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

F - ... when we talked about rhetoric

ESSENTIAL QUESTION: Why should we rant?

FREE WRITE: "I'm so angry, I could..."

We revisited how Francis Bacon's essay is a series of theme statements - "big" comments about revenge. Learners read the McClean's article "Why I Rant and Why You Should Too" and shared their reactions.

I spoke about rhetoric as important to the art of writing, and reviewed a few key devices of rhetoric:

• Anaphora (purposeful repetition)
• Rhetorical question (questions that challenge rather than seek answers)
• Specific example (concrete detail - a single moment)
• Parallel Structure (balanced phrasing - reinforces logic and rhythm)
• Juxtaposition / Contrast (placing two differing idea side by side to expose hypocrisy)
• Hyperbole (measured not chaotic, intentional exaggeration
• Shifts in pronouns (I to We, moving from personal to collective)
• Strategic restraint (deliberately not saying what could be said)

Learners used the rest of the period to write their own personal rants.

PRACTISE: Finish your personal rant

REMINDER: $5 for Hamlet

NEXT CLASS: Hamlet, more ranting

B - ... when you decided that Shakespeare was still bumpin'.

ESSENTIAL QUESTION: Why do we still study Shakespeare's plays?

Learners shared the results of their inquiry work. Amazing!

READ:

• Herrick's "To the Virgins"
• Suckling's "The Constant Lover" and "Why So Pale and Wan?"
• Lovelace's "To Lucasta On Going to the Wars" and "To Athea, From Prison"
• Two Women Poets of the Renaissance
• "When I Was Fair and Young"
• "Salve Deus Rex Judaeorum"

NEXT CLASS: Timed writing!

F - ... when you learned that Francis Bacon is to blame.

ESSENTIAL QUESTION: Can restraint be more powerful than action?

FREE WRITE: "losing sight of self"

Learners worked in pairs from last day to refined and share theme statements for "The Guest" and "The Shining Houses." We worked together on writing extending level statements. I suggested that learners consider all the elements of the short story (plot, setting, character, point of view), as well as the devices of the short story (conflict, irony, symbol, etc.), and also the title!

We looked at Francis Bacon's essay "Of Revenge" (see the link to the left).  We discussed form and tried to paragraph the essay.

PRACTISE: Make suggestions for paragraph division for "Of Revenge"

READ: from McClean's "Why I Rant and Why You Should Too"

REMINDER: $5 for Hamlet

B - ... when Mr. Gabriele talked too long, but you saved it all with your straightforward analysis of Ben Jonson.

ESSENTIAL QUESTION: How do metaphysical conceits incite reflection?

I read and prompted a discussion of Ben Jonson's "To My First Born Son," after Azza's very clear summary of the biography on Ben Jonson. Learners worked in pairs to discuss and present their discussion of "To My First Born Daughter," and "To the Memory of My Beloved Master William Shakespeare."

I suggested that for Ben Jonson the answer is "yes" to our inquiry question, "Does Shakespeare Still Matter?"

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

PRACTISE: Finish your inquiry and be ready to present next class