. Why are the older boys now reacting differently to the news that one of the littluns have actually seen the beast?
3. The meeting loses structure by the end of chapter 5 and Ralph considers blowing on the conch to call order. Why doesn't he? How does this mark a shift on the island?

English 10

Today we're doing more practice with claims/counterclaims. Tomorrow you will be able to see (and prepare for) our essay topics.

For today, check out my list of 101 Persuasive/Argumentative topics. Find a partner and pick 10. For each topic, write out:

1. One person writes a claim, the other write the counterclaim. The claim answers the question, the counterclaim is the most likely thing your opponent will say against you. Claims and counterclaims simply contrast one another.
2. Discuss with your partner, and plan out a rebuttal. A rebuttal shows how a counterclaim is wrong. Often we fall into the trap of logical fallacies here, calling each other names or using "just because". Try to avoid this if possible.

Fridaaaay!

 English 12

Chapter 5-6 Package is ready. Read chapter 5/6 and do the package! As a result of the GLA 12, things have been pushed back a bit, but we are on track for Hamlet and Apocalypse Now - and probably one more surprise before the semester is done.

English 11 LOTF Stuff!

Remember: the close reading is due on Tuesday, November 5.

Now that we've read chapter 1-4 and defense mechanisms, it's time to look at character motives. This requires us to infer how characters think based on their behaviour. Specifically, in LOTF we want to examine the defenses used by Jack, Ralph and Piggy in the first third of the book. On Wednesday we began looking through the early chapters, today we'll write on it.

Find 4 examples where characters have used a defense. This will be most easily located where there's dialogue and interaction between characters (but not always!). Write out a paragraph that explores these examples.

English 10

Yesterday we looked at the good/bad articles for our nature. We took a position and wrote on it. Today we're going to examine The Devil's Advocate. What is that exactly? Tune in to find out!

Moooooore English!

English 10

Today we have our projects due and a lot of marks coming back. Please remember to get your chapter package back to me ASAP. I have been marking them as they come in, but the report card deadline is coming NEXT WEEK.

After handing in projects and getting marks back, we'll have a look at two articles offering evidence on the goodness or evil within our hearts

English 10 and 11

English 11

So far we've read three chapters. Do these questions. On Wednesday, look forward to defense mechanisms!

Here are some questions for us to work on through chapters 1-3:

1. Take a close look at the characteristics of Jack, Ralph, and Piggy. How do these three differ, how are they similar? Use your three column chart from the beginning of the unit to speculate and predict how these characters will operate a society on the island.
2. Take a close look at the passage where Jack fails to kill the pig. As one of the more impulsive boys on the island, why is he struggling with this endeavor?
3. Let's have a look at the "beastie" in the early chapters of the novel. How has this beast affected the boys on the island differently? Consider reactions from the younger and older boys.
4. What are the two main goals the boys have on the island in the early chapters? 
5. Why do the boys belittle Piggy, despite the reasonable statements he makes?
6. How has Simon differentiated himself from the others on the island?

English 10

We are getting ready to write our argumentative essay. So far we have two sources. Please make sure you have them:

• The Psychology of Dictators
• How (and why) Power Corrupts

On Thursday, the CREATIVE PROJECT is due.

English 11

Lord of the Flies: Chapter 1 & 2

Read chapter 2 during class, and write a paragraph that responds to ONE topic (you might need to recall a bit from chapter 1 also)

1. What have the boys on the island done to begin organizing a society and rescue?

2. What early signs have we encountered suggesting challenges against maintaining civilization and society on the island? (consider the behaviours and values of the children on the island)

More on Orwell

 Two new items for consideration:

• Orwell's Prophecy
• How Language Affects Thought

Great discussion on one of Orwell's essays. Beware - this is a reddit post and it is fully vulnerable to incorrect information; nothing here is peer re-viewed or verified, but an interesting discussion nonetheless. Proceed with caution:

REDDIT

Animal Farm Chapter 6 / 7

 

English 10

 

GLA 12 Preparation

 Follow this link to the GLA practice materials.

English 10: Animal Farm ch 3 & 4

 

1984 Genre Analysis

We'll be writing a synthesis essay in the later stages of 1984. Going forward we'll be reading quite quickly. Complete the comprehension handouts and we'll look over these items in class to begin our overview.

1. Essay arguing the current validity of 1984 (Kakutani)
2. Why Nobody Cares The President is Lying (Sykes)
3. All of the Passages in 1984 that relate to you right now (Temple)
4. Letter that explains why Orwell wrote 1984 (Orwell)

Also, here is Orwell's Essay: Politics and the English Language cited from the video.

Harrison Bergeron

 Great job English 10! Presentations are DONE!

Time to move on to Harrison Bergeron.

We'll read the story in class, and do some questions! If there's time we'll have a little discussion on the big themes of the story in groups:

1. A dictatorship works efficiently.
2. The pursuit of equality must remain a priority.
3. The individual must be allowed to thrive.
4. Art reveals our talents.

Also questions #1-#4.

Diagnostic Topics

Greetings, Block D,

If you want to try out the diagnostic topics, here they are. Give yourselves no more than 2 hours to do it, and bring it to me by Friday. It is not worth marks, but it is an opportunity for feedback.

1. How does symbolism convey meaning in Masque of the Red Death?
2. How does imagery influence the mood of Masque of the Red Death?

Composition Topics

 Today we'll be doing some writing. We will do both topics. Here is the first:

1. Facing obstacles is a part of life.

Animal Farm: Chapter 7 & 8

Chapter 7

1. Why does Napoleon order that the hens’ eggs be sold? What happens when the hens rebel?
2. Why do apparently innocent animals confess to being traitors? How do the animals react to the executions?
3. Who does Boxer blame for the executions? What does he vow to do?

Chapter 8

1. What other names are given to Napoleon? What is your reaction to these titles? Explain.
2. Describe the scandal surrounding the sale of the wood pile. Give your interpretation of the changing stories involving Pilkington and Frederick.
3. How does another Commandment change at the end of the chapter? Explain the importance.

Chapter 7 & 8: Paragraph Response
One of the big problems of the animals on Animal Farm is that they are ignorant. This is true for the working animals and the pigs. How has ignorance made Animal Farm a political satire? Find evidence.

Chapter 6: Animal Farm

The animals in Animal Farm are being deceived. Much of the language in chapter 6 reveals that they are in denial.

Why do people lie to themselves?

To answer this question, you can look at what's been happening in Animal Farm. Use an extended paragraph to form a response (8 sentences+)

English 10 Adapted

 ANIMAL FARM

We're going to start with a little introduction, then we're going to begin Animal Farm.

HERE IS THE LINK TO THE BOOK

ANIMAL FARM INTRODUCTION

Animal Farm Chapter 1 & 2

1. List the animals that enter the barn for Old Major’s speech.
2. If we were to connect each type of animal to a different kind of person in society, what kind of personalities do you think Orwell is describing? Describe the kinds of people represented by the following animals from Chapter 1: 
1. Boxer 
2. Pigs 
3. Mollie 
4. The Cat 
5. The Rats 
3. At one point in Chapter 2, Moses describes Sugarcandy Mountain as a place where animals may go when they die. Since this book is an allegory – what is the true story Orwell may be referring to with the character “Moses” and his stories of Sugarcandy Mountain? 
4. What do the animals with Mr. Jones’ farming equipment and tools immediately after the rebellion? How might this change the way animals take care of the farm after Mr. Jones is gone? 
5. What do you suppose happened to the milk at the end of chapter 2? How does this break the rules suggested by Old Major’s speech in chapter 1? 
6. Why are the animals so eager to do a big, successful harvest at the end of chapter 2?

English 10 Adapted

 THE SCARLET IBIS

1. Give two examples of pride in "The Scarlet Ibis"
2. How do the narrator's feelings towards Doodle change over time?
3. What is one important message that "The Scarlet Ibis" relays to present-day children with siblings?
4. Where do we see foreshadowing in "The Scarlet Ibis"? Find two examples.
5. Is the narrator to blame for Doodle's death? Why or why not? (paragraph response)

Introduction to the GLA12

 Greetings all. Though I am away today there are a few additional useful notes here as you begin looking into composition writing.

The GLA12 has two extended responses, the 2nd of which is composition writing. Now, this style of writing is very open-ended. There are no rules in terms of the number of paragraphs and the topics are usually quite broad.

Take a look through the package of sample compositions. Read through it with your table and determine what seems to work well, and what tends to go wrong with this style of writing. Create a list of these items on the board as you read through them.

If you want to see more examples, check out the RESOURCES tab at the top of the page. Under Grade 12 you'll see a link to other sample compositions. There are an additional 6 samples of compositions there.

Essay Topic

 Behold - our argumentative essay topic. This one appears simple, yet it is complex. We will need to consider everything we've done up to this point to fuel a solid argument. First, the topic:

Is ambition more helpful or harmful?

Now, let's begin looking at this topic more closely. Consider the following:

• The Id, Ego, and Superego can inform this argument.
• Assume the term "helpful" or "harmful" is applied personally (as opposed to being applied to the well-being of others)
• Consider the relation between goals and ambitions. There are goals we can all agree are good for us, and those we would want to keep private. Think about how we can go about the pursuit of these goals.
• There are powerful quotes about ambition from many historical figures.

"Ambition is the last refuge of failure" - Oscar Wilde

(this means people who are failures will display ambition to overcompensate for what they lack)

"Great ambition is the passion of a great character. Those endowed with it may perform very good or bad acts. All depends on the principles which direct them." - Napoleon Bonaparte

Remember, you need two supporting reasons with evidence and a counterclaim with evidence.

The legal foolscap page is for quotes ONLY. Leave the back of the pink sheet BLANK before the essay.

Try this!

 1.       Should boys and girls be in separate classes?

Some practice essay topics

Below are a list of some practice essay topics. We will be addressing these for practice this week :)

1. Should high school students have to complete community service hours to graduate?
2. Should unhealthy fast food products be sold with a warning label?
3. Should students be allowed to drop out before they turn 18 years old?
4. Should alcohol manufacturers be allowed to advertise on YouTube?
5. Should the government censor internet content deemed inappropriate?
6. Should the government composition proportionally represent the ethnic diversity of the general population? (this is termed proportional representation)
7. Should universities follow the policies of affirmative action to help determine successful applicants?

Ambition and its Influence

 Greetings all, this week we are beginning to move into argumentative writing. This means we need to do some reading outside of Macbeth in order to inform ourselves and our position on this topic. Below are a few links in addition to printouts that we'll be using in class. Some of these links are lengthy, so use the search function on your devices to get to the gist of the argument.

Peer-reviewed journal articles are some of the more reliable sources we can find. There are many sources for these. One example below is remarkably long. Read the abstract of lengthier journal articles to see what general conclusions are proven within. Check it out:

1. Ambition and Extreme Behaviour
2. Ambition and its Psychopathologies
3. Is Ambition Good or Bad? (there is a printout of this one as well)

In our argumentative writing, we'll want 2-3 sources to support our position on the topic of ambition. The specific topic(s) will be coming soon. For now, we must focus on informing ourselves on the role ambition has in our lives, and its positive and negative influences.

Example Topics

1.      How would psychoanalytic literary theory indicate whether the boys on the island were doomed to fail?

2.      Based on Freud’s structure of the psyche, how does Ralph struggle with the contest between his civilized and savage self?

3.      How might The Lord of the Flies be described as an allegory of Freud’s structure of the psyche?

Thesis/Claim Statements

 Practice topics for LOTF:

1. How does impulse drive the boys' behaviour on the island?
2. What is the significance of the symbol of fire on the island?
3. What experiences caused morality on the island to decline so that one may kill another with "delirious abandonment"?
4. Why is Simon able to commune with "The Lord of the Flies"?
5. Why was Piggy's death inevitable?

Quote responses LOTF

Pick a quote. Write a paragraph response with LOTF as support:

• "He who knows no hardships will know no hardihood. He who faces no calamity will need no courage. Mysterious though it is, the characteristics in human nature which we love best grow in a soil with a strong mixture of troubles."

- Harry Emerson Fosdick

• "Beware that, when fighting monsters, you yourself do not become a monster... for when you gaze long into the abyss. The abyss gazes also into you."

- Friedrich W. Nietzsche

Lord of the Flies

 Please read chapter 3 by Tuesday, April 9.

Topics for the paragraph

 Greetings all, here's a list of topics we'll be tackling for March 12.

1. How does the desire of what we want affect how we treat others?
2. Can a healthy relationship take place between individuals with a profound age gap?

Block B

 HILLS LIKE WHITE ELEPHANTS

Block C

THE GUEST

English 11 Block C

 Greetings all,

For Friday, please ready GREENLEAF! 

English B block

 Please read THE GUEST for Friday!

English 11 C Block

 Greetings C block. For Thursday, March 7 we will read..

HILLS LIKE WHITE ELEPHANTS.

English 11 - B block

 Greetings all!

For Wednesday, March 6, please read ROCKING-HORSE WINNER.

English 11 - B

 Greetings English 10 B block! Tomorrow we're doing a presentation on...

THE MOST DANGEROUS GAME.

Rocking-Horse WInner block C

 Greetings block C

For Thursday, we're reading THE ROCKING-HORSE WINNER.

English 11 Block B

 Greetings all! Here comes a new short story - one many of you might be familiar with.

The Tell-Tale Heart

English 11 Block C

 For Monday, please read Paul's Case!

English 11 Block B

 Greetings - here's the short story for us to read over the weekend. Not too long, but a powerful one, indeed!

THE ONES WHO WALK AWAY FROM OMELAS.

The Most Dangerous Game - Block C

 Here is the link for FRIDAY! Please read The Most Dangerous Game.

EN11 Block B

 The Secret Life of Walter Mitty is our next story. Please read it in advance!

The Destructors - Block B

 Greetings B block English 11.

PLEASE READ THIS BEFORE WEDNESDAY!

The Secret Life of Walter Mitty

 English 11: BLOCK C - Read this story before Feb 22. Here it is:

Lottery Questions

 In addition to the themes below, these questions will guide and prepare us for the essay to come on Wednesday/Thursday. Here we go!

1. What major instances of foreshadowing are expressed throughout the story? 
2. How does social conformity and fear prevent the villagers from abolishing the lottery tradition?
3. How does tradition affect the villager’s mindset?
4. How does “The Lottery” demonstrate how tradition influences our lives?
5. What does the black box symbolize?

English 11: THE LOTTERY

 Here are some themes!

1. The female identity is subverted in a patriarchal society.  
2. Society needs someone to blame in order to escape their own irrational thinking and guilt. 
3. Traditional values are blind.  
4. Mob psychology disempowers the individual. 
5. Cruelty and violence can take place in any setting (peaceful and dangerous contexts alike)

Welcome English 11 and ELL3 SS!

 If you see this message, you've found the blog! Check in here for updates and resources :)

Snow Updates

 Greetings all!

With two snow days in a row, all English 11 classes are missing a PLT day to finish act V of Macbeth and begin work on the handout. There have been many emails, so I'll put up some updates here, and send out a blast to all English 11 students. These are the updates:

1. The Creative Project and ACT package will be due on PLT days next week rather than the 23rd. This means January 24 for block A and January 25 for block C/D. Soliloquies must remain January 26 since this is the last day of the semester. There can be no further extensions since we'll be going into a new semester the following week.
2. There are many versions of Macbeth out there on the internet. This is the closest one I could find to the text we're using. Feel free to read this and begin work on the Act V package. There will be more act 5 packages on Friday.

Some notes about Act V: things move very quickly. Though some scenes are only a few lines long, they give us the goings on of both sides of the main conflict. We go back and forth between Macbeth's castle, and the invading English forces with Malcom at the helm. Try to pick up on the elements of the Witch's updated prophecy through the act.

Macbeth

 Greetings all!

In our final weeks, we have much to do. There are many sources for the play online - from No Fear Shakespeare, to a closer look at the original text. Our work is with the original text, so simply knowing a summary of events will not be enough for some of the work of the unit. 

We've been talking about a bonus assignment - one where you stand to gain if your grade goes up. If it would cause your grade to drop, I will not count the mark. 

Speaking of which, here's the work:

• ACT Assignments (Assignment - REQUIRED)

There's a package of work for each act. Some questions and writing work is involved. Four acts means four packages. Due January 23.

• Creative Project (Project - REQUIRED)

There are only three options this time around. With less time available than expected, our options have been trimmed down. Please check the round table for the handout. Due January 23. 

• Soliloquy (Project/Assignment, whichever offers the greater gain - BONUS)

Pick one of the soliloquies below. Memorize it and perform it. Bring a prop. A couple reminder lines are ok. Show your understanding by your performance. Dress up. Slay. Depending on interest, we'll do these on January 24-26.

1. Act I, Scene 5, Glamis thou art: Glamis thou art…
2. Act I, Scene 5, Unsex me here: The raven himself is hoarse
3. Act I, Scene 7, Vaulting Ambition: He’s here in double trust…
4. Act II, Scene 1, The Dagger Speech: Is th is a dagger which I see before me?
5. Act III, Scene 1, A Fruitless Crown: To be thus is nothing; but to be safely thus…
6. Act IV, Scene 1, The Ruthless Tyrant: From this moment the very firstlings of my heart shall be the firstlings of my hand.
7. Act V, Scene 1, Insanity: Out spot.

LOTF Chapter 7 and 8

Consider the philosopher, Søren Kierkegaard. Take one of the quotes below, and write a response in light of Lord of the Flies up to chapter 8.

“Life can only be understood backwards; but it must be lived forwards.”

“Anxiety is the dizziness of freedom.”

“People demand freedom of speech as a compensation for the freedom of thought which they seldom use.”

“The most common form of despair is not being who you are.”

Or, try one other quote from Friedrich Nietzsche. Here it is:

“Battle not with monsters, lest ye become a monster, and if you gaze into the abyss, the abyss gazes also into you.”

LOTF ch1-2

 Greetings all!

Behold, some questions for our work in the early days of LOTF.

1.  Is the descent of responsibility (letting the fire go awry, as an example) actually the acquisition of new responsibilities on the island?
2. How do Ralph, Jack, and Piggy each respond when they discover there are no adults (authority) on the island? How does this distinctly characterize the kids?
3. How does the imagery in the early passages establish the tone of the novel?

Janus

Block C: READ JANUS BEFORE FRIDAY, OCT 27.

Rocking Horse Winner

 Here's the short story!

Block C: Please read this over the weekend!

Ultraviolence

You can read the full article by Karl Marx here, but this little excerpt is where we direct our attention today:

     The purposeless massacres perpetrated since the June and October events, the tedious offering of sacrifices since February and March, the very cannibalism of the counterrevolution will convince the nations that there is only one way in which the murderous death agonies of the old society and the bloody birth throes of the new society can be shortened, simplified and concentrated, and that way is revolutionary terror.

                                                                                                                - Karl Marx, 1848

We have discussed the arguable necessity for a stratified society in order to thrive (Ancient Egypt, The Romans, every country under the industrial revolution). Marx argues the opposite. Is the downfall of a stratified society necessary?

Welcome back!

 Welcome back to the new 2023-2024 school year! Remember to bookmark this blog for homework and updates!

Animal Farm Chapter 7 and 8

1. Why does Napoleon order that the hens eggs have to be sold? How do the hens react to this?
2. Why do animals that seem to be innocent admit that they have betrayed the farm?
3. Who does Boxer blame for the executions? What does he vow to do?
4. Why is Napoleon getting different names or titles?
5. Why did the scandal involving the wood take place? Who is really to blame for this?
6. Why was there another change to the commandments?

Chapter 6

 

Animal Farm Questions Chapter 3 -5

Animal Farm Chapter 1 + 2

 Animal Farm Chapter 1 & 2

1.      List the animals that enter the barn for Old Major’s speech.

2.      If we were to connect each type of animal to a different kind of person in society, what kind of personalities do you think Orwell is describing? Describe the kinds of people represented by the following animals from Chapter 1:

a.      Boxer

b.      Pigs

c.       Mollie

d.      The Cat

e.      The Rats

3.      At one point in Chapter 2, Moses describes Sugarcandy Mountain as a place where animals may go when they die. Since this book is an allegory – what is the true story Orwell may be referring to with the character “Moses” and his stories of Sugarcandy Mountain?

4.      What do the animals with Mr. Jones’ farming equipment and tools immediately after the rebellion? How might this change the way animals take care of the farm after Mr. Jones is gone?

5.      What do you suppose happened to the milk at the end of chapter 2? How does this break the rules suggested by Old Major’s speech in chapter 1?

6.      Why are the animals so eager to do a big, successful harvest at the end of chapter 2?

Spring Break

 Wow! What a busy end before the break. Please remember to hand in your questions package, the quiz, and propaganda work. Also, your annotated DEJ!

Over Spring Break, read part 2. That's it! We'll begin work on March 27th assuming you have read part 2 - there may even be a comprehension quiz... who wouldn't want some free marks?

Chapter 6 - 8

Chapter 6

1. Party does not allow people who are physically attracted to each other to marry. We've come to learn that loving relationships are the ones that last; why does the Party enforce this policy?
2. Describe Winston’s relationship with his wife, Katharine.
3. Explain Winston’s belief that, “The sexual act, successfully performed, was rebellion. Desire was thoughtcrime.” 

Chapter 7

1. Describe how the Party utilizes history as propaganda.
2. Show how the Party’s control of the press allows it to manipulate history.
3. What is the Party’s essential command?
4. Interpret Winston’s axiom, “Freedom is the freedom to say that two plus two make four. If that is granted, all else follows.” 

Chapter 8

1. Define ownlife.
2. What is the irony of the proles’ situation and the Party’s view of them?
3. Infer why Winston checks for telescreens at the pub and in the room over Mr. Charrington’s shop.
4. Examine how Winston and Mr. Charrington’s knowledge of London’s churches exemplifies the Party’s approach to religion and history.

Chapter 5

1. How does Newspeak hope to eradicate all thoughtcrime?
2. Tell how citizens react to any government news about rations or production, and explain why it is an odd reaction.
3. Check this link  -  Facecrime happens when the subtle movements or gestures of your face reveal traitorous thoughts. It's a means for the Thought Police to evaluate loyalties. Based on the article, do you suspect thoughts can be managed by "faking" facial expressions? Could inauthentic expression become authentic?
4. The Party provides some means of pleasure for its citizens. Tobacco for smoking, Victory Gin, and chocolate for food are examples. In such oppression, why does the Party supply these luxuries at all? Are these items healthy choices? Consider the symbolism of such "luxuries" in the context of this dystopian world.
5. We see a lunch room conversation unfold between several characters and Winston. Examine the language of this discussion carefully, and Winston's read of these characters. Who do you think is loyal to the Party? Does Winston have a good assessment of those around him? (Include the dark-haired girl also!)
6. Examine the paragraph about "quacking" on page 64 and the paragraph where Syme explains "Duckspeak" - a newspeak word (bottom of 57). What does this reveal about the lunch room conversation?

Chapter 4

In this chapter, we learn all about Winston's work, and most of the technology that comes with the novel.

Comrade Ogilvy is a figment of creativity Winston uses to rectify a problematic article. In order to erase someone's existence, Ogilvy, who also doesn't exist, will take his place. 

1. Examine why the Party requires history to be rewritten rather than sharing that events change from time to time.
2. What is the point of replacing one lie with another?
3. Why does Winston enjoy his work?

Chapter 3

This is a big one - we are introduced to the revisionist history of 1984 and Doublethink.

1. Explain and assess the Party’s slogan, “Who controls the past controls the future: who controls the present controls the past.” Does this concept apply to any ruling countries today? (discussion/response)
2. What is doublethink and why is it necessary in order to survive under Big Brother’s control? Does this take place in the world we live in?
3. Discuss how the Party uses propaganda to vilify capitalism while promoting the Party’s control.

Though we can easily perceive Doublethink and the revision of history as evil, are these necessary evils? Should these practices be encouraged?

Chapter 2

 In chapter 2, we begin to see more of the domestic life of Airstrip One. We're going to take a closer look at thoughtcrime and family. Winston describes Parsons with some disgust, and considers his children with disdain.

• First - family. The children accuse Winston of thoughtcrime, and are very active. Mrs Parsons even expresses her exhaustion. The kids are dressed in a uniform for a youth club associated with the Party's values. What is the role of children in Airstrip One? The role of filial piety (love and loyalty of family)? Reflect on children and family and write an extended paragraph on these questions.

Winston states that "Thoughtcrime does not entail death: thoughtcrime IS death." (p. 30)

• One of the goals of the novel is to persuade us that even the capacity for free thought can be controlled and regulated. What exactly is thoughtcrime, and why is the Party interested in it? What does Winston mean by the quote above? 

Remember - as we read, we should keep an eye out for a passage that may work for a close reading anaylsis!

Chapter 1

1. Examine the Party’s three slogans: “War is peace. Freedom is slavery. Ignorance is strength.” At this point in the novel, what do you think they mean?
2. Generalize what the film Winston watched says about the Party, how it controls the populace, and how it views its citizens.
3. Why is the Two Minutes Hate a success?
4. Infer why Winston frightens himself when writing, “Down with Big Brother,” in his diary and how he could be guilty of thoughtcrime.
5. Describe Winston's thoughts about the dark haired girl. In one moment he's distrustful, in another he's misogynistic. Why does this change occur? How does this society alter the ability for people to form meaningful relationships?

Dystopia. Find evidence in chapter 1 that supports this novel as a dystopia. Structure your response with evidence in these categories:

• The Personal (how people consider and live with themselves)
• The Social (how people interact with each other)
• The Political (how society is structured)

English 12

 Greetings Englishers!

We're getting into some of the big work of English 12. We're going to start off taking a close look at Edgar Allan Poe. Indeed, you've probably red The Tell-Tale Heart back when you were younger. Now, we're going to read "Masque of the Red Death". There's a copy of the story in the TEXT section.

This will be our first DEJ.

ELL3 Article Questions

1. What is a "lowrider"?
2. What is the purpose of the gathering described in the text?
3. What was the reason for the 36-year ban on lowriders cruising in San Jose?
4. How did the lowriding community feel about the cruising ban?
5. How did the lowrider culture originate?
6. Why did Mexican Americans create lowriders?
7. What role did lowriders play in the Mexican American community?
8. How did the lowrider culture spread throughout California?
9. Why is lowrider culture important to David Polanco?

After that, write an extended response (1 paragraph is ok) for the following:

• Thinking about the reason lowriders were banned, was this an effective way to solve the real problem in San Jose? Was there a better solution to solve this problem?

ELL3

 Questions about our news article!

1. What are some of the good things people are using chat GPT for?
2. What kind of nefarious things people are using chat GPT for?
3. What are some of the cybersecurity concerns regarding chat GPT?
4. Your Opinion: How will AI like chat GPT change the world?
5. Does new technology like this make some education unimportant?

ELL3

 Greetings all!

Here's a link to the article you should read today. Below is our work:

1. Summarize in 4 sentences or less.
2. How cold did it get in Finland?
3. How are people in Oulu surviving the cold while biking?
4. How has this city made it possible for so many people to use their bike? (there's more than one way!)
5. Would you ride a bike in a place this cold? What would convince you do ride a bike in weather like this?

English 10

 These are the topics we'll work with today:

1. Should public schools have dress codes? (Dress codes might have certain length requirements for skirts/dresses, as an example)
2. Should the death penalty be used to punish violent criminals?
3. Should corporations be allowed to advertise in schools?
4. Should music with explicit lyrics be allowed at school dances?

GLA 10 Prep

 Here's the link you'll need for the practice exam.

Here are some student examples with their scores.

Use the structure of POINT EXAMPLE EXPLAIN - as you write body paragraphs for your argumentative composition. Check out this paragraph:

English 10: Creative Writing

Considering theme in creative writing is central to putting together a good story. Here's what we've covered - effective criteria for creative writing:

1. The author and narrator are not the same person.
2. Plan the conflict. PvSociety and PvS works wonderfully in the first person. PvP is easier in the third person.
3. Show, don't tell: describe the experience of the story with the narrator's experiences in mind. Someone who has struggled their whole life to eat is going to see the world very differently than someone who has never struggled. Show your audience what kind of person your narrator is. Doing this accomplishes setting and character.
4. Plan the scope. These are short stories, not novels. Over the course of the narrative, keep major events down to a minimum. Many short narratives take place entirely on the front steps, or at a diner, or a bus stop. It takes some very careful writing and planning to have multiple locations while keeping the story brief.
5. Punctuate your dialogue properly. Make dialogue meaningful and impactful. Avoid shallow conversations unless you intend your audience to interpret the conversation as superficial.
6. Use theme to shape every other element of fiction. Theme is the big one - the lesson or message of the story. Planning a theme ahead of time will allow you make the conflicts important. Other elements like symbol and plot can all be informed by theme. 

On Speaking...

 

ELL 1/2 Topic Presentations

 Hello ELL level 1/2 students!

For the presentation, you must find a partner. Please choose an animal. You will present about this animal and teach the class. You can choose any animal you like. Please do your own writing. Don't copy from other websites. You can use computers to make a PowerPoint to show us and teach us about the animal. You should speak for 3-5 minutes. You and your partner should speak.

1. Teach us about the place where the animal lives (habitat)
2. Is this animal common?
3. Teach us about what kind of things the animal eats.
4. Teach us some other interesting things about this animal.
5. Show us some pictures!

ELL3 Current Events

Here's our current event project for ELL3 social studies:

1. Make a pair with one other person.
2. Find a newspaper article. Check these websites - they are all reliable, but some of them will have more difficult English than others.
1. cbc.ca
2. https://www.nytimes.com/ca/    < - this one is tough
3. cnbc.com
4. https://www.ctvnews.ca/
5. https://globalnews.ca/
3. Read the article together.
4. Create a short presentation - 3-5 minutes. You can use a computer to make a PowerPoint or Google Slide. Tell us:
1. An article summary. Give us the key details so we can understand the news.
2. Is there more background about this problem or news?
3. Who is it about, who does it affect? How does it affect them?
4. Why is this news important?
5. What can we do with the knowledge this news offers?

Final Deadline

 As a reminder - today is the final deadline for semester 1 work. Students who have not given me their missing work will be getting a zero for that assignment this term. This will have a profound impact on  your marks.

Harrison Bergeron today! 

#1-#4. Equality.

 

Wrapping up Animal Farm

 Greetings English 10 - here are a few items:

1. Reread "The Psychology of Dictators" - this text is key in order for you to answer the essay question on Friday. With 80 minutes, you won't have time to read the entire thing during class. Look through the reading for evidence that explains what a dictator is.
2. Bring your chapter package on Monday next week. We should focus exclusively on the essay for Friday.

When you come in on Friday, put your bags at the front of the room or on the couch. You should only have your green sheet essay guide, pink rubric, "Psychology of Dictators," and Animal Farm.

More Animal Farm!

 Greetings English 10!

Today your allegory handout is due. We'll be moving on to chapter 7 and 8 - and our first extended response. There are two. At least one paragraph for each:

1. How has ignorance played a role in allowing the pigs' rise to power?
2. What indications are there of the pigs' corruption?

Also, your creative project is coming up this week. Friday, October 28 is the due date. Essay next week!

Animal Farm - Ch. 6

Chapter 6

1. Find an example of satire in Chapter 6, and explain how it uses irony.
2. What kind of behaviour are the pigs doing that makes them appear more human?
3. Which of the seven commandments are being broken?
4. What did squealer say to protect the pigs?
5. Who does Napoleon blame for the disaster at the end of chapter 6? Why doesn't he tell the obvious truth?

English 10: Animal Farm

 Chapter 3 – 5 questions

1. Where did the milk and apples go?
2. How does Squealer persuade the animals to support the pigs? Provide evidence.
3. What conflicts have we seen so far in Animal Farm? Provide examples, as well.
4. How does Benjamin the donkey feel about the revolution? Provide evidence.
5. Did the two animals who got the Animal Hero First Class decoration deserve it?
6. Why did the animals feel their harvest was especially delicious?
7. Why did Mollie leave? Could people like Mollie contribute to a revolution like the one in Animal Farm?
8. How did Snowball earn support from the animals?
9. How did Napoleon earn support from the animals?
10. Why didn’t boxer reject Napoleon after he took over the farm?

English 10

Chapter 2

1. At one point in Chapter 2, Moses describes Sugarcandy Mountain as a place where animals may go when they die. Since this book is an allegory – what is the true story Orwell may be referring to with the character “Moses” and his stories of Sugarcandy Mountain? 
2. What do the animals with Mr. Jones’ farming equipment and tools immediately after the rebellion? How might this change the way animals take care of the farm after Mr. Jones is gone? 
3. What do you suppose happened to the milk at the end of chapter 2? How does this break the rules suggested by Old Major’s speech in chapter 1? 
4. Why are the animals so eager to do a big, successful harvest at the end of chapter 2?

Animal Farm Chapter 1

 Animal Farm Chapter 1

1. List the animals that enter the barn for Old Major’s speech.
2. If we were to connect each type of animal to a different kind of person in society, what kind of personalities do you think Orwell is describing? Describe the kinds of people represented by the following animals from Chapter 1: 
1. Boxer 
2. Pigs 
3. Mollie 
4. The Cat 
5. The Rats 

Scarlet Ibis

 Here's our work for Scarlet Ibis by James Hurst.

1. Find as many examples of foreshadowing as you can 😁
2. Characterizing the narrator is a little tricky. He/She does amazing things for Doodle - but often recognizes their own pride and cruelty. Describe the narrator in as much detail as possible.

Our big question. This should be a multi-paragraph response.

• Should the narrator be blamed for Doodle's death? Keep in mind both sides to this argument:
• He pushed Doodle, knowing he likely had a heart condition.
• He taught Doodle how to live freely. 

The Lady or the Tiger: English

Here's a classic dilemma - the lady or the tiger? The short story is in the big orange book in the room. The meaning of this question becomes apparent as you read the story.

Work in groups, and brainstorm some evidence to this big question: was it the lady, or the tiger? There is no certain answer, but there are some strong hints within.

With this evidence, fill in the two column chart on the board - one side LADY - the other side TIGER. Consider the kind of relationship the man has with his lady friend. Consider the nature of the King and his family. There may be conflict or consensus on this - every class is different. Good luck!

ELL 3 - Natural Disasters

There have been some very serious natural disasters recently. Today we're going to take a closer look.

Hurricane Fiona has done lots of damage along the Atlantic Coast. It has changed the shape of PEI - a province in Eastern Canada.

First, we will read this article.

After the article and the video, write a reaction to the news. Think about the following questions to help you react: How does this news make you feel? Why do you think this kind of disaster is happening more often? 

ELL3

 Read this article!

Summarize the article in 4 sentences. Decide on the most important ideas of the article and include them.

English 10

 Greetings Englishers,

Today we're reading "A Bolt of White Cloth" by Leon Rooke. There's really two stories here - the one focused on a profound symbol, and one focused on the "wife". 

OK, so the white cloth symbolizes love - but this short story takes that symbol much further than that. How the symbol works in the story reveals what the author is trying to show us about love. Consider these questions:

1. Is love about appearances as much as it is about connection? Is one more important than the other?
2. Is the wife in love with the narrator?
3. Do women and men value love differently? If so - how?
4. Does the husband recognize the line between generosity and infidelity?

Work for today!

 Greetings, everyone! I am away again today, but should be returning tomorrow. Please read below for the our work today.

English 10 (B and D)
Hand in your DEJ. Double check that you have cited your quotes. Check with friends if your questions are levelled. Make sure your name is on it!

Grab our short story book - the big one on the ledge by the door; go back to Cask of Amontillado. Answer these questions. No need to copy them down. Use quotes as much as possible to support your response. Keep this in mind:

Never expect a quote to explain itself – you must do the explaining.

1. Consider the symbolism of Fortunato's clothing. Why is he dressed the way he is? How is the sound of bells on his hat significant?
2. Why does Montresor show kindness and consideration to Fortunato?
3. Why does the narrator continuously refer back to Luchesi?
4. Reread the opening paragraph of the short story. Montresor discusses the rationale of his thinking. We get a similar telling in "The Tell-Tale Heart". How are these narrators similar? How are they different? (you may use Inside Stories II to check on TTH - it's on the green bookshelf by the back door.
5. What does Montresor say that foreshadows the death of Fortunato?
6. What is ironic about Fortunato's name?
7. How does Montresor's family coat of arms represent his values?

ELL 1 / 2 English

After silent reading, grammar!

ELL 3 Social Studies

Silent reading first, then read this. Questions:

1. What qualities should a New York bagel have?
2. When did bagel rolling first come to New York?
3. How does a union protect its workers?
4. Why are human bagel rollers better than machine rollers?
5. Many bagel rollers in New York went to teach people in Thailand how to make bagels. Why did this become a problem for New York bagel rollers?
6. Which do bagel rollers prefer these days - freelance work or contract work? Why?
7. How many bagels can a bagel roller make in a day?

Tips for Levelled Questions

As you all write your DEJs this weekend, have a gander below for some tips on forming good questions:

1. How does the narrator kill the old man? (level 1)
• On a specific page it says that he suffocates the old man.
2. How does guilt affect the narrator's behaviour after he hides the body of the old man? (level 2)
• Discuss the symbolism of the beating heart. -Unable to accept his own guilt
3. How does the narrator use false confidence to cover up his guilt for the crime? (level 3)
• Throughout the story the narrator loves bragging about how perfect his senses are. This is level 3 because the answer requires you to reread the entire story.
4. How do feelings of guilt alter our behaviour? (level 4)
• The answer is inspired by the narrator of the story, but you will not find the answer in TTH. It is clearly inspired thematically by the story, and the answer may be out there after doing a lot of research.

ELL3

 Today we're reading an article about pollution in the oceans. After reading this article copy down the following and answer:

WHO

WHAT

WHERE

WHEN

WHY

HOW

Every news article addresses these questions (Sometimes, but not always "How"). These important words can help us to understand the article. We will answer them during class time.

The Possibility of Evil

 Here's our work for Shirley Jackson's "The Possibility of Evil"

1. What is Miss Strangeworth trying to accomplish by sending out her letters? Does she succeed? Discuss.
2. How would you describe the story's atmosphere at the beginning? How does this atmosphere help to emphasize the ending?
3. Considering the title, who is possibly evil? How do we see this "evil" in the story?
4. Some interpret this story is a comment on crime and criminal behaviour. What might this story teach us about criminals and crime?

Fill in the Elements of Fiction handout.

This weekend!

 For those of you away - we will not be doing The Possibility of Evil until Tuesday, September 20th. Enjoy your weekend!

ELL3 and English 10

 English 10

For today and tomorrow, we're putting together a brief presentation - 2-3 minutes long about ourselves. Last week, we created mandalas that had us explore words that both defy and define us. For this presentation use a visual and present to the class about why you selected these words and perhaps include some further specifics about yourself. We have more details in class, and we will have access to computers to help us develop our chosen visual aid.

ELL3 Social Studies

"The Queen is dead. God save the King!" This is what everyone in the UK is saying nowadays. Today we will read an article about the queen who died last week.

1. Where did she die?
2. When did the Queen visit China?
3. What was her last act serving as the queen of England?
   
4. Was she popular? How do you know?
5. What was the Queen's favourite pet?
6. Based on the graphic of important things during the Queen's life, what do you think were the two most important events, and why were they important?

Shakespeare

 With only two days left, we're taking a light look at Shakespeare. Wednesday we will learn about the Elements of Drama and Shakespeare's writing. On Thursday we will present. Our final project:

1. In groups of 3, students will select a sonnet from the pile of sonnets.
2. They must analyze and annotate the sonnet as demonstrated in the class on Wednesday.
3. Groups must read the poem, and explain its intent and meaning to the class. Show us the annotated poem using the document camera. How did the poem show its meaning? 
4. Each presentation should only take 3-5 minutes.