Sunday, October 6, 2013
Thursday, October 3, 2013
Short Story Group Assignment
Today you chose (or were put into) your groups. Each group will choose a short story from Unit 1 to read and analyze.
NO ONE may choose "The Most Dangerous Game." That will be part of your final assessment for the short story unit. Feel free to read it for funsies, but you can't do it for this assignment.
After reading your story, discuss the questions at the bottom of the page as a group. Each group is responsible for turning in ONE paper (or shared Drive document) for the bottom questions (Literary Element and Reading Strategy).
In addition to the group paper, you are responsible for doing the "Respond and Think Critically" questions at the top of the page. If it turns out you didn't like or understand your story, or if you just want to read more, you may choose a different one to read and do the "Respond and Think Critically" questions for that.
NO ONE may choose "The Most Dangerous Game." That will be part of your final assessment for the short story unit. Feel free to read it for funsies, but you can't do it for this assignment.
After reading your story, discuss the questions at the bottom of the page as a group. Each group is responsible for turning in ONE paper (or shared Drive document) for the bottom questions (Literary Element and Reading Strategy).
In addition to the group paper, you are responsible for doing the "Respond and Think Critically" questions at the top of the page. If it turns out you didn't like or understand your story, or if you just want to read more, you may choose a different one to read and do the "Respond and Think Critically" questions for that.
Tuesday, October 1, 2013
"Masque of the Red Death" Essay
EVERYBODY:
Your assignment is to explain three symbols from "The Masque of the Red Death." Think about what the symbol's role was in the text, what that thing literally does in real life, and what it could represent in a larger setting or what connections people make when they think of it.
For each symbol, use a heading and write one or more paragraphs explaining what it represents. Include a graphic for each topic (see below).
ADVANCED:
Decide what you think the theme is for the story. Before you write about symbolism, write a brief introduction explaining the theme and the importance of symbolism in the work.
Connect each of your symbols to the theme using the best evidence from the text.
GRAPHIC REQUIREMENT:
You need to include school-appropriate images in your paper that represent the symbol and your ideas about it. Include one graphic for each topic (three total).
You MAY create your own graphics instead of search for them! We can scan your drawing/painting/etc. to put in your document, or you can design it using software. If you create your own original graphics (or graphic design) that reflects the symbolism, that will count as all three images.
However, this is still a paper, not a travel brochure. Your text should take up twice as much room on the page as your graphics. Do not fix this by simply increasing your font size and changing formatting! Write more about the topic, or shrink your picture.
GRAPHIC REQUIREMENT:
You need to include school-appropriate images in your paper that represent the symbol and your ideas about it. Include one graphic for each topic (three total).
You MAY create your own graphics instead of search for them! We can scan your drawing/painting/etc. to put in your document, or you can design it using software. If you create your own original graphics (or graphic design) that reflects the symbolism, that will count as all three images.
However, this is still a paper, not a travel brochure. Your text should take up twice as much room on the page as your graphics. Do not fix this by simply increasing your font size and changing formatting! Write more about the topic, or shrink your picture.
Thursday, September 26, 2013
Symbols in "Masque..."
As we learned today, "The Masque of the Red Death" is chock full of symbols. Here are the ones you came up with:
| "7" | ||
| castle | ||
| chimes | ||
| clock | ||
| colors (pick one) | ||
| costumes and masks | ||
| dagger | ||
| dreams (performers) | ||
| east/west | ||
| flames | ||
| gates welded shut | ||
| illusion | ||
| light from hall | ||
| limited view of rooms | ||
| masquerade | ||
| midnight | ||
| Prospero | ||
| Red Death (disease) | ||
| Red Death costume | ||
|
||
For homework, choose three of your favorite symbols above. Brainstorm a list of possible meanings they could have outside of the text. For example, the tripods holding the braziers could represent three stages of life, the three fates from Greek mythology, or could be an allusion to the Holy Trinity (Father, Son, Holy Spirit). See how many connections you can make to the symbols.
Wednesday, September 25, 2013
Still sick. This stinks.
I managed to get everybody's Call of Cthulhu essay graded. Good for me!
Wednesday you will get a writer's workshop day to revise your papers. Read over your comments and respond to any you are unsure about. Feel free to talk to people in your group or others in the class (especially if they got two blocks higher than you on an area of the rubric).
Most common mistakes:
1. Using "I" or "you." This is bad, just don't do it. Changing one's wording away from these pronouns automatically makes the paper sound more formal.
2. Vague or erroneous examples from the text. Make sure you get characters' names spelled right, folks!
3. Language is too informal. This goes along with number one. Use specific, sophisticated word choice in your natural voice. Also, don't repeat the same words over and over (eg. "creepy").
Oh, and if you don't have a graded rubric in your drive [Yourname Cthulhu Rubric], it means one of two things:
1. You're new to the class (Hi, Yasmine!)
or
2. You're one of the four people whose papers are in various stages of "I-didn't-do-it." We can talk with your parents about other options if you aren't going to do the work (which means you will also be removed from ELP). In other words, get to work, people!
Wednesday you will get a writer's workshop day to revise your papers. Read over your comments and respond to any you are unsure about. Feel free to talk to people in your group or others in the class (especially if they got two blocks higher than you on an area of the rubric).
Most common mistakes:
1. Using "I" or "you." This is bad, just don't do it. Changing one's wording away from these pronouns automatically makes the paper sound more formal.
2. Vague or erroneous examples from the text. Make sure you get characters' names spelled right, folks!
3. Language is too informal. This goes along with number one. Use specific, sophisticated word choice in your natural voice. Also, don't repeat the same words over and over (eg. "creepy").
Oh, and if you don't have a graded rubric in your drive [Yourname Cthulhu Rubric], it means one of two things:
1. You're new to the class (Hi, Yasmine!)
or
2. You're one of the four people whose papers are in various stages of "I-didn't-do-it." We can talk with your parents about other options if you aren't going to do the work (which means you will also be removed from ELP). In other words, get to work, people!
Monday, September 23, 2013
"Masque of the Red Death" assignments
Here's the plan, folks:
9/23 - After reading the first four paragraphs, draw a blueprint (bird's-eye view) of what Prospero's party rooms would look like. This is an all-or-nothing three-point Classwork assignment. If your plan incorporates the details we know about the rooms, you get credit. If you don't include the elements Poe describes, you will have to redo it. I'm looking for:
Layout
Colors
Lighting (the braziers in the hallway)
Because we need to talk about the setting Tuesday, you will lose 1 point of credit if it's late.
ALTERNATE:
If you would rather write than draw, describe how you would build the sets for each room if you were putting on a play or shooting a video. Write enough so that you include Poe's details, but understandable to the average sixth-grader.
9/24 - I'm home sick. Well, that's just great >:P
1. Share out floor plans with people at your table. Then do a brief 2-minute gallery walk to check out how other people designed the rooms.
2. Read the story aloud as a class. I don't care if the sub reads it, or if the shortest person who wants to read aloud does it. Either way this is some pretty chewy prose, so give everybody a break, OK?
3. As a class, discuss what might be the THEME (lessonaboutlife) of the story. Come up with three possible ideas for a theme, then think about evidence for each. As a class, someone needs to post your three ideas for the theme and the evidence of the best theme on the blog. Just add a comment to this post! You will probably have to sign in under a non-.net account. Sign it "Group 1" if you normally start the day withe me, or "Group 2" if you normally start with Oberheu.
9/23 - After reading the first four paragraphs, draw a blueprint (bird's-eye view) of what Prospero's party rooms would look like. This is an all-or-nothing three-point Classwork assignment. If your plan incorporates the details we know about the rooms, you get credit. If you don't include the elements Poe describes, you will have to redo it. I'm looking for:
Layout
Colors
Lighting (the braziers in the hallway)
Because we need to talk about the setting Tuesday, you will lose 1 point of credit if it's late.
ALTERNATE:
If you would rather write than draw, describe how you would build the sets for each room if you were putting on a play or shooting a video. Write enough so that you include Poe's details, but understandable to the average sixth-grader.
9/24 - I'm home sick. Well, that's just great >:P
1. Share out floor plans with people at your table. Then do a brief 2-minute gallery walk to check out how other people designed the rooms.
2. Read the story aloud as a class. I don't care if the sub reads it, or if the shortest person who wants to read aloud does it. Either way this is some pretty chewy prose, so give everybody a break, OK?
3. As a class, discuss what might be the THEME (lessonaboutlife) of the story. Come up with three possible ideas for a theme, then think about evidence for each. As a class, someone needs to post your three ideas for the theme and the evidence of the best theme on the blog. Just add a comment to this post! You will probably have to sign in under a non-.net account. Sign it "Group 1" if you normally start the day withe me, or "Group 2" if you normally start with Oberheu.
Monday, September 2, 2013
Happy Labor Day!
Tuesday it's back to work! Complete these in order:
1. Read "The Call of Cthulhu" Part II: The Tale of Inspector Legrasse (read below if you don't want to have to find the selection in the full text link). I will try to get the audio cued up for the substitute, but I'm sure one of you can find the link if there's a problem. Part 2 starts at 00:19:30. Stop the audio at Part III so you have time to work.
2. Exit Ticket: Write a diary entry from the point of view of either Inspector Legrasse, Prof. Angell or the Narrator. Explain what "you" think is REALLY going on with the cultists in the swamp.
OR
Use the description of the idol found by Legrasse to draw or sculpt your own version of what Cthulhu should look like. Use the detailed description from Part 2.
3. Work on your "Call of Cthulhu" writing assignment (see post from last Friday) or your Cover Letter.
I will be online periodically to check emails, so if you have a question send it to:
dennisj@waterlooschools.org
I promise to reply to everybody.
1. Read "The Call of Cthulhu" Part II: The Tale of Inspector Legrasse (read below if you don't want to have to find the selection in the full text link). I will try to get the audio cued up for the substitute, but I'm sure one of you can find the link if there's a problem. Part 2 starts at 00:19:30. Stop the audio at Part III so you have time to work.
2. Exit Ticket: Write a diary entry from the point of view of either Inspector Legrasse, Prof. Angell or the Narrator. Explain what "you" think is REALLY going on with the cultists in the swamp.
OR
Use the description of the idol found by Legrasse to draw or sculpt your own version of what Cthulhu should look like. Use the detailed description from Part 2.
3. Work on your "Call of Cthulhu" writing assignment (see post from last Friday) or your Cover Letter.
I will be online periodically to check emails, so if you have a question send it to:
dennisj@waterlooschools.org
I promise to reply to everybody.
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