Humanities 8

Students are starting research for their powerpoint presentations on Barbarian Tribes. They have been given three library days to complete their work. Bonus points will be allocated for groups that dress the part for their group presentations.

A reminder that independant work for Code Orange is due by next Thursday.

Humanities 8

Happy Monday,

Great job with your Code Orange work. Part A of student's independent work, which includes a cover page, plot summary, and character descriptions, was due last Friday. If you have not completed this work, or had trouble with our school computers, please see me. Part B (core work) work is ongoing. Students are to choose assignments from each of the four categories: vocabulary (1), writing (2), character(2), and drama/speaking/listening (2). This is independent work with a deadline of December 13th.

During class this week, students will be studying the Fall of the Roman Empire. We have completed notes on facts and have read pages 26-31 in Across the Centuries. Students were given a mapping assignment on Friday and will have time to complete their work in class today. Unfinished maps are due this coming Wednesday. We have also completed notes on Roman accomplishments and will be making a poster focusing on those accomplishments. Students must have six accomplishments listed and at least two drawings that depict the accomplishment.

Have a great week!

Humanities 8

Good afternoon, 

We had a bit of a change of plan in class. We will be getting to the Fall of the Roman Empire soon, but before we do, students will be reading the novel Code Orange by Caroline B. Cooney. Our novel study will be based on independent learning, with some class activities as well.

Our first class activity is below:

Students were given a "word map" template. The template includes the following information: synonym, antonym, pronunciation, part of speech, definition, and using their chosen vocab. word in a sentence. 

Students were asked to choose five words from the list below, and complete a "word map" for each of their five words. These are due on Thursday, November 14th. 

Vocabulary words:

Use the “Word Map” format and complete five words in your binder.

Biology                      Infectious                 Epidemics                 Application

Bioterrorism               Anthrax                    Immunization             Debris

Pinnacle                     Dilute                       Venue                        Inverted

Virus                         Concierge                Conspiracy                Preliminary

Eradicate                    Scourge                   Confluent    

Hockey Academy

A reminder to parents and academy students that we will be travelling to the Comox Fire Training Center this Thursday, Nov. 7th. Meet outside the bus loop after lunch.

Humanities 8

Good morning,

Just a reminder that our term ends on November 7th. All short story projects are due on Nov. 6th. Three journal entries and all focus assignments should be submitted for marking by that date.

Our next unit will be the fall of the Roman Empire for those of you who wish to read ahead.

Enjoy your week.

Humanities 8

Hi all,

By now, you have all read "The Most Dangerous Game" by Richard Connell. We will have a five question quiz on this short story this Tuesday morning. Also, students have chosen their three short stories to work with for their short story projects. Here is our reading list thus far:

"The Most Dangerous Game" by Richard Connell
"The Hockey Sweater" by Roch Carrier
"The Tell-Tale Heart" by Edgar Allan Poe
"Catch" by Sarah Ellis
"The Street That Got Mislaid" by Patrick Waddington
"Thank You Ma'am" by Langston Hughes

Also on our list is film The Porcelain Unicorn. 

All work handed in should be titled, labelled and identifiable. I am baffled at the amount of students who hand in nameless work. Good luck tomorrow.

Humanities 8

Hello! Last week was a busy one. Not only did we enjoy the telling of the "Tell-Tale Heart," by Edgar Allan Poe http://www.youtube.com/watch?v=k7d7qVgNj8g , we also watched and discussed The Porcelain Unicorn. http://www.youtube.com/watch?v=dCAs_CyopMQ  Assigned questions for both stories are due Thursday.

Today we read "Catch," by Sarah Ellis. We used a graphic organizer to help us compare 

the main characters from the story (Darlene and Rita). The character comparison is due tomorrow.

Wednesday I will be handing out their Short Story Project. Stay organized and have a great week!

Humanities 8

On Tuesday, we will be taking notes and adding to elements of the short story. Watch this Pixar short and discuss possible themes:

Theme


We will then watch "The Porcelain Unicorn" and answer the following questions
The Porcelain Unicorn

The Porcelain Unicorn

1.       Write a summary of the plot

2.       There is very little dialogue in the film. Do you think it was effective? Why/why not.

3.       What is the theme of the film?

4.       Discuss two or more of the following: word choice, balance, camera angles, framing or lines. How do these elements add to the story?

Humanities 8

This week in Humanities we will start a short stories unit. We will be selecting a wide variety of stories to read and view in order to achieve our learning outcomes. In addition, students will learn the five elements of the short story: plot, setting, characters, point of view and theme. Our overarching goal is to read, write and respond to a wide variety of text. Comprehension is also a main goal of the unit.

The first story we will look at is "The Hockey Sweater" by Roch Carrier. Following our notes on the elements of the short story, students will watch the narrated version of the story. "The Hockey Sweater" by Roch Carrier

Activity

Create a plot graph of your own using the story, "The Hockey Sweater." Students can work alone or with a partner to create a poster outlining the plot elements (exposition, rising action, conflict, climax, falling action, resolution) as discussed in class.

Humanities 8—Test Correction

We will be using this Thursday as a review, not a test. Students are not ready just yet. Test day will be early next week.

Humanities 8

Great job this week. Students did very well on their first quiz. We now have knowledge in the 5 mapping basics: title, direction, scale and distance, legend, location. Some students are still a little confused when it come to finding places using longitude and latitude, however, with a little more practice, things will be fine.

We are now putting our knowledge into practice by making our own fantasy maps. Students have been asked to create their own maps using the 5 mapping basics. In addition, students need cities, including a Capital, which should be clearly labeled in their legend. There should be a compass rose, borders and water features. In conjunction with the inclusion of the mapping basics, students will be marked on neatness and accuracy.

We will wrap up our Geography Unit this week and transition into writing great paragraphs. We will have a Geography test on Thursday.

 

Humanities 8

This week's schedule includes more Geography skills and content. Learning Outcomes will be met in the area of mapping skills, longitude and latitude work, lines on the globe and direction. Students will also begin to make their own maps, which will be a culmination of everything they have learned so far. We will have a quiz on Thursday and a Unit test early next week.

Monday's lesson starts off with another Current Event. Here is a link if you wish to check it out.

Playground equipment

Don't forget to check earlier posts for current event templates and write up requirements. 

Thanks and have a great week!

Hockey Academy

Here is a link to some sweet stick handling by Patrick Kane. Even two-time cup winners keep their skills sharp. Thanks for sharing James Share!


Check it out!

Humanities 8—Current Events

Humanities 8 will be exploring Current Events throughout the year. Some will be chosen by students, while others will be chosen by me. I will start things off by showing students what is expected and how to write up their findings. I have given students a template to follow, which I will post below. Five marks are available to students for thoroughly completing all necessary components of the template, including two of the four questions at the bottom of the page. Drawing on our journalism skills, students will be required to summarize the five W's of the featured event by paraphrasing. Written work should not be point form. All Current Events must be properly labeled, dated, and placed (in order of date) in their journal books.

We will be looking at and discussing this event tomorrow:     Current Event for Monday, Sept 16th.

Current Events

Date:

Event title:

Format (i.e., video clip, political cartoon):

Source:

Using the 5 Ws, summarize the event in two or three sentences.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reflection/Response Questions:

1.     How do you think the people involved feel about what is happening?

2.     How might this event impact your life directly or indirectly?

3.     What factors may have contributed to the occurrence of this event—why did it happen?

4.      What do you think will happen now?

Humanities 8 week one summary

Hello and welcome,

This week in Humanities was an introduction to routines and the year ahead. Students were introduced to the computer lab, where we made sure we could all log on and create our own passwords. We explored google earth and then went to the Library to sign out textbooks. We spoke about current events, journal writing and began our first writing assignments.

Homework this weekend includes writing "the story of me." This assignment is a fun introduction detailing some information about themselves. I asked students to write a couple of paragraphs which would include both truths and lies. My job is to determine which is the factual information.

Students were also introduced to the concept of a topic sentence, which is a topic and something about that topic. For example, "Cats are interesting and complex animals." We explored the use of mind maps to help brainstorm and organize the writing process. I asked students to pick a topic, create a mind map and write one paragraph on their topic. To date, we have written two paragraphs and will write a third in class on Monday.

I look forward to reading their work.

Hockey Academy

Hi folks. I had a great day with the Academy today. What an awesome group. I just thought I would mention that we have the Lewis Park field booked for Thursday (1pm-3pm) and Friday (9:15am-11:45am). Please bring your softball glove if you have one. Parents are welcome if you would like to come and join us for some fun. We will change our plans if the weather is poor.

Humanities 8

What a great class. Had fun today. Check out the outline and we'll see you tomorrow:)

Are you excited?

Welcome back! I hope you all had a great rest and are excited to begin another fantastic school year. What awesome weather we had this summer. I am thrilled to be teaching PE 8 and 9, Humanities 8 and Hockey Academy. I look forward to seeing you next week. Keep checking my blog for updates, activities and necessary supplies and equipment.

Cheers!

Humanities 8

Students in Humanities are completing their Unit on China. Giant posters of the Great Wall are being created and placed on the walls of the classroom. In conjunction with their posters, students have an understanding of the physical geography of the country. Please complete homework questions and hand in any missing work for term four by Friday, June 7th.

English 10

A reminder that projects are due this Friday, June 7th. We have had some very interesting work submitted so far. Song performances, children's books, and interesting twists on Romeo and Juliet (Romaine and Julienned) top the list. I look forward to the varying array of work students have been working on. Romeo and Juliet Monopoly is sure to be a big hit.

As we approach the end of the year, be sure to practice writing original compositions, synthesis essays, and to study your literary terms in preparation for your Provincial exam.

Please be sure to contact me at david.miller@sd71.bc.ca with any questions that may arise.

Well done to you all.

English 10

Two classrooms, both alike in dignity
(In fair Courtenay, where we lay our scene)
From ancient textbook, break to new understanding
Where civil..........

OK, we are looking at Romeo and Juliet. Firstly, we want to crack some of this iambic code—enought to understand the basic elements of the plot. Secondly, we are comparing two versions of this play in movie form. The first viewing, which we play in conjunction with reading the text, is directed Franco Zeffirelli. We will then view the Baz Luhrmann's version with the hunky Leonardo Dicaprio. After comparing both versions, we will write a synthesis essay and continue to work on our projects.

Student projects are due on June the 7th.

Exeunt

Finis

Humanities 8

Humanities 8 is completing their Twisted Fairy Tales. After looking at Stock Characters (universal character types), traditional elements of Fairy Tales, and typical plot outlines, students have written their own "Twisted" Tales. Due date for this assignment is May 22nd. 

Our next Unit will look at Ancient China, followed by the Renaissance. Keep up the great work everyone. 

Poetry terms and example poems

I found a very helpful website for you young poets out there. I like that there are example poems used to help with your terms. Enjoy!

http://www.poetryoutloud.org/poems-and-performance/poetic-forms-and-terms

Poetry

This week we have explored poetry terms and devices, different forms of poetry, and voice. Poetry terms include stanza types, free verse and  rhyme scheme. Poetry forms include narratives, descriptive, haiku, concrete, lyric, and sonnets. We also spoke about the value of voice as well as some spoken word pieces.

Here are some samples to whet your pallet:

I will not let an exam result decide my fate by sulibreezy
http://www.youtube.com/watch?v=D-eVF_G_p-Y

Green eggs and ham read by Jesse Jackson
http://www.youtube.com/watch?v=DPy2alWEZ-U

Where the wild things are read by Christopher Walken
http://www.youtube.com/watch?v=KKNaYlzssbc

To this day by Shane Koyczan
http://www.youtube.com/watch?v=ltun92DfnPY


Here is a list of poetic devices that you should be able to recognize and use:

Symbolism. Alliteration, Consonance, Assonance, Personification, Metaphor, Simile, Imagery, Allusion, Irony, Hyperbole and Onomatopoeia


Continue to write poetry. You are to submit five of your best poems one week from today.

Poetry

Introduction to Poetry

Like music, poetry can be a window to the mind and it's a wonderful form of expression.

Poems can convey feeling, emotions and ideas.

When it comes to poetry, there are three essential ingredients that contribute to the meaning and message behind a poem. They are form, devices and theme.  As an example, we will look at the ancient Japanese poetic form called haiku as it relates to these three concepts.

Form:  This refers to the actual way the poem is put together, such as the number of stanzas, the type of rhyme scheme, and the type of poem. Just like the body has a skeleton to hold its shape, poems have a structure that holds their ideas together. In poetry, that "skeleton" is called form. There are many different types or forms of poetry such as Haiku, Couplet, Quatrain, Limerick, and Free Verse. Poem’s form may be very restricted and limited or very free without many restrictions. Rules for form might include number of words, indention, capitalization, number of syllables, placement of rhymed words, and number and/or placement of lines.

• With a haiku, the poem is usually three lines long, has been broken up so that there are 5 syllables in the first line, 7 in the next and back to 5 syllables in the last line. There is usually no rhyming, so the scheme would be ABC, and the type of poem is descriptive.

Poetic Devices: There are numerous devices employed within poetry, essentially it is language being used in a particular way to convey a certain feeling or meaning. Poetic devices are tools that an author uses to help the reader visualize what is happening in a story or poem. Devices include imagery, alliteration, metaphor, onomatopoeia and simile.

• With haikus, imagery is the main poetic device.

Theme: Theme is just that, it is the general idea or thought being conveyed through the poem.  The theme is the point a writer is trying to make about a subject. Learning about theme helps you decide what is important. The theme of the poem tells what the whole poem is about. All the words, descriptions, figurative language, detail sentences, and scenes are all small parts that add to the reader's understanding of what you feel about the theme.

• With haikus, the general theme has to do with a moment in nature.

Humanities 8

Happy Friday! Today we will be watching the last half of the movie The Outsiders. As a reminder, your novel study assignments are due by April 25th. Term three ends on Friday April 19th, with term four starting on Monday, April 22nd.

Our next Unit will be Poetry, so prepare to get descriptive.

English 10

What a great morning. Students presented their novels in the form of a round-table discussion in small groups. Here are some of the selections that our students are reading right now:

The Host by Stephanie Meyer, Insurgent by Veronica Roth, Marked by PC Cast and Kristin Cast, The Lightning Thief by Rick Riordan, Messages from Beyond by Stephanie Watson, The Witness by James Jauncey, The Secret Garden by Frances Hodgson Burnett, Catching Fire by Suzanne Collins, and Me and Emma by Elizabeth Flock.

Again, well done to all students. Have a great weekend.

English 10

Great job on your assignments so far. Your creativity and efforts are appreciated. This Friday will be our book talk. Make sure to prepare by using the handout provided to you on Monday. Hopefully, you will have your novel read (or mostly read for those of you are behind in your reading) by Thursday evening. I am interested to hear your comments.

Humanities 8

The Outsiders by S.E Hinton was first published in 1967. It is narrated by Ponyboy Curtis and is written in the first person. The tone is youthful, melodramatic and slangy. It is set in the mid 60's in Tulsa, Oklahoma. There are many elements of fiction including themes, symbolic elements, and foreshadowing. For many of you, your parents will have read this in high school and remains a classic. I will be reading the novel to you in class, but you are responsible for completing the novel assignments posted below:

Novel Study Assignment                         Due date: April 26th

Here is a list of assignments for you to choose from. This assignment is worth 50 marks, and you are to choose 20 marks from the written sections. The remaining 30 marks can be achieved by any of the other assignments you may wish to complete. Unless otherwise stated, all answers must be in complete sentences. Your written work will be included in your newsletter portfolio.

Check it off!

1.      ___ title on top line, name and date in the corners

2.      ___ indent each paragraph

3.      ___ you have had a peer edit your written work (include the signature of the person who has edited your work)

4.      ___ have you written in the proper style (ex: letter, journal, summary)

Written Assignments:

1.      Letter to the author – write a letter to the author that explains your reaction to the novel. Your letter must be written in correct letter format and include examples from the novel to support your reactions. /10

2.      What did you learn? – in a paragraph, explain something that you learned from the novel. Be sure to use specific examples from the novel in your explanations. /5

3.      Thumbs Up, Thumbs Down – in the style of a movie review, write a review of the novel you just read. Conclude the review with your response: was it worthy of a thumbs up, or did it bomb and deserves a thumbs down? Justify your response!1/10

4.      Journal – in the perspective of one of the main characters, write a journal that describes their daily life for seven days (these days do not have to be consecutive). /10

5.      Ending – write out a different ending to the story (write 1 to 2 pages). /10

6.      Essay – write a 4 to 5 paragraph essay describing your reaction to the novel. Include specific examples to support your opinions. Your essay must include an introduction, supporting paragraphs and a conclusion. Ensure that you have a creative topic sentence! Hand in your outline and rough copies with your essay. /15

Fun Assignments:

1.      Interview a Character – compose 6 to 8 questions to ask the main character from your novel. Include responses from the character to demonstrate that you read the book. /10

2.      Glossary – find a minimum of ten new words that you did not know prior to reading this book. Include a definition of each one, write out the sentence that it is in in the book, and write a sentence or two to show that you know what the word means. /10

3.      In the News! – create the front page of a newspaper that tells about the events and characters in the novel. Include a weather forecast, some catchy headlines, a cartoon and a photo (note: the photo must not take over the entire page; it should be used only to add to what’s written in your newspaper). Make sure that everything that is on your newspaper is somehow related to the book. /10

4.      Comic Strip – create a comic strip for the novel or a part of the novel. The commix must have comic-style illustration and dialogue bubbles. /10

5.      Picture Book – after reading the novel, create a picture book version of the novel that would make younger children want to read it. /10

6.      Character Trait Chart – make a chart with 3 columns. Each column is headed with the name of one of the book’s characters. In each column, write a minimum of 5 character traits with specific support from the novel that supports the traits. /5

7.       Sculpture of a Character – use whatever you would like to create a sculpture of a main character from your novel. You may want to use soap, wood, clay, sticks, wire or old toy pieces to make this. Your choice!

8.      Travel Brochure – design a travel brochure that describes the setting in the novel. Include illustrations and written descriptions that portray the setting and everything that surrounds it. /10

9.      Point of View – change up the story by describing the novel from the point of view of another character in the novel. /10

10.  Conflicts – list 3 conflicts from the story and state how they were solved. Make up different solutions to these conflicts and describe how the new solutions would change the outcome of the novel. /5

11.  New Character – draw a new character that you think should be added to the novel. Write a paragraph or two explaining why you would add the character and how the novel would change with the addition. /5

12.  Spend a day with a character – if you were to spend the day with one character, who would it be and why? What would you do? Write a description of the events that might occur during the day and include any dialogues you might have. /5

Humanities 8

Ancient Civilization projects are starting to come together. By now, most of you have completed your C-Maps, questions, and brochures. Remember to have a copy of your brochure for each of your group members. We will be gathering in our groups on Monday to compare our C-Maps. You will add to your maps if you need to and hand in a final copy before Spring Break. Brochures need to be completed by Wednesday as Thursday is your teaching day. Well done everyone!

English 10

Self-Directed Novel Study

For this unit, you will choose from a broad range of challenging materials for recreational and informational purposes. Your novel study will cover a number of learning objectives and hopefully engage you in the act of reading and interpreting text. All assignments will be discussed in class. Completing assignments 1-5 are mandatory. The completion of each additional assignment will add to your overall grade.

Assignments: 1.  Design a book jacket cover for your novel (5 marks) 2.  Compare and contrast two main characters from your novel (10 marks) 3.  Lead a group discussion on your book during our book talk (5 marks) 4.  Complete a character description as discussed in class (15 marks) 5.  Outline six major events from your novel using a theme or motif (10 marks) 6.  Create a vocabulary word jumble or crossword (5 marks) 7.  Write a book review following the format discussed in class (5 marks) 8..  Complete a Sociogram following the handout given in class (20 marks) Total Marks Possible: 75

Humanities 8

Thursday and Friday we are watching the movie Jaws. Your handout package includes many literary elements: Theme, foreshadowing, character development, symbolism, etc. Be sure to watch carefully as the development of the plot reveals many of the answers you are searching for.

Based on class input, you will be marked on the following elements: Completion (5marks), Effort (5 marks), Quality of written expression (5 marks), Paragraph response or 3-6 panel cartoon (5 marks), for a total of  20 marks.

Here is a teaser to help you get a bite into your assignment.

http://www.youtube.com/watch?v=0zkYRD51I34

English 10

Be sure to prepare for your short story unit test tomorrow! We will be starting our self-directed novel study on Monday. Did you check out some of the suggested novels on the previous post!

English 10

Be sure to read all of the assigned stories and prepare for your short-story unit test. Continue to hand in missing work. Start to consider a novel to read for your independent novel study. Here are a couple of suggestions that may capture your interest:

Catcher in the Rye by J. D. Salinger

Life of Pii by Yann Martel

To Kill a Mockingbird by Harper Lee

Into the Wild by Jon Krakaeur

The Curious Incident of the Dog in the Night-Time by Mark Haddon

Humanities 8

Humanities 8 is continuing to explore ancient cultures. By now, each of you has been assigned a role within your groups. Your goal is to generate 6 multiple-choice questions from your research. Try to create interesting questions. What would you want to know about your topic?

Humanities 8

Continue to work on civilization project. Now that you are into groups and have been assigned roles, begin your task. Remember to click on the link in the Humanities 8 sub folder to get started.

English 10

     The short story “All the Troubles of the World” and the movie Minority Report both portray a futuristic view of the world and the problems that society could face.  In both examples, our society has managed to find a way to predict crime, but the tool used to predict crime has to pay a price.  What you are going to do is compare the two tools used: Multivac and the Precogs.  You are going to write three paragraphs; one will be about Multivac, one about the Precogs, and then one about both together.  

     The first thing you need to do is look at the similarities and differences.  Use the chart below to make some notes.

Multivac	Similarities	Precogs

For this assignment you will need to:

·         Write fully developed and complete paragraphs

·         Use quotes to support your Multivac info

Once you are done making some notes, begin the  the next step.

All the Troubles of Minority Report

Topic Sentence – Minority Report

_________________________________________________________________________________
Main points to support
1.________________________________________________________________________________2.________________________________________________________________________________3.________________________________________________________________________________

Topic Sentence – All the Troubles of the World

_________________________________________________________________________________
Main points to support
1.________________________________________________________________________________2.________________________________________________________________________________3.________________________________________________________________________________

Topic Sentence – Both

_________________________________________________________________________________
Main points to support
1.________________________________________________________________________________2.________________________________________________________________________________3.__________________________________________________________________________

English 10

Read the story "All the Troubles of the World" by Isaac Asimov and answer these questions:

1. How does Asimov build suspense in the story? What are some of the most suspenseful moments (2 marks)
2. In the last decade, computers have become more powerful. How do you suppose our lifestyles will change as computers become even more powerful and sophisticated? (3 marks)
3. Define the following terms. (1 mark each)

A. Extrapolate:
B. Jubilation:
C. Mien:
D. Paradox:
E. Predecessor:
F. Quadrillion:
G. Tendrils:

 *2 marks for the quality of your written expression

Civilization today

Click on this link to get started:

http://elibrary.sd71.bc.ca/subject_resources/socials/Eastern%20Civilizations%20Webquest/process.htm

Read all of the information required to complete a magnificent and stunning mind map. Be creative and thorough.

Good luck!

Humanities 8

Today we will be looking at the program C-Map. Your task is to open the program and get to know how it works. Open the program and pick a password that you will remember. I suggest using your school login and password to keep things simple. After getting to know the program, save your work and exit. Open the program again and make sure you can find your saved file.

Now that you are an expert at making mind maps, begin your quest. I would like you to explore this question:

What is a civilization?

Your task is to create a multi-layered mind map using the focus question as a guide. Research the question and add your findings to your C-map. You will have three classes to complete your work. We will be comparing maps in order to gain a deep understanding civilizations.

English 10

English 10

Inside Stories II / Irony & Symbol

"Harrison Bergeron"

Commentary:

     "Harrison Bergeron" is a satire that follows a recognized story pattern:  like many other works, it presents a vision of  a utopia that is flawed.  Before reading this story most readers would likely agree that our society values the idea that all people are equal, particularly in the eyes of the law.  Kurt Vonnegut has taken the idea of equality to the extreme and created a story about a society in which everyone has been made equal in every way.  Such an equality is possible, of course, only if handicaps are given to people born with extra beauty, grace, strength, talent or intelligence.  The resulting world is a sad one in which clownish figures live lives of mediocrity.

               

Pre-reading:

                1.             Research the concept of utopia as presented in literature.

                2.             Is everyone in our society equal?  Explain.  Should everyone be made equal in every

                                way?  Why, or why not?

                3.             Is it possible to create a perfect society?  Comment.

Questions:

                1.             Find three examples of similies from the story and explain how each example

                                contributes to the story's tone.  6 marks.

                2.             How does the story's opening paragraph contribute to what happens later

                                in the story.   4 marks.

                3.             Create a poster designed to encourage people to treat others as equals.

                                                                or

                                Create a poster advertising one of the views of utopia you found from

                                literature.

                                                                or

                                Create a poster of your view of utopia.

                               10  marks.

                                                                                                Total                      20  marks.

English 10

Your essay on Freedom Writers is due no later than Wednesday. Be sure to complete and hand in all your short story questions. Today we will be reading "The Tell-Tale Heart."

English 10

Inside Stories II

"The Tell-Tale Heart"

Literary Terms for Emphasis:

                - psychological conflict

                - perceptions

                - atmosphere:       description, image, suspense

                - Point of View:    first person, vicarious experience

                - plot:                     antecedent action, exposition, foreshadowing, crisis, denouement

                - situational irony

               

Commentary:

                Poe's classic tale of horror is about a madman who is a prisoner of his own emotions; psychological conflict is the core of this short story.  The narrator's obsession with the old man's "evil eye" leads to a brutal, senseless murder.  Later, the narrator gives himself away because of his obsession with the beating heart - in fact his own heart - as his guilty conscience and overactive imagination prompt him to reveal his hideous crime to the surprised officers.

Questions:

1.             In point form, quote one example of each of the following, and then explain its effect upon the reader: 

                repeated words, questions, exclamations, dashes, and italics.

                                                                                                                10 marks

2.             Why do the policemen show up at the end of the story ?  What does the narrator

                tell them ?  Why does he finally break down in the conclusion ?

2 marks

                                                Quality of written expression             3 marks

                                                                                Total:                    15 marks

Humanities 8

Short Story assignments are due this Friday. Also, hand in your three completed journals today please. We will be reviewing some of the focus assignments in class today.

Remember to review the "Elements of a Short Story" as well as your notes on a Plot Graph.

Happy Valentines Day

Humanities 8 classes should be finished reading all three assigned stories. Also, three journal responses should be complete by Friday and handed in as Part A. Part B ( Focus assignments) should be completed by next Friday, February 22nd.

English 10 Freedom Writers

Happy Friday! Today we are looking at the movie Freedom Writers.  Your job is to follow one of the characters and take notes about the choices that character makes and the changes that occur for that character. You will be writing a written response that is one page (typed) in length. Be sure to include examples and quotes to help prove your points. Hint: the more notes you have, the easier the writing process will be. 

Humanities 8 Short Story Project

Short Story Project

This project is designed for you to synthesise what you know about the short story elements that we have just finished learning about. This project has many different parts, so please pay attention to what you need to do and read all the instructions. If you are uncertain as to what you need to do, please ask!
You will be asked to read three stories. You must include each of these three stories throughout this project. You cannot use just one story for the entire project.

The three stories you will be reading are:
 “The Most Dangerous Game” by Richard Connell
 “The Dog of Pompeii" by Louis Untermeyer
 “Appointment at Noon” by Eric Frank Russell

PART A – READING RESONSE JOURNAL (30 marks)

After reading each story you will create a reading response journal entry. Your reading response journal will be at least one page in length (hand written) and each will be worth 10 marks. Choose three of the following questions to comment on in your reading response journal. You must choose different questions for each journal entry.
 What has happened before the story began?
 What’s going on as the story begins?
 Who is telling the story?
 What is the setting of the story? Is the setting important to the story or could the story be happening elsewhere?
 What is the initial first problem faced by the character?
 How does the author get you to read on or hold your interest?
 Is there a message or main theme emerging in the book? How is it shown?
 Describe new characters that are introduced. What is their purpose?
 What is the climax of the story?
 How is the conflict resolved?
 What message did you get from the story?
 Is the story believable?

PART B – FOCUS ASSIGNMENTS (80 marks)

There are 5 assignments to complete once you have read your stories. You are able to choose which assignments appeal to you and your strengths. I do encourage you, however, to take a risk and choose something that might be out of your comfort zone. Please remember, that you must do at least one focus assignment on each story, you cannot use just one story for all of your assignments.



Here are the focus assignments:

FOCUS ASSIGNMENTS
Column A (15 marks each)	Column B (15 marks each)	Column C (20 marks)
You must choose TWO assignments from this column	You must choose TWO assignments from this column	You must choose ONE assignment from this column
Write a letter from one character to another. Ensure it is in a proper letter format and uses elements of the plotline as the main part of the letter.  Are there questions to be asked? Any opinions to be expressed?  1 page minimum.	Create a wanted poster for one of the characters in the story.  Include a drawing, a physical description, a list of the characters crimes, and other important information.  Must take up an 8.5 x 11 sheet of paper.	Complete each of these 8 ideas with material from the story.  This story made me wish that...., realise that...., decide that...., wonder about...., see that...., believe that...., feel that...., and hope that.... . (200 word minimum)
Create an obituary for a character in the story.  Include a picture, and details of that person’s life that tell us what kind of person they were, some of the things they did, who will miss them and a charity that they would like donations to be made to. Must take up an 8.5 x 11 sheet of paper.	Create a book cube.  Cover a square box with paper.  On each of the four sides illustrate the following: important characters, setting, conflict, and resolution.  Use the top square to write the story title and author.	Re-create the plot of the story in scrapbook form.  You can draw or use pictures from magazines for the characters and places in the story.  You must use captions to tell the story.  I encourage you to use your creativity.
Draw a colour map of where a major part of the story takes place.  Label the major landmarks and points of interest.  Don’t forget the title, legend and scale of the map!  Must take up an 8.5 x 11 sheet of paper.	Write three diary entries made by one of the main characters.  Include the innermost thoughts and feelings of the character.  Describe the conflict and the setting of the story.	Write a piece in which you discuss your personal connection or response to one of the stories that you read.  Why was it important to you?  200 words minimum.
Explain how you would make this story into a movie.  Who would play the main characters? Where would you film it?  You must explain all of your choices.  1 page minimum.	Describe an experience that you’ve had that was like the experience of a character in the story.   How was the reaction of the character different or the same as your reaction?  1 page minimum.	Write an alternate or better ending to the story.  200 words minimum.

MARKING FOCUS ASSIGNMENTS
A1 – LETTER Story title and author, writer identified, story revealed, written in first person, mechanics (spelling and grammar), physical construction, appropriate letter format.	B1 – WANTED POSTER Story title and author, wanted poster format and appearance, drawing of fugitive, physical description, crimes list, mechanics (grammar and spelling)	C1 – IDEAS Story title and author, mechanics (grammar, spelling), physical construction, phrase completion “this book made me....”, why I would or would not read another story by this author.
A2 – OBITUARY Story title and author, written in 3rd person, Deceased identified, age, where they lived, where and when they died, where they were born, story revealed, survived/predeceased by, funeral arrangements, donations, mechanics (grammar, spelling), physical construction.	B2 – BOOK CUBE Story title and author, important characters, setting, conflict, resolution, physical construction, mechanics (grammar and spelling) creativity, colourful.	C2 – SCRAPBOOK Story title and author, mechanics (grammar and spelling), physical construction, 5 elements of plot, colourful, creative.
A3 – MAP Story title and author, illustrations with captions, physical construction, mechanics (grammar, spelling) legend, presentation (colour, neatness)	B3 – DIARY Story title and author, writer identified, written in first person, story revealed, mechanics (grammar and spelling), physical construction, three entries.	C3 – PERSONAL CONNECTION Story title and author, mechanics (grammar and spelling), physical construction, clearly written, story revealed.
A4 – MOVIE Story title and author, details and explanations are clearly written, mechanics (grammar and spelling), physical construction, sound ideas.	B4 – EXPERIENCE Story title and author, details and explanations are clearly written, mechanics (grammar and spelling), sound ideas.	C4 – ALTERNATE ENDING Story title and author, mechanics (grammar and spelling) physical construction, clearly written, clear connection to the story,