Morality Play Rap

http://www.youtube.com/watch?v=eHzIE-GV_as

Sir Gawain, orig. printing

Brit Lit:

Today:

I broke you into 5 groups and tasked you with writing a modern morality/miracle play.  They had to include the following:

10 Characters that have no real description, but are identified by just their name.  These could be connected to a virtue, a sin, or something associated with the basic idea of good vs. evil.

The point of the story to save ones soul.

2 pages (on sheet/ front and back)

Must connect to the modern world.

Extra credit to perform these after lunch.

Wos

Today:

We reviewed act III and I answered your questions.
We took a quiz on act III.

We looked at the lines between Gertrude and Hamlet and had a discussion on wether the lines suggest the interpretation by some that she is suggesting a physical relationship with her son (gross, I know...)

We read act IV.  We looked at the two missing words in Claudius dialogue.  I asked you to submit two words that not only fir the scene, but would dramatically change the scene.

HW:  Please finish act IV.  On Friday, we will be playing a small review game called Three strikes and you get a quiz.  The aim is to avoid a quiz by having everyone read.  So read!  You don't want to be the kid that strikes out and forces a quiz on the class.

Lit. Comp. II

Today:

I passed back your Animal Farm tests.  Great job everyone!  Average class grade on these = 87.

We finished act I in All My Sons.

We had a good discussion on hiding the truth to protect people.  Should we always be honest, or are there things in life that are so dark, they are best to cover up?  How does this connect to the American Dream?

Sir Gawain

Brit Lit.

Today:

We went to the computer lab for the first 30 min to research 14th c weaponry.  This will be a part of your video game project.  This is due Monday.

After lunch, we finished reading Everyman.

We defined morality plays.

HW:  Please work on your Video game manual for Sir Gawain and the Green Knight.

WOS:

Today:
We started off class looking at the art of a break-up letter.  I asked you each to write a one page break up letter from Hamlet to Ophelia, or from Ophelia to Hamlet.  I asked you to use words and phrases that we discussed on the Shakespeare insult list.

We then had one person sit on the stool, while 3 people circle them reading each of the sentences of their letter.

We acted out the Mouse Trap play in act 3, focusing in on how the King and Queen would have looked on stage reacting to the play.

We looked at the ample stage direction, which is unusual.

We discussed if this scene proves or disproves Hamlets madness.

HW:  Please finish act III.  Please expect a quiz.

Lit. Comp. II

Today:

We defined the American Dream and had a class discussion if this dream still exists.
We acted out Act 1 in All My Sons.
I collected journals #1-10
I broke you into 5 groups and asked you to draw a character sketch for: Keller, Mother, Chris, Jim and Sue.

Tomorrow I will be showing you some sketches from an actual production of the play.

Welcome!

It was very nice to meet all of you today. I am looking forward to a great year! B Block: Please read Ch 1 in Shakespeare Alive! A and C Block- No HW See you Thursday!

Taming of the Shrew 2013

WOS

Have a warm, restful Summer Tantasqua!

WOS:

Taming of the Shrew....it is a wrap!  We finalized our class production of our final project.  I will post your movie on the blog once the editing is finalized.  I can't wait to see the final product!

Great job guys!

We broke into small groups to review/study for the final.  Reminder, you may bring in one page of notes to assist you in answering the final exam essay questions.

You will take your final this Monday.

Good luck, and thanks for being such a fun class.  I had a blast teaching you!

Brit Lit:

Today your Ghost story assignment was due.  I passed out the rubrics for the grade, and we identified the 5 allusions within your paper.  On the last page I also asked you to list each allusion and explain the specific reference, and how this directly contributed to your story.

A completed assignment consists of the following:
Assignment Rubric
4 page ghost story
Allusion menu, with 10 original allusions.
Original Storyboard

I answered any final questions that you may have had on the final Exam.  A Block takes their exam Friday, D Block on Monday.

I gave out term grades, and your final average before the final exam grade.  Reminder:  You final exam grade count towards 10% of your final year end grade.

As always in life, try and end each stage with greatness....

WOS:

We worked on filming/editing the modern parody of The Taming of the Shrew today.

Brit Lit:

We continued reviewing for the Final.

We read a NYT article on allusions.

We watched 4 examples of Shakespeare allusions in Charlie and the Chocolate Factory.

We moved the due date of your ghost stories/allusion assignment to this Thursday. 

 I will be afterschool today if anyone would like to review for the final or make up any last minute missing assignments.

Brit Lit:

Today:

We defined allusion and looked at some Shakespeare examples that were used in Charlie and the Chocolate Factory.

I asked you to list 10 of your own.  5 of these must be used in your ghost story.

We worked on the first draft of your story.  Final draft due Wed.

I passed out a review packet for your final exam.  Please start to look this over and study.

WOS:

Today, we continued filming your parody of the play, The Taming of the Shrew.  Reminder, this is due Friday- so keep it up!

We completed peer reviews on your classmates.

We began to review for the final next Monday.  Please use the following review sheet:

The World of Shakespeare: Final Exam Review Sheet 2013




We read the following: Othello, Hamlet, The Tempest, The Twelfth Night, The Taming of the Shrew, sonnets.



The following prompts are possible questions to consider (hint, hint):



#1 Examine the relationship in terms of a timeline between Desdemona and Othello. Please make sure to examine the end of their relationship, and how specifically Othello believes she has not been faithful. Examine how 4 characters other than Othello are directly, or indirectly responsible for the tragic ending.



#2 Please explain the ending of the 12th Night. Did true love prevail? Were you satisfied with the ending? Why or Why not? Please use specific details in your response.



#3 Talk about what makes a Shakespearean tragedy. Please examine one tragedy in your study group and discuss how it fits the definition.



#4 Please define the following literary devices that Shakespeare uses:

Alliteration, simile, metaphor, reversed word, reversed sentence construction, classical allusion, personification, suspension of disbelief, aside, using language to show class and status in the play. You should have three examples of each term and be ready to explain how they are used.



#5 Character can be defined by how one handles power. Look at 3 characters and discuss how well they handled power.



#6 Discuss the use of comedy in his plays. What ideas and specific plays hold up well and still make us laugh. Please use 3 specific scenes in your discussions.



7. Love, and the quest for love are important themes in many of Shakespeare’s plays. Please examine three relationships and explain in detail how they played out in specific detail using the 3 of the following plays: The 12th Night, Hamlet, Othello.



#8 Define a Shakespearian Sonnet. What did his sonnets reveal about him that his plays may not have? Pick a sonnet and be familiar enough with it that you could reference it in an answer. Be prepared to write an original sonnet about this class that follows the rules and rhyme pattern of a sonnet. You might wish to write this before the exam and have it on your page of notes.

WoS:

Today:

We went over storyboards
I introduced how to line up a shot list
We discussed costumes
We talked about group eval for the project.

We finished the script for the assignment and I made copies.

We will begin filming this Friday- so please make sure that you have everything that you need and are ready to go!

SHOWTIME!

Brit Lit:

Brit Lit: Ghost Stories


Ghost stories continue to hold our attention. They are easy to write, can be based on semi-factual information, and most people go into them wanting to be scared. We will be writing original ghost/scary stories in class this week.

The story should be as original as possible. It may include your own personal experiences or experiences from someone you know. It must have at least 5 allusions, which you will note (highlighting, annotations, etc.) in your final draft. You will also write a brief paragraph on the Allusions Reference Page explaining each allusion and stating the reason for using it in your piece. Be sure to correlate the allusion in the text to the explanation on the reference page--a simple superscript number or something similar will suffice.

Remember, the story need not be scary, just supernatural. You can tell a funny story, a sad story, an adventure story, etc. Find something that fits your style and run with it! The required length is 4 pages. See the rubric for further formatting instructions.

Drafts of your paper are due on the date below. We will do an in-class peer review on that day where you will work with one of your classmates. They will assess your paper based on the attached rubric, as I will do once you turn in your final revision. Your final revision is due on the date listed below.



Draft Due In Class:____6/17______

Final Paper Due:___6/19_______

WOS:

Today:

We wrote a modern script for acts 2-3.

Brit Lit:

Today we discussed the evolution of horror writing. 

We looked at recent horror movies and stories and had a good glass discussion on whether we were better off as a society when some things were not spoken or written. 

We looked at how this has impacted your imagination.

I gave your time to write your 5 frame horror assignment.

We shared these and discussed the characteristics of a good scary story.

WOS:

Today:

We began the script for your modern version of The Taming of the Shrew

I passed back your tests.  Kudos to Elysia for the highest grade in the class.

Your class script is due this Friday.

Brit Lit:

Today:

We read The Demon Lover, and answered the questions 1-9 on pg. 1021

We defined the characteristics of a ghost story.

Journal Prompt #30:  List three stories that SHOULD have a sequel, but do not.  For each, pitch a sequel idea in 3-5 sentences.

I assigned your last paper.

I will be collecting journals 20-30 wed.  Please have them up-to-date and ready to pass in.

Stay on target- we are almost there....

Wos:

A Shakespeare Movie Project

Over the next two exciting weeks, you will be working to produce a modern/classical version of the classic comedy, The Taming of the Shrew. We will be breaking this assignment into two parts. At the end of each week, I will be asking each group to evaluate their performance, and I will also be giving you a weekly grade based on observations. Translation: If you do nothing your grade will reflect this.

Each group should have the following parts assigned:



Director: Overseas all elements of production.

Actors: Must learn lines, and have acting ability and also write script You may need to play multiple parts.

Camera/filming/sound person, also write script.

Editors (knowledgeable in imovie, Final Cut, or other video editing program)


Week One: June 10-14: Script Construction:

Over the next week, you will have one day to convert each scene and make your master cue-card script. You will be given a large over-sized note board to write your lines. You will need to keep on task to complete this in the week given.


June 10: Agree to parts. Decide whether you are doing a modern or classical version, or something in between. At the end of this class, please submit the list of 25-30 must have scenes.


June 11: Act 1 script construction. You will be given an oversized sticky note board. You must have a script that is followed 100%. You can’t change your script, so make sure that you create a strong one. If you are making these modern, you will most likely need to convert the lines. If you choose to do these with the original language, you will need to decide what to keep and what to cut. Do not cut anything that fundamentally changes the play.


June 12: Act 2 Script construction. Act 1 + 2 due at the end of class.


June 13: Act 3 + 4 Script


June 14: Act 5 script + rehearse All script writing is due at the end of the block.





Week Two: June 17-20 filming:

You will have 2 days to film, and 2 days to edit. Please make sure that you follow a schedule and use your time wisely. You may wish to divide your group, so you can edit and film during the same days.







Final movie Due June 20th

Brit Lit:

Today:

We supported the art department and attended All Arts Day.  Great job to those that had work presented.

Your Victorian Novel paper was due today.  Please remember that you lose 10 points for every day late.  Get these in!!!

We continued looking at ghost stories.

WOS:

Today we took the exam on Taming of the Shrew. 

On Monday we will assign parts and responsibilities for our final and most ambitious project: A modern HS version of the play written filmed, edited, and acted by you.

Have a good weekend....

Brit Lit:

Today:

I asked you to find a good ghost story and bring it in for class today.  I put on creepy music and we read these around the mock campfire.  We looked at the collection of tales read and came up with characteristics of what makes a good scary story.  Why do we enjoy being scared?

We revisited Shelly and again looked at her essay on why she wrote Frankenstein.  We began watch a sequel that many consider to be a better film than the original: The Bride of Frankenstein.

This will lead us to our next project: write your own ghost story....

Till then, have a great weekend.  Go Bruins!

WOS:

Today:
We finished 10 Things I Hate About You and looked at ways that you may choose to modernize the story as a class for your final project.  We will begin generating ideas for a modern script next week.

We discussed Act 4, and took a quiz on your reading as well as the terms that I gave you earlier.

We looked at the relationships and continued to examine love in a sexist play.

HW:  Please finish the play.  There will be a test this Friday.

Brit Lit:

We had a work day on your Victorian Novel paper.  Due to MCAS, the due date has been moved to this Friday.

I will be after school today if anyone needs extra help.

Brit Lit:

B Block:
Journal Prompt:  Fear.  Describe the scariest moment in your life.  Did you ever overcome this fear?   1 page

We looked at the characteristics of ghost stories.

We watch a episode of Ghost Stories Caught on Video. 

We read the intro to the Dicken's Ghost story, The Signalman.

A Block
We had work day #2 for your Victorian Novel paper.

WOS:

We watched 10 Things that I Hate About You.

We took a quiz on act 3.

HW:  Please read act 4.

We will have a test on the play this Thursday.

Brit Lit:

We started our Victorian fiction paper assignment. 

You have 4 prompts to pick from.  These are due at the end of class Wed.  You will have 3 class days to work on/write these.  Please continue to use your time wisely. 

1. Compare and contrast the the theme of love in Wuthering Heights and Jane Eyre

Throughout the novels 'Wuthering Heights' by Emily Bronte and 'Jane Eyre' by Charlotte Bronte countless comparisons can be made. The two novels explore love, how this powerful emotion is able to overcome countless obstacles.

In a well written 5 paragraph essay, please compare and contrast the theme of love in the two novels.

2. Sequel
Imagine 10 years after either novel. Please write a 3 page sequel that is written in 1st person, and follows the outline that we discussed for a Victorian Novel.

3. Class Issues
Think about the role that social class plays in Jane Eyre. What social classes are represented in the novel? To what extent is each class depicted?

Are all the classes given equal representation? How do the classes shown in the novels relate to the classes that realistically existed in the time and place where the novel(s) take place? Please consider two important questions: how does the author feel about the different social classes, and how can you tell the author's opinion? Write a paper that explores the way that social class and class issues affect the characters and plot of your novel.

4. Positive/Negative Characters
In the novels Jane Eyre and Wuthering Heights, some of the characters are given positive, sympathetic portrayals. Others have negative, perhaps even villainous portrayals. Still others may begin with negative qualities and gradually become more and more positive. Rarely does an author rely on the reader's personal sense of morality to determine which characters are positive and which are negative.

Instead, there are details, actions, and characteristics that help define who is "good" and who is "bad." It's easy to know the difference in old westerns—goodguys wear white hats; bad guys wear black hats. But even then, there are other details that help you know what it going on, details that even help you construct hierarchies (e.g., slightly bad to fully evil). Think about your novel. How does the author indicate which characters are positive and which are negative? In your essay, explain how you can tell the difference.

Due Wed.

WOS:

Today:

Cast the Play:  Pick the 10 leads and cast them with modern players.  For each, please make sure that you list why specifically you selected them.  These can be fictitious.

The Dating Game:  Shrew Style
Cast one person as Biannca/Katherine
Three as: Lucentio, Hortensio and Gremio
One host.

We put these together a performed these in front of class.

We began act 3. 

HW:  Please finish act 3 for HW.  We will be finishing the play for this Wed.

WOS:

Today:
3nd Annual Shakespeare Olympic Games

To be held on the first unexpectedly crazy-warm school day…

Events:

1. Superior Spring Sonnet. Find a quiet spot outside to sit and write a sonnet that draws inspiration from the fabulous weather that we are having.

Must include the following that we have discussed:

Iambic Pentameter with marked stressed and unstressed syllables

14 Lines

ABAB CDCD EFEF GG with end lines marked

Last two lines answer a question, or is used as a “power chord”


2. Pinky Sword Fight. Imagine that your pinky finger is a four foot, 45 lbs. sword. But together a group sword fight that shows both the weight and size of your sword in an epic battle from any play that we have read.



3. Epic Line battle. FIGHT! Race to your line, read it with power and emotion and pass it to the next student. Repeat. First group to the finish line reading all lines wins the round.

Brit Lit:

Today:

We defined Gothic Lit:

1. Castle
2. Atmosphere of mystery and suspense
3.  Supernatural or unexplained events
4.  Virgin type in need of rescue
4. Dark mysterious man
5.  Secret rooms

Journal #30:  I played for you 20 creepy sound effects and asked you to use them in creating an original short story, that had 5 of the 6 Gothic terms.

We read in origin of Shelly's Frankenstein and discussed the origin of thoughts- especially when people do these from scratch.

WOS

Today:

We watched the Kiss Me Petruchio documentary.  This was filmed in Central Park in the 80's.  It is always helpful to see talented people doing Shakespeare.

We broke into a class group and I tasked you with showing act 2.  This groups grade counted as your quiz today.

HW:  Please read act 3.  Friday we will be going outside for the 3rd annual Shakespeare Olympics!  Dress for outside activities. and be ready to have fun!

WOS

Today:

We started class going over all of the parts in the play.  I gave you a review sheet to assist you.

We looked at sexist stereotypes via a 1955 Good housekeeping article.  We then compared this to a similar piece of advice on picking a wife from Shakespeare's time.

I broke you into groups and asked you to create a character sketch for each.

I then asked you to place each of these "characters" into a brief sketch showing their traits, making them as comical as possible. 

We took a quiz on Act 1

HW:  Please read/finish act 2.

Brit Lit:

We read Wuthering Heights and answered questions 1-3 on pg 920.

We continued to look for and define a Victorian Novel.

WOS:

We looked again at what makes Shakespeare so special- the language...

We defined:

Antithesis
Repetition
Alliteration
Hyperbole

I broke you into groups of 3-4 and assigned you one of the following:
Gossip column
horoscope
sports report
weather
movie review
For sale ad

I tasked you with making a skit that demonstrated all 4 terms.

We finished Act 1

We broke back into your groups and I asked you to find examples of the same 4 terms in act 1.

HW:  Please review the new terms and act 1.  Expect a quiz on Wed.

WOS:

We discussed your reading from HW and looked at other movies and stories that start with an outside story.

I played you an example of The Taming of the Shrew modern HS version.  We will be doing this project after we finish the play in the next 2 weeks.

We finished watching the last Tempest project presentation.  I will have those grades Tuesday

We acted out act 1 with one person reading the lines, and another acting out the emotions of the scene.  We will try this again when we get a bit further in the play.

HW- None- enjoy the weekend.

Brit Lit:

We finished Jane Eyre, and began Wuthering Heights.

Journal Prompt:

Please explain what is the cause of the noise/fear coming from the room on the top floor?  Please write from Jane's perspective, in 1st person.

12th Night Music Project

Brit Lit:

Today/yesterday:
We defined Victorian Fiction:
Hard work
Moral lesson
Wrongdoer is punished
Love wins out in the end

Examples:
Dickens, Charlotte and Emily Bronte
Wuthering Heights 1847 Jane Eyre 1847

We read the first chapter of Jane Eyre and examined the characteristics of the Victorian Novel. We left off reading as Jane was thrust into the Red Room for punishment.

Journal #27 Please continue the next chapter. Please include: 1st person narration Stream of Conscious writing Explain what is in this feared room. 1 page.

WOS:

Today we took the final exam. If you are a senior and were absent, please see me asap to make this up.

The Tempest Project Example

WOS:

Today:

We presented your Tempest projects.

I reviewed the final and answered any questions from the review sheet that I gave you last week. 

HW:  Review for final.  You may use one sheet to assist you with the examples for your essays.  CPA= 5 of 11, H= 7 of 11.

Brit Lit:

Today:

We took the first 30 minutes to add any changes to your short story from your peer edit on Friday.

You were given highlights and asked to make the three literary devices that you used in your story.

I broke you into small groups and asked you to begin your review for the final.  You are allowed one sheet of paper to assist you in remembering names and examples to support your answers.  Please make sure that you have this for your final.

I will also be collecting books tomorrow.  If your anthology # is not the same, I must charge you.  Please make sure that you have YOUR book.

A Block Final = Tuesday  B Block Final = Wed.

Any missing work is due on Wed.  Please see me asap if you would like to make up any missing work.  I will accept anything, and regret it after.

End in greatness.

Brit Lit:

Today:

We did a peer review on your short story.  You were asked to swap twice and use the feedback sheet given to offer constructive criticism.  Please see me if you were absent.

You will have a small amount of time on Monday to make any last minute changes to your story and highlight the three literary devices that you used within your story.

We watched the Favorite Poem Movie project that you guys made.  I will be making dvd copies for anyone that wishes to have a copy.  I will also post it on the blog after I edit out those that have asked not to be included.

I passed out your final exam review sheet.  We will be working on these on Monday as well.

End in greatness.

WOS:

Today, we had work day #4 on your Tempest projects.  Friday will be the last day to prepare your presentation.  Remember, even if you worked solo, you need to present your project in some way to the class.

Please also look over the Final exam review sheet.  I will be able to answer any questions on these on Friday.

We will present your projects on Monday and Tuesday: May 20 and 21st.

As always, try and end with greatness.

Brit:

Today:

We concluded writing your short stories.  I asked you to print out two copies:  One to submit, or to be used for a peer edit.

On Friday, we will be exchanging papers twice and completing a peer edit on each other's paper.  Please make sure that you have two printed copies BEFORE class on Friday if you have not done so already.

WOS:

Today:
I passed back your Othello tests.

You had the block to continue work on your Tempest Project.

Brit Lit:

Today:

We worked on your short story projects.

I also finished the edit of your Favorite poem Project.  We will be watching this in class this Friday!  I am proud of you that contributed to the project.

WOS:

Yesterday:
We broke into working groups for your Tempest projects.  Each group was responsible for passing in an outline of your responsibilities for each work day, and a brief explanation of group responsibilities.

I passed back old Othello quizzes. 

Today:
Work Day #2 on your Tempest project.  I gave you the block to work on your project within your group..  These are due this Friday and will be presented Monday and Tuesday. 

Reminder:  I will continue to be after school Tuesday and Wednesday for any student missing work.  If you did not take the Othello exam, please see me asap.

Brit Lit:

Yesterday we looked at and define stream of conscious writing.  We looked at examples by Virginia Woolf and James Joyce.  We also looked at how this form of writing has inluenced movies and TV, as well as lit.

I passed back your Macbeth projects.

Today:
We started writing your own short story.  You will have two blocks to complete your first draft, so please use your time wisely and have a working draft for this Thursday.  Please see the assignment sheet that I gave you for the requirements.

The Tempest

WOS Final Exam Review Sheet:

The World of Shakespeare: Final Exam Review Sheet 2013
We read the following: Othello, Hamlet, The Tempest, The Twelfth Night, sonnets.
The following prompts are possible questions to consider (hint, hint):

#1 Examine the relationship in terms of a timeline between Desdemona and Othello. Please make sure to examine the end of their relationship, and how specifically Othello believes she has not been faithful. Examine how 4 characters other than Othello are directly, or indirectly responsible for the tragic ending.

#2 Please explain the ending of the 12th Night. Did true love prevail? Were you satisfied with the ending? Why or Why not? Please use specific details in your response.

#3 Talk about what makes a Shakespearian tragedy. Please examine one tragedy in your study group and discuss how it fits the definition.

#4 Please define the following literary devices that Shakespeare uses:

Alliteration, simile, metaphor, reversed word, reversed sentence construction, classical allusion, personification, suspension of disbelief, aside, using language to show class and status in the play. You should have three examples of each term and be ready to explain how they are used.

#5 Character can be defined by how one handles power. Look at 3 characters and discuss how well they handled power.

#6 Discuss the use of comedy in his plays. What ideas and specific plays hold up well and still make us laugh. Please use 3 specific scenes in your discussions.

7. Love, and the quest for love are important themes in many of Shakespeare’s plays. Please examine three relationships and explain in detail how they played out in specific detail using the 3 of the following plays: The 12th Night, Hamlet, Othello.

#8 Define a Shakespearian Sonnet. What did his sonnets reveal about him that his plays may not have? Pick a sonnet and be familiar enough with it that you could reference it in an answer. Be prepared to write an original sonnet about this class that follows the rules and rhyme pattern of a sonnet. You might wish to write this before the exam and have it on your page of notes.

WOS:

Today:  I introduced The Tempest, and the Seniors final project:

The last 6 days…

For our final project with the SENIORS! I will be breaking you into groups. After watching The Tempest, each of you will need to select from the following projects:

1. You act the scene: Perform one act of the play on stage, in costume (15 minute min.)


2. You play the teacher: Teach a 30 minute class on any aspect of the play. You have long imagined it, now try it. Much like a real teacher, your aim should be to use varied, interesting instruction. This must include some form of assessment at the end.


3. You make the Movie: Select one scene from the play and film and edit it. (10 minute min.) Please only consider this if you have equipment available.


4. The Tempest, Part 2. Create a sequel to the play. You must have a script and a way (storyboard/powerpoint, etc.) to present it to the class. (15 min)


5. Will: The Remix Take 5 characters (2 must be from The Tempest) and remix them into an original scene to be performed in front of the class. You may wish to film this if that is easier. (15 min)


6. Project idea of you own? See me! Anything flies.


Timeline:

Day 1 + some of 2: Watch The Tempest. Pass out play and answer questions.

Day 2: Brainstorm and write one page outline of final project. In your outline, please clearly identify each responsibility of the group. Please define objectives for each work day. This must be approved by me before you begin.

Day 3-4-5: Project work days.

Day 6: Groups present

WOS:

Today:

We took the Othello Test.

We finished watching the movie version.

I passed out a parent notification for watching the movie O- a modern HS re-telling of the play Othello.  We will be viewing this Thursday-Friday.

Brit Lit:

Today:
Journal Prompt #25:  Please read this morning WSJ and comment on three articles that you found interesting.  1 page.

We began looking at: Conflict, Setting, Mood, and Theme.  Please begin to think about what you would like to write about for your short story. 

Over the next few days, we will be reading a collection of British short stories and discussing different literary techniques that you will need to include in your writing.

WOS Essay:

Here is the essay question on the test tomorrow:

In a well written essay in the space provided, please discuss what weaknesses Othello has that make it easy for Iago to make him crazy with jealousy. What other circumstances contribute to the success of Iago’s plan? Please make sure that you use specific examples.

You may bring in notes to assist you on this question, but the writing must be done in class.

Reading Schedule Brit Lit

Short Stories: Spring 2013




We will be reading the following stories:


The Lagoon by Joseph Conrad pgs. 962-970 Please answer questions 1-7 on pg 971

Look for: Point of view and theme



The Helping Hand by E.M.Forester pgs. 980-984 questions 1-8 on pg 985

Look for: Characterization



The Lady in the Looking Glass by Virginia Woolf pgs. 987-992 questions 1-3 on pg 993

Look for: Stream of Consciousness



The Rocking Horse Winner by D.H.Lawrence pgs 995-1004 questions 1-8 on pg 1005

Look for: Omniscient Narration



Araby by James Joyce pgs. 1007-1012 questions 1-7 on pgs 1012-1013

Look for: Epiphany



Shooting and Elephant by George Orwell pgs. 1034-1040 questions 1-9 on pg 1040

Look for: Tone