F - ... when you low key listened to the sub and probably just did your own work instead. (Am I capping?)

ESSENTIAL QUESTION: How do our surrounding influence our decisions?

Today was with Ms. Villaceran, a TTOC.

Learners should have read their independent novels, then worked in pairs to identify two to three examples (from "The Guest") of:

• Moral ambiguity

• Isolation / alienation

• Conflict between societal expectation and personal choice

• Indifference of the universe (landscape, fate)

PRACTISE: Write Daru's monologue or his diary entry when he sees what's written on the blackboard of the school house at the end of the short story.

READ: Camus's The Outsider (see the link to the left)

NEXT CLASS: the absurd, existentialism, language

B - ... when Pellinore chose violence AND honour, but the medieval universe said, "pick one."

ESSENTIAL QUESTION: What happens when the chivalric code meant to create order instead exposes the flaws of those who uphold it?

We discussed how Arthur is emerging as a "just" king who live out the chivalric code, whilst Pellinore, as an older knight, seems to only follow the code based on the situation.

We chatted about how knights are supposed to act v. the reality and considered if living by ideals or codes is really that important.

READ:

• about Early Scottish and English Ballads, plus the four ballads that follow it
• Intro to The Renaissance

NEXT CLASS: the ballad form

F - ... when the guest's identify became the cliffhanger, and I promised to moderate the chaos next class.

ESSENTIAL QUESTION: How does identity influence how the story is perceived?

Learners worked in pairs to share their annotations and used the short story checklist to flush out their notes.

We discussed Camus's "The Guest," systematically - first setting, then plot, then character, then conflict (we decided there is indeed a dilemma), then symbol and irony. We noted that once we started putting the puzzle pieces together (the short story elements and devices), we might arrive at some deeper understanding. That deeper understanding only came with my last question: "who is the guest?" Learners decided it was Daru, so I asked, "Who thought it was the Arab on their first read?"

I mentioned that I had another question that might challenge that under standing further...

READ: The Outsider

NEXT CLASS: Camus, the absurd, existentialism

B - ... when green wasn't an aesthetic and so we did a deep-dive.

ESSENTIAL QUESTION: How do narrative tests and trials reveal character and worldview?

We discussed the green knight being actually green and what that symbolized and revealed about the medieval world.

We also discussed how the green knight's tests and Gawain's trials reveal something about the chivalric code: honour, courage, courstesy.

READ: the excerpt from Morte D'Arthur

F - ... when you pulled up with no pages read and I had to hard-carry the plot and setting and everything else.

ESSENTIAL QUESTION: Why is knowing how the storyteller identifies him/herself important to understanding the story?

Learners read their independent novels.

I did a brief introduction on Camus and suggested that knowing the author is important to understanding his work. Learners did a bit of a dive into the historical and political context of Camus's pieces and we chatted briefly about how Camus's status as an African-born French-Spanish individual is reflected in his characters and why his short stories and novels have to be seen as social commentary.

Learners formed pairs and were meant to use the Short Story Checklist to discuss "The Guest," but no one read the story! So, we read and annotated the first few paragraphs together, and then I turned it over to the pair grouping to continue.

OVERDUE: Email parents your learning reflection and goals!

PRACTISE: Complete the first reading of the short story and make annotations

NEXT CLASS: character, conflict, symbol, irony

B - ... when you made The Pardonner's Tale your personal mood and levelled up your thinking.

ESSENTIAL QUESTION: Does knowing the teller of the tale make the tale more powerful or less?

Two more learners completed their email reflections and sent them to their parents.

Learners wrote a one-sentence summary of "The Pardonner's Tale," then we discussed some key lines, details and references. Learners engaged in smaller group discussions about corruption in the medieval church and why Chaucer might've used the clergy and church officials to expose the corruption.

I did a very brief introduction to the excerpt from Sir Gawain and the Green Knight.

PRACTISE: Find modern day equivalents for each of Chaucer's pilgrims.

READ: Into to Sir Gawain and the Green Knight and the excerpt (page 89-96)

NEXT CLASS: medieval romance, the medieval hero, courtly behaviour, chivalric code (honour, courage, courtesy)

F - … when some of you slowcooked the essay and others hit send on life updates.

ESSENTIAL QUESTION: What purpose does telling story serve?

Learners used the period to finish their essays on "The Destructors" and also used the time to prepare an email to their parents about their learning and set some goals for the next few weeks with regard to deepening their English Language Arts skills. I asked learners to copy me at ms.ignacio@stpats.bc.ca in the email to their parents.

READ: Camus's "The Guest" and The Outsider

PRACTISE: Use this template to compose an email to your parents outlining your learning so far and sharing some of your goals for improving your skills. Please remember to copy me in the email - ms.ignacio@stpats.bc.ca

NEXT CLASS: Camus, existentialism,