B - ...when Swift's satire threw you for a loop.

ESSENTIAL QUESTION: What does Swift's criticism of the 17th century world and it's inhabitants contribute to our 21st century worldview?

Learners shared their first reactions and confusions about "The Voyage to Lilliput" and "The Voyage to Brobdingnag" from Gulliver's Travels. We discussed Swift's "silliness" and "grandeur" as satire - diminution and magnification.

I also spoke briefly about Swift's use of ethos, logos and pathos in "A Modest Proposal," until learners admitted to not having read the essay yet!

I gave learners the rest of the period to read Swift's essay.

PRACTISE: Finish reading "A Modest Proposal." Identify two to three examples each of ethos, logos, pathos.

READ: She Stoops to Conquer

NEXT CLASS: Swift's satire

F - ... when Hamlet had all that unchecked madness.

ESSENTIAL QUESTION: What is important to note about Hamlet's character the deeper we get into the play?

We continued to work through the play, focussing on Hamlet's soliloquies in Act II and III. Learners did choral presentations of their soliloquies and we did some "rapid fire" questions about character and themes in the play.

NEXT CLASS: Act IV

B - … when the tiny people are petty and the giant people are worse.

ESSENTIAL QUESTION: Why is understanding point of view important in  Restoration and 18th Century literature?

Learners sent links to their Spring Break "journal/diary" à la Pepys and Defoe.

I did an introduction to Swift and to Gulliver's Travels.

READ: "A Voyage to Lilliput," "A Voyage to Brobdingnag," "A Modest Proposal"

COMPLETE: Learning Inventories

NEXT CLASS: Satire & Sarcasm

F - … when Hamlet trauma-dumped and you had to decode it in groups, and it caused all sorts of confusion.

ESSENTIAL QUESTION: Why are Hamlet's soliloquies so important?

Learners used the entire period working in their groups from last class. Mr. Hagen hopefully gave you instructions about how to work the soliloquy and prepare a choral reading of it.

NEXT CLASS: "hosts of heaven"

B - ... when Jordanne came back, but it was just Encounter and I had to chat to another child so it was a study period.

Learners used the period to meet deadlines for other classes.

NEXT CLASS: Aiesha and Jordanne present, The Cavaliers

F - ... when you had Mr. Hagen. You're welcome.

ESSENTIAL QUESTION: What do rants reveal about character?

Learners wrote a rant base on the scenario that Mr. Hagen provided:

You just returned from uni to attend your father's funeral. Your mother has remarried. She's remarried your uncle. Your father's brother. The whole country is at war. The ghost of your father is wandering around. You see him. He tells you that he was murdered. By your uncle.

Learners posted their rants to their digital portfolios.

REMINDER: $5 for Hamlet

NEXT CLASS: literal and figurative darkness

B - ... when you met Mr. Hagen and wrote about Marvell's "I love you three thousand" poem.

ESSENTIAL QUESTION: What do carpe diem poets contribute to the literary tradition?

Learners used the entire period to write an extended paragraph response for Marvell's "To His Coy Mistress." The prompt: Marvell's witty carpe diem poem "To His Coy Mistress" is darkened and complicated by an awareness of time, age, and death. Discuss with reference to the poem.

READ:  Herrick's "To the Virgins," Suckling and Lovelace poems

NEXT CLASS: mini-reading break as some are away because of Encounter