For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings and links to other resources. It should serve as a reminder of what we covered in class and/or of what you missed by being absent physically and/or mentally. Please read the posts and talk with your classmates before stopping me in the hallways to ask me if "we did anything important the other day". Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed work and/or quizzes. You MUST meet all assignment deadlines.)

29 October 2014

F - short stories, class five

FREE WRITE: And then...

Students continued to work on their short story assignments.

E - ...when we talked about how allusion and allegory help expose conflict.

Students read their independent novels.

Students offered their important notes and details from the rest of the short story "The Firing Squad."

NEXT CLASS: Short Story Echo - summaries of three short stories.

H - The one with theme statements practise.

We launched straight into writing theme statements. Students worked in groups to write theme statements for "The Japanese Quince."

We read "Just Lather, That's All" and "A Special Occasion." I asked students to identify the theme in Téllez's short story and I modelled how to arrive at the theme for  Cary's short story.

Students tried to state theme for "Identities," but then I had a coughing fit and could not go over the student samples.

READ: "A Little Cloud"

PRACTISE: Write theme statements for "The Guest," "The Shining Houses," "A Little Cloud" and "The Destructors."

NEXT CLASS: Review of theme statement samples, "The Shining Houses"

28 October 2014

A - The one where I actually heard a few more light bulbs go on.

Students read their independent novels.

We discussed "The Guest." It was great to see so many of you put together all the elements of the Short Story Checklist and create deeper meaning.

PRACTISE: "What is still eating at you?" Post three questions to the the DISCUSSION board on the electronic lesson on Camus.

READ: "The Shining Houses" and "A Little Cloud"


D - The class when it was all about Ashley's struggle with Meursault.

Students read their independent novels.

Ashley, The Brave launched into her frustrations about not connecting with Meursault - a discussion ensued. We spoke about Meursault's honesty and his frustration at having to be held accountable for that honesty. We spoke about The Outsider as social commentary: what happens when someone doesn't function by society's rules?

PRACTISE: What is still eating at you? Post three questions to the the DISCUSSION board on the electronic lesson on Camus.

READ: "The Shining Houses"


EXIT SLIP: How have your impressions of Meursault changed? (Please post your reply below.)

C - ...when Jaqueline differentiated betweent the duty-bound Captain Adam and the emo-tortured Adam.

Students read their independent novels.

I looked over students' close reading notes of the short story and suggested that each students needed to be much more vigilant about explaining why they marked up certain sections of the text. I did one more sample close read of page 85.

We used the Short Story Checklist to discuss the plot, setting, character.

I went over the details for the Short Story Echo (see the link to the left).

NEXT CLASS: Finishing "The Firing Squad" (conflict, symbol, irony)

COMING UP: time for the echo, in class essay on McDougall's short story (likely conflict)

REMINDER: short story anthologies for next class

27 October 2014

E - ...when we had to take a step backwards to close read.

Students read their independent novels.

I noticed that many students did not use their time last week to make notes on "The Firing Squad" so I modelled a close read of the first four pages. Students used the rest of the period to continue a close reading of the text.  I asked each group to contribute some further details.  We stopped at page 75.

I went over the SHORT STORY ECHO - please see the link to the left for assignment details.

NEXT CLASS: Finishing McDougall's short story