Monday, October 31, 2016

My Last Duchess (ENG 4U1) Questions

Please answer in complete sentences using key words from the question in your answer.  You do not have to copy the questions, but please use words from the question in the answer .

1.  In any dramatic monologue, we want to be able to identify the speaker, the silent listener, the setting and the critical moment of the poem.  Go back to your note on dramatic monologue, and, in a sentence or two, give an answer for each.

2.  How does the poem begin (summarize) in lines 1-13)?  Who is Fra Pandolf and what is the Duke's opinion of him?

3.  Lines 15-24 show the beginning of his madness regarding his relationship with his wife. Explain with direct reference to the poem.

4.  What are some other complaints he has regarding his wife's behaviour (lines 21-45)?

5.  Write out lines 45-46?  What is the inference of these lines?

6.  What is the surprise of lines 48-53?  (Why is the Duke entertaining the ambassador of the Count and why is this ironic)?

7.  At the end of the poem, what does the Duke ask his visitor to look at? How is the story to foil to the the Duke's story?  Using Neptune is an example of what poetic device?

8.  What are two characteristics of the Duke? Use a quote to support each characteristic.  According to Freud and the Psychoanalytical Approach, which zone controls the Duke. Explain with reference to the Critical Approaches handout.

9.  Look up the poetic device of enjambement.  Define it.  Is it used in this poem (I'm guessing it is:).  Explain one reason you think the poet may have chosen to have the Duke speak in this fashion. 

10.  What criticisms or insights might a person have if they approached this poem from the feminist point of view? Go back to the Feminist Approach in your Critical Approaches handout and choose three ways a feminist might view this poem.

Week of Oct 31 - PA Day Friday

3C1

-watch Act 1 of Romeo and Juliet
-finish chart on Act 1

Tuesday
-quote analysis for Act 1
-read and answer Act 2, scene 1

Wednesday
-Act 2, scene 2

Thursday 
-continue Act 2

4U1

-carpe diem lyrics - find a song lyric that suggests the theme of Carpe Diem and read lines, with explanation, to the class
-Psychoanalytical Approach
-"My Last Duchess"

Tuesday
-questions on My Last Duchess
-time to read A MAn for All Seasons

Wednesday and Thursday
-introduction to Poetry Eras Senminar

Tuesday, October 25, 2016

Formatting a Works Cited page in MLA Format

Week of Oct 24

3C1
Monday
-work period for the big assignment
-Act 1, scene 2 of Romeo and Juliet

Tuesday
-Act 1, scene 3
-timeline of Romeo and Juliet

Wednesday
-Act 1, scenes 4 and 5
-big assignment due

Thursday 
-watch Act 1
-collect worksheets
-big assignment is due

Friday
-Act 1 review

4U1
Monday
-archetype ppt (finish it)
-what is a dramatic monologue
-carpe diem poetry 

Tuesday
-peer edit editorials
-in text citations and works cited page
-how to read poetry

Wednesday
-"To His Coy Mistress

Thursday
-editorials due
-"To His Coy Mistress"
-"My Last Duchess"

Friday
-editorials due
"My Last Duchess"

Friday, October 21, 2016

UPCOMING DUE DATES

3C1
-we've just started Romeo & Juliet
-there will be a quiz after Act II


Big Assignment is due Wed Oct 26 or Thurs Oct 27
-one more work period on Mon Oct 24 (1/2 period)

4U1
-quiz today (Friday) on Act 1 of A Man for All Seasons 

-Editorial rough copy is due Tuesday, good copy is due Thursday and Friday


-Poetry unit will start Monday

Wednesday, October 19, 2016

4U1s - what to do today in the library

Look for a topic. Hopefully you have a topic in mind.

Use the post on the blog for other writing prompts if you don't have any ideas.

Find and print an article that deals with your issue (within the last 6 months).

Begin to fill in the Brainstorming chart.

Start to look for evidence to support your proposition (you need 3 supports plus a refutation).

Begin to plan out your 2 page or less editorial. 

When you begin to write have all the necessary tools from your writing toolbox out - rhetorical devices, reading and writing strategies, notes from editorials and persuasive writing, a dictionary and anything else that will help you write the first draft. 

Tuesday, October 18, 2016

Act 1 scene 6 and 7 questions

A Man for All Seasons

VI. King Henry’s visit to Chelsea

1. Alice and Margaret can’t find More at the beginning of this scene. Where is he? What do we learn about him?
2. What does the audience learn about King Henry from his interview of Margaret?
3. What is the relationship between the King and More at the beginning of their conversation? What does the King think of More? Why does he get angry? What do you think of More’s answers to the King? What character traits does More show here?
4. Why does the King leave so abruptly?
5. What does More mean when he says “there’s a little.. .little area.. .where I must rule myself?
6. Will Roper’s views on religion have changed since his previous scene. What does he now believe?
7. Roper and More argue over the role of the law. What does Roper think should be done and what is More’s opinion of the law?
8. Why is Rich not trusted?

VII. The Pub scene

1. What post is Rich offered by Cromwell? What does he give Cromwell in return for this position?
2. Cromwell tells Rich he lost his innocence “some time ago.. .you’ve only just noticed...” What does this tell you about both Cromwell and Rich?
3. Is it odd that both Cromwell and Rich call More “innocent” and mean that word as a true evaluation of More’s character? What does this assessment tell you about both these men?
4. What does Cromwell’s action with the candle at the end of the scene tell you about the man?

Grade 12s - Here are some more hints about editorial writing


CHARACTERISTICS OF EDITORIAL WRITING

An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:

1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.

Four Types of Editorials Will:

1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.

Writing an Editorial

1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"

A Sample Structure

I. Lead with an Objective Explanation of the Issue/Controversy.

Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)
  • Pull in facts and quotations from the sources which are relevant.
  • Additional research may be necessary.
II. Present Your Opposition First. 

As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)
  • Use facts and quotations to state objectively their opinions.
  • Give a strong position of the opposition. You gain nothing in refuting a weak position.


III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)
  • Pull in other facts and quotations from people who support your position.
  • Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)
  • Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)

Monday, October 17, 2016

Editorials

For another practice editorial. read the following editorial and answer the questions that follow:

High School Athletics

1.  What type of lead is used? Explain its purpose as in relation to the article.
2.  What device ends paragraph 1? What is the implied answer?
3.  What are some solutions to the deficit?
4.  What are some arguments against slashing athletics?
5.  What is more important to a schools—a new field and gym or computers and improved classroom facilities? Support your viewpoint with at least two supports.

Click on the links below for some ideas on topics you can editorialize.

Please remember, if you decide to plagiarize and are caught the penalties are not nice.  Do the work yourself and take pride in it.

Editorial Prompts

More Prompts and Info


Week of Oct 17

3C1
-finished in class media assignments and handed them in, any not completed are late and due tomorrow
-took up short stories test
-introduction to verbal/visual essay

Tuesday and Wednesday
-intro to Romeo and Juliet

Thursday
-verbal/visual work period

Friday 
-Romeo and Juliet

*in Romeo and Juliet there will be quiz, a test and an essay

4U1
-finish watching a A Man for All Seasons and reading time

Tuesday
-introduction to editorial assignment, practice editorials

Wednesday
-in class work period for editorial assignment

Thursday 
-intro to poetry

Friday
-quiz 1 on A Man for All Seasons
-poetry

*in the poetry unit there will be a quiz and a group presentation on poetry eras

Tuesday, October 11, 2016

Week of October 11-14

3C1

-short stories test on Wednesday
-in class media assignment Thursday and Friday

4U1

-essay test Tuesday
-quiz on AMFAS on Wednesday
-Wed/Thurs/Friday watch A Man for All Seasons

Vocabulary for A Man for All Seasons

One of the first things that need to be done when undertaking an independent reading assignment is to make sure you understand the vocabulary and look up any unfamiliar words.  

So, look up the following words and give a brief, few word definition for each.

It's hard to understand the story if you don't understand the vocabulary! And yes, these will be on the quizzes.

Act One
Prologue
Affable
Shilling
Sardonic
Tactful
Contrite
Disconsolate
Bilked
Repute
Dispatch

Act Two
Allegiance
Convocation
Chamber Pot
Obscure
Impeccable
Incognito
Treason
Indignation
Rebuke
Canonized

Friday, October 7, 2016

Weekend Homework

3C1
-review for Short Stories test on Wednesday
-test outline was given, review to be completed on Tuesday

Next week - test/in class media assignment

4U1
-finished the marathon ppt on the history behind A Man for All Seasons - what a tale!
-there will be a multiple choice/true false test on this on Wednesday so read over your notes

-essays test on Tuesday (rewrite for those on the retreat is Wednesday - you will have to write the quiz and the test that day)

Next week - test/quiz/watch A Man for All Seasons

Thursday, October 6, 2016

Upcoming Dates

4U1 Essays Test

Postponed to Tues

Will finish the historical background to A Man for All Seasons tomorrow

3C1

Final day to submit memo is Friday Oct 7

Monday, October 3, 2016

Week of Monday Oct 3

3C1
-reading "One of These Days"
-element of fiction # 6: plot

Tuesday
-rough copy of memo is due to be peer edited
-finish "One of These Days"
-element of fiction #7: symbolism

Wednesday
-"Paid Up Member"
-element of fiction #8: irony

Thursday 
-finish "Paid Up Member"

4U1
-what is an editorial? note from pages 206-207
-read "Medical Care..." and fill in chart (anything incomplete should be done for homework)

Tuesday
-finish "Medical Care"
**essay test on Friday so start studying—title, author, proposition, dominant impression or thesis (implicit or explicit?), and review your rhetorical devices (names and definitions)

Tuesday, Wednesday and Thursday
-introduction to A Man for All Seasons

Friday
-essay test

Next week
-editorial assignment