EN11E Frankenstein Project

Approximate Term 3 Values for this project:

1. Use of Class Time: 7.5%
2. Creation of Response Sheet: 7.5%
3. Creation, inclusion, and format of Bibliography: 5%
4. Participation in Group Discussion: 10%
5. In class Essay (open book parameters to be discussed): 25%
6. Students will be required to complete an individual self-assessment on items 1 - 4 for Ms. Hughes’s use when confirming/verifying her assessment.

Mary Shelley’s Frankenstein:
Situating the Novel in a Historical Context
Group Project and Response SheetPurpose:

• For students to begin considering historical context in the writing of the novel Frankenstein.
• To provide historical background and/or context for Mary Shelley’s writing of Frankenstein.
• To allow each student the opportunity to develop some expertise and confidence in at least one thread of the assigned historical context threads.
• For students to obtain enough expertise in a historical thread (as it relates to the writing of Frankenstein) to be able to confidently participate in class discussion by sharing that new expertise.
• For students to begin making their own connections between the historical context information and the themes of the novel, Frankenstein.
• For students to engage in group research and seminar discussion in preparation for the in- class essay on Frankenstein re: theme and historical context (approx writing date: 11 May, 2009)

Response Sheet Intent:

• To provide your group’s historical context thread findings in a succinct manner that can be shared with the rest of the class as part of a photocopied resource package.

• For students to be able to document and demonstrate their findings and hypotheses around their historical context thread and its connections to the novel, Frankenstein.


Response Sheet Requirements:

• Must have the following title centred at the top of the page: Mary Shelley’s Frankenstein -- Situating the Novel in a Historical Context: (fill in thread name here)
• must by typed in Ariel 11or 12 point font.
• point form with bullets
• quotations from the novel to demonstrate connections
• Group members in top left hand corner
• at least one historical context point for each group member needed (e.g. if 5 people in your group, at least 5 context points).
• at least one connection of historical context point for each group member (e.g. if 5 context points, there need to be at least 5 ideas suggesting how they relate to the novel).
• Contributor must be indicated for each point made.

ON A SEPARATE PAGE: Bibliography of all research sources cited.

• use the MLA Citation Maker (see http://bynghughes.blogspot.com/ – useful links)

DUE: at the beginning of class on Wednesday April 29th, 2009 before silent reading.

English 11 Enriched: Overview from now to June

Ladies and Gentlemen of English 11 Enriched,

The schedule for the balance of the year looks like this:

Thursday, 9 April, 2009: FAB ASSEMBLY
Wednesday, 15 April: complete discussion of "Bartleby the Scrivener"
Friday, 17 April: Begin working on Frankenstein.
Tuesday, 21 April: First class block to work on historical context threads (lib and class available)
Thursday, 23 April: Assessment to determine completion of novel (plot, characters, conflicts, setting, etc.) = value approximately 7.5% of Term 3
AND hand out project overview and use remaining class time to continue working on historical context project.
Monday, 27th April: Last day of class time for historical context project.
Wednesday, 29th April: Historical Context Response Sheet DUE before Silent Reading. Packages compiled and handed out. Re-grouping and going through packages and class discussion re: themes within the novel vis a vis historical context.
Friday, 1st May - 12 May: TBA re: multimodal analysis

English 12 Poetry Unit for April 2009

Attention English 12 students! Click here to access a pdf of the poetry unit.

- Ms. Hughes

UWC -- University Writing Centre

Here's the latest from Ms. Hughes

This site has some really useful information for writing everything from Lab reports to Essays to how to include citations etc.

Cut and paste the link below into your browser and check it out. Definitely useful stuff here!

http://www.uwc.ucf.edu/Writing%20Resources/writing_resources_home.htm

Here is what might be a useful outline formula for the critical essay

Here's the latest from Ms. Hughes

http://www.uwc.ucf.edu/Writing%20Resources/Handouts/critical_essay_formula.htm

Cut and paste the above link into your browser and check it out. I think many of you will find the clarity with which it is laid out and the examples clear; may help some folks with improving their essay structure.

In addition, I will, of course, be providing further help in class.

This is particularly useful for my Grade 11s and 12s.

A Useful and Easy to Understand Study Help Website

Check out this website!

Excellent explanations, suggestions, help to get you studying smart. :o)

You will need to paste the following link into your browser.

http://www.cse.buffalo.edu/~rapaport/howtostudy.html#readactively


Ms. Hughes

Writing a Summary ... Check it out, Grade 8s!

Here is a useful sample summary:

http://homepage.smc.edu/reading_lab/writing_a_summary.htm

You'll also want to read the story which is summarized, "The Secret Life of Walter Mitty" by James Thurber:

http://www.scribd.com/doc/2721565/The-Secret-Life-of-Walter-Mitty

You can practice summary writing on anything you are reading: chapters of novels, short stories, newspaper articles, anything!

Compare/Contrast Essays:Some very useful resources on the web ...

I really like this "Tip Sheet" on the Compare/Contrast paper from Butte College. It is clear and well laid out.

This Butte College link takes you to other great writing help as well! Check it out!


http://www.butte.edu/departments/cas/tipsheets/style_purpose_strategy/compare_contrast.html

English 8 -- Hero's Journey/Long Walk Home Project

Important for Block 2-3 English 8: Here is your Project. You have Five (5) Classes. Work at home will likely be necessary.
English 8
Hughes
Value: Approx. 30% of Term 1

Hero’s Journey Project

“The Long Walk Home”Purpose:

To create a graphic representation of the hero journey wheels that can be identified in the film, “The Long Walk Home” AND be able to accurately represent examples from history re: The American Civil Rights Movement.

Materials: Students will be provided with 11" x 17" paper; several pieces per student to prepare and complete work. Each students is encouraged to place their work onto a poster board.


Method: Students will do ONE journey wheel from the movie, "The Long Walk Home" AND ONE journey wheel from the American Civil Rights Movement. BOTH will be placed (so they are clear and readable) onto the same poster board.

May choose one (1)of the following: Miriam Thompson's journey OR Odessa Carter's journey AND someone from The American Civil Rights Movement.


• You will determine how to integrate their journey wheels as they see fit.
• You will need to demonstrate how the wheels work both separately from, and in relationship to, each other.
• You will be responsible for telling a unique hero’s journey from the film.
• You must include the following terms from Joseph Campbell: separation, initiation, return, boon, and sacrifice for both THE MOVIE and the HISTORICAL EXAMPLE
• You must provide examples a one (1) paragraph example for each of these terms.


Assessment for each student:

❏ representation of the journey wheel = 10%
❏ separation labeled with examples from the film = 10% (paragraph on graph)
❏ initiation labeled with examples from the film = 10% (paragraph on graph)
❏ return labeled with examples from the film = 10% (paragraph on graph)
❏ boon labeled with examples from the film = 10% (paragraph on graph)
❏ sacrifice labeled with examples from the film = 10% (paragraph on graph)
❏ neatness = 10%
❏ quality of examples =10%
❏ written explanation of what makes your historical person an example of a hero re: a hero’s journey = 20% (3 Paragraphs)
(Written analysis will be marked on the 6 point scale and valued at 20% of the project)

Due at the end of beginning of class on Monday, November 2nd.

No Fear Shakespeare Spark Notes Romeo and Juliet

http://nfs.sparknotes.com/romeojuliet/

LPI Information Link

For my Grade 12s ... here is the link to UBC's LPI site. Check it out.

http://www.ares.ubc.ca/LPI/index.html

http://www.english.ubc.ca/ugrad/1styear/1st_faq_covr.htm

Oedipus and Poetics -- Plot

english plot presentation oedipus - Upload a Document to Scribd

Oedipus and Poetics --- Thought

Oedipus vs Poetics - Thought - Lee, Brennagh, Natalie, Marchel, Sarah - Upload a Document to Scribd

Poetics vs. Oedipus -- Diction

Aristotle’s Poetics & Oedipus - Diction - Upload a Document to Scribd

Helen, Sally, Sarada, Christina -- Aristotle's Poetics Melody

Melody 3 - Upload a Document to Scribd

EN12 Othello Character Sketch In-class Sheet

English 12

In-Class Essay:
Othello Character Sketch

Date: 28 October, 2008

• Essay (note: 1st page of Essay, writing must start 1/3 of the way down the page).

• Works Cited (on separate page at end of Essay)

OR

• Bibliography (on separate page at end of essay if, in addition to using Othello you used any other resource. e.g. No Fear Shakespeare, Coles Notes, Spark Notes, Analysis materials of any sort.

• MLA format for citations and references must be followed.

• You are required to attach a 6 Point Literary Marking Scale at the back of the essay. Download this marking scale from: http://members.shaw.ca/tvaintlit

Go to From the Classroom ➝ Handouts

• You need to prepare a 3" x 5" index card for the in-class.

• You may use a dictionary if need be.

• You will need your copy of Othello.

English 11E -- some sites to look at for Aristotle and Tragedy info

This is a quite clear description with detail and examples:

http://larryavisbrown.homestead.com/Aristotle_Tragedy.html


This is an outline:

http://www.cnr.edu/home/bmcmanus/poetics.html

ACTII Othello Homework

Due for Thursday, October 2nd at beginning of class:
Othello: Act II Focus Questions


Instructions: For each question or statement, provide evidence from the text (quotation by Act, scene and line) and explain how that quotation answers the question or proves the statement.

1. Desdemona is brought safely to Cyprus.
2. Iago suggests that his wife is vocal and speaks her mind.
3. Iago witnesses Cassio’s behavior with Desdemona and sees it as what will become his evidence of inappropriate behaviour.
4. What is the significance of Iago’s soliloquy in Act II, I, 290 - 316? What important details and information do we learn in this soliloquy?
5. Othello is considered to be a man of high regard.
6. Iago executes a plan to cause Cassio behave dishonourably.
7. Cassio has lost all that matters to him and all that he is.
8. What is Iago’s plan for Cassio to get back in Othello’s good graces?
9. What is revealed in Iago’s soliloquy in Act II, scene iii, 333-357

Writing 12: "Where the World Began" Analysis

Homework due Tuesday, 16th September.

1. Read Margaret Laurence's Essay at least twice.
2. Using pencil, indicate examples of Laurence's use of poetic language, devices (such as metaphor, simile, personification, allusion, etc.) on the handout provided in class today.
3. Remember, this handout will function as your 4th draft when you write your own essay about 'where' your 'world' began, so do not lose it.
4. Think, too, about repetition and sentence variety.

Have a great weekend! See you in class on Tuesday!

Ms. Hughes

English 11 (Enriched) Links re: Plato's Allegory of the Cave

Hi all!

When I was reading _King Oedipus_ to get ready for our study of the play, it occurred to me that there were some interesting parallels between it and Book VII of Plato's _The Republic_ . In Plato's "Allegory of the Cave" the metaphoric use of dark and light is integral to the theme of the nature of truth.

Since then I've done a bit of poking around and, of course, I am not the first to recognize this connection between _King Oedipus_ and "The Allegory of the Cave".

Here are two links that you need to read for Tuesday's class (September 16).

Plato's The Republic

http://classics.mit.edu/Plato/republic.html

Plato's "Allegory of the Cave" from The Republic

http://faculty.washington.edu/smcohen/320/cave.htm

Sophocles (495-406 BCE) wrote before Plato 429-347 BCE).

Focus Question: How are these two works similar re: dark and light/ignorance and truth?

Enjoy!

Ms. Hughes