B - The one where we motored along into the pre-Romantics.

ESSENTIAL QUESTION: What typifies literature of the 18th century?

We worked through Swift's essay, "A Modest Proposal" and the excerpt from Pope's mock epic, Rape of the Lock.

We spoke the attention to French classicism and satire and wit - all features of texts (mostly prose) from this time period.

READ:

• author biographies
• Thomas Grey's "Elegy Written in a Country Churchyard"
• Robert Burns's "To A Mouse"
• Blake's "The Lamb" and "The Tyger"

PRACTISE: Create Kahoots for your assigned piece above

NEXT CLASS: The Pre-Romantics

G - The one with recitations... finally!

ESSENTIAL QUESTION: What role does oracy play in First Nations literature?

Learners presented their recitations of Johnson's "The Song My Paddle Sings." TBH, some needed work, and so we workshopped a few of the recitations. I think learners understood how important it is to practice the skills of oral tradition.

Learners read together Armstrong's "Threads of Old Memory," and began the process of annotating the poem.

NEXT CLASS: Murakami, essay prep (Armstrong's "Threads of Old Memory")

B - The one about satire, because well, that was the 18th century's roman empire.

ESSENTIAL QUESTION: How does satire reveal truth?

We began class a little later because of the reconciliation service.

I shared some notes about the Restoration and 18th century mindset, then we discussed Swift and how he use satire in "The Voyage to Lilliput" to expose political truths of the time period. In pairs, learners looked for other examples of satire and discussed what social commentary Swift provides through the use of satire.

ENTRANCE TICKET: Swift says his purpose is "to vex the world rather than divert it" - what does he mean? (Please post your response to the digital whiteboard before coming to class next day.

READ: "A Modest Proposal"

G - The one with very thin threads of memory.

ESSENTIAL QUESTION: What makes something a representative piece?

Learners used the first few minutes of the class to make final preparations for the recitation (or, for many pairs, to come up with an appropriate excuse and plan for doing the recitation another day).

Thank you to Emelia, Airin, Kylie for the beautiful recitation of Johnson's "The Song My Paddle Sings." And, thank you Fiona and Christina for completing the peer evaluation.

We read together Jeanette's Armstrong's "Threads of Old Memory" and learners worked in their pairs to appreciate the poem.

EXIT TICKET: What was the most difficult thing about preparing the poetry recitation? (Learners posted their responses to the digital whiteboard.)

REMINDER: Please have the Poetry Recitation Rubric ready when you present next class.

NEXT CLASS: Recitations, continued appreciation of Armstrong's poem

B - The one with more reality and less emotion.

ESSENTIAL QUESTION: What makes a story worth telling?

We reviewed Dryden's contribution to literary criticism and why his work is important.

Samantha and Jaya went over three women poets from the 18th century. Then, Kylie went over the excerpts from The Diary of Samuel Pepys, after which Stephanie discussed the excerpt from Daniel Defoe's Journal of the Plague Year.

We discussed how attention to detail in non-fiction first accounts of events over emotional reactions characterizes literature of this time period, and how that practise leaves room for wit and satire.

PRACTISE: For two weeks, keep a daily public journal or diary (post the link to the digital whiteboard) in the vein of Pepys or Defoe.

READ: Jonathan Swift, "The Voyage to Lilliput," "The Voyage to Brobdingnag"

NEXT CLASS: Satire & Swift

G - The one with half the class away.

ESSENTIAL QUESTION: Why is it important to track your learning?

Learners worked on their learning inventories while I conferenced with individual learners with regard to their learning update.

PRACTISE: Memorize and prepare your dramatic readings.

VIEW: Poetry Recitation Assessment Rubric

NEXT CLASS: reciting Johnson's poems (9 April)

B - The one conferences and literary criticism and adapted versions of texts.

ESSENTIAL QUESTION: What is the value in constructive/literary criticism?

We did some conferencing to decide what I'd report on your Learning Update.

Learners posted their adapted versions of their scenes from The Belle Strategem and we took parts to read them aloud. (Really fantastic!)

Brianna introduced John Dryden and spoke briefly about his Preface to Fables Ancient and Modern. 

REFLECT: (be ready to offer your thoughts on these questions)

• What makes a story worth telling?
• How do modern adaptations compare to what Dryden was doing? 

NEXT CLASS: Recall what I said about Dryden's contribution to the literary canon, Three Women Poets of the 18th century (Samantha)