Monday, September 25 - Thursday, September 28

Thursday
SLOMO - https://vimeo.com/59749737
1. Poetry QUIZ.
2. Time to write SLOMO response. This is the second to last response of this kind that you will do for now.  During viewing: come up with a symbol to represent SLOMO and take notes about the 3 levels of reading.  After viewing: “The people who are cheering for SLOMO are cheering for the one person who got away… who escaped and got to real freedom.” Analyze the film’s depiction of freedom in your response - discuss the techniques used (level 2 reading) and how they make the BIG IDEA (level 3 reading) of the film apparent. Make a plan before you begin to write!

Techniques (level 2 reading) of filmmaking:
narrative - the story
cinematography - how the camera shapes our perspective: framing, lighting, colour, pans, tilts, angles, tracking
sound - dialogue, sound effects, music
mise-en-scene - sets, locations, actors, props, costumes, light and shadow
editing - time and continuity, the cuts, time can be drawn out, or shortened, juxtaposition of shots, rapid cuts, long shots or short shorts, cutawaysTuesday

Wednesday
1. Review a few more poetry terms - QUIZ tomorrow.
2. Peer and self assessment of poetry responses. Read around groups & Peer editing.
3. Time to write SLOMO response. This is the second to last response of this kind that you will do for now.  During viewing: come up with a symbol to represent SLOMO and take notes about the 3 levels of reading.  After viewing: “The people who are cheering for SLOMO are cheering for the one person who got away… who escaped and got to real freedom.” Analyze the film’s depiction of freedom in your response - discuss the techniques used (level 2 reading) and how they make the BIG IDEA (level 3 reading) of the film apparent. Make a plan before you begin to write!

Techniques (level 2 reading) of filmmaking:
narrative - the story
cinematography - how the camera shapes our perspective: framing, lighting, colour, pans, tilts, angles, tracking
sound - dialogue, sound effects, music
mise-en-scene - sets, locations, actors, props, costumes, light and shadow
editing - time and continuity, the cuts, time can be drawn out, or shortened, juxtaposition of shots, rapid cuts, long shots or short shorts, cutaways

Tuesday
SLOMO - https://vimeo.com/59749737

  1. Read banned book.
  2. Response to poetry is due today.
  3. Show me your assignment logs.
  4. Quiz on poetry terms on Thursday.
  5. SLOMO - before viewing: Stop lights activity  - during viewing: symbol to represent SLOMO and take notes about the 3 levels of reading  after viewing: “The people who are cheering for SLOMO are cheering for the one person who got away… who escaped and got to real freedom.” Discuss the film’s depiction of freedom in your response. 

Monday
  1. Read banned book.
  2. Show me your assignment logs.
  3. Due tomorrow: After reading - look at the handout for a “Close Reading” of a poem. Pick one of Vermette’s poems (blue jay, family, or northendluvsong) and do a close reading by annotating the poem copy you received. Remember the 3 levels of reading - 1. basic comprehension of the words on the page  - 2. How does the poet say what she says - structure, diction, figurative language - 3. Evaluate, interpret the BIG IDEAS in the poem - what is the message about life, the universe and everything?
  4. Write a stand alone response to one of Vermette's poems. Discuss one of the poems and the following quote from Vermette: “ I wanted to show the beauty of broken things.” Don’t forget the requirements for a quality stand alone response. REMEMBER CLOSE READING! Three types of readings: 1 = basic comprehension of text  2 =  how does the text say what it says - analysis of structure/literary devices    3 =  big ideas in the text, themes, evaluate
  5. Practice some poetry terms

Comments

Post a Comment

Popular posts from this blog

Monday, June 19 - Thursday, June 22

Image
Thursday I will be at school by 8:00-ish tomorrow. I will have doughnuts and coffee/tea ready.  1. Read two of the synthesis pieces from a past exam. 2. Let's take a deeper look at the synthesis part of the exam. First, some tips from the experts: see below. 3. Score some of the synthesis responses from students who wrote the exam. rubric:  https://www.bced.gov.bc.ca/exams/specs/grade12/en/14_scoring_guides.pdf sample:  https://www.bced.gov.bc.ca/exams/exemplars/en_synthesis/en12-synthesis-samples.pdf Tips from the experts ie. people who have marked the exam for many years... The Synthesis Essay: Everything that pertains to the Stand-Alone text also pertains here. Most English teachers have students compare and contrast things now and then, but we would do well to teach this more directly. Essays with well-synthesized ideas have the connection between the works as their subject, and  use one text as the perspective from which to view the other...
Read more

Monday, January 11 - Friday, January 15

Friday At the beginning of the class, reading time was made available for everyone to tackle more of the Hemingway story. We will use this story to help review synthesis essays. I ran through some review of synthesis essay writing, and put a poster up in the room that shows what things to use in a synthesis essay plan. We will look at this in more detail on Monday. Thursday There is so much great literature in the world, but one writer everyone should read (in my opinion) is Hemingway. Today we did a brief bit of background on Hemingway via the Interwebs and through the depiction of him in Midnight in Paris. I read the first six pages of the story "The Short Happy Life of Francis Macomber" aloud; somehow the class deteriorated into the sounds African animals make (my fault, I think - although I do think I do a particularly strong zebra imitation). The reading assignment for tomorrow was to complete to the end of page fifteen. Wednesday Today's class was shorter ...
Read more

Monday, May 16 - Thursday, May 19

Image
Thursday Mark multiple choice for the poem response section of the poetry test. To be or not to be… 2 column note taking and personal response: Discuss the similarities and differences in the two versions you selected: were lines cut; did it matter;  setting (time and place); props; lighting/atmosphere; staging of scene (movement(s) of actor); t race Hamlet’s arguments/mood/tone of voice throughout the soliloquy. How does this Hamlet think through his question?  How does Shakespeare use imagery, diction, and meter to enhance Hamlet’s decision making process? This work is due today - self-reflection. Mel Gibson  https://www.youtube.com/watch?v=Vf2TpWsPvgI Kenneth Branagh  https://www.youtube.com/watch?v=SjuZq-8PUw0 Adrian Lester  https://www.youtube.com/watch?v=muLAzfQDS3M David Tenant  https://www.youtube.com/watch?v=1u8OlUS7BhU Ethan Hawke  https://www.youtube.com/watch?v=1Up-oGfiosE Chart about film version #1 of Hamlet - due Tuesday...
Read more