Paragraphs for Macbeth

Paragraph 1

Is Macbeth mad in 2.1?

Please use formal analytical paragraph style and look at mad in the formal sense.

Paragraph 2

If you were a director, how would you stage the dagger soliloquy and why?

Please keep the following in mind when writing your opinion paragraph:

• follow paragraph structure,
• give quotations to support your interpretation,
• you may use first person because this is an opinion paragraph,
• you still must use academic language (no slang and don't write as if you were speaking).

Both paragraphs are due and will be typed up on Friday.

Short Story Process

Create your full draft and analysis

• Work on finishing up your draft story and analysis. 
• Type it. 
• Remember to save to your h:/ drive. If you save it in your "public html" folder it can be found by any computer at www.krss.sd57.bc.ca/~your.login (for homework purposes).
• Print off your typed draft story and analysis. 

Self-Assessment

•  Complete the self assessment sheet. 
• Show this to the teacher.
• Make any necessary changes to your story and analysis to meet the requirements.

Peer Assessment

• Find a partner who is also done self assessing. 
• Have him or her read your story and complete the peer assessment. 
• Discuss the feedback.
• If possible, complete peer assessment with a second partner.
• Make changes to typed version based on feedback. 
• Proofread carefully. 
• Print off your good copy.

Read ALOUD 

• Not done yet... 
• Read ALOUD the printed copy of your story and analysis to a friend (if you really want to do this alone, read it ALOUD to yourself). 
• Keep track of any confusing parts or errors. 
• Make changes to your typed copy.
• Proofread carefully.
• Print off your NEW good copy.

Self-Assess Final Check

• Read the assignment outline and rubric carefully (can be found on this blog). 
• Read over your story and analysis one last time
• Give yourself a mark on the rubric. 
• If there is a significant difference (1 full level) between my mark for your assignment and your mark for yourself, we will have a meeting to discuss errors with the rubric and/or areas of need in self-assessment. 

Pre-Hand-In Check

• Is your story and analysis 12-pt font?
• Is your story and analysis Ariel or Times New Roman font?
• Is your story and analysis double spaced?
• Does your story have an original title (not Unit Assignment, Short Story etc.)?
• Is your name on all your work?

Hand In

• Good copy of short story
• Draft of short story
• Good copy of analysis
• Rubric for short story where you assessed your work

Media Lesson 10 and 11

Lesson 10 Class Outline (Monday):
This is a shortened block due to the assembly.

1. Silent Reading
2. Go to Lab 2103
3. Blogging:
1. Ensure you have a working blog and have added Beth as an author to it.
2. Copy and paste our finalized Blogging and Internet Safety Guidelines onto your blog as a page. Pages are different from post because they never change position on your blog.
1. You can find the guidelines as a page on Beth's blog (at the top).
2. Create a page by clicking out your Blog's name from your Blogger login screen.
3. Click on "Pages" on the dashboard that is on the left hand side of your screen.
4. Click on "New Page" in the centre of your screen, and choose "Blank Page."
5. Insert the class created guidelines and save your page. 
6. By creating this page with the guidelines, you are agreeing to follow them
3. Work on your ISU 1/3 tracking sheet.
4. If you are worried about forgetting your email address, please email me at mwilcox@sd57.bc.ca so I will have a record of it.

Lesson 11 Class Outline (Tuesday):

1. Silent reading for ISU (1/3 tracking sheet due TOMORROW)
2. Go to computer lab with:
•  your silent reading book, 
• media analysis, and 
• tracking sheet. 
3. Media Analysis:
1. Type your Media Analysis assignment as a blog post. 
2. Add labels on the right hand side. Labels are categories that organize your blog posts. Some labels for this post might be "Class Assignments, Media Analysis, Rip! A Remix Manifesto, Bias." By adding labels your readers can read your blog by subject area and you can find things easier. 
3. Check your spelling from the menu underneath the post title. 
4. Write your name on Beth's list to say you are done adding your media analysis. I will mark your typed version. 
4. Post of Interest:
1. Create a post on 1 thing that you are interested in. You must include:
1. A descriptive title
2. Full sentences
3. At least 2 labels
4. An image
5. A URL link. Bonus: try to get your link to open in a new tab or window. 
5. ISU tracking sheet

Media Analysis Assignment

PDF Version of Rubric and Outline

Due: Monday Sept 23. You will have class time on Thursday and Friday to work on it. 

Media Analysis Assignment

How does the filmmaker’s use of persuasive devices and story elements demonstrate the presence or lack of bias in the film Rip! A Remix Manifesto?­­

Media Analysis Format

Your response should be in a 3 paragraph format and approximately 250 words.

Paragraph 1: State the author’s thesis in your own words. State your opinion as to whether or not the film shows bias. Qualify your statement with a primary rationale or sense of how your argument is shown.

Paragraph 2: Provide examples of how bias is or is not shown by using 2 devices or story elements as examples. Explain how each does or does not show bias. Make sure to use correct terminology. For example, “The filmmaker uses appeal to authority by saying…”

Paragraph 3: Summarize your essential argument. Provide a philosophical conclusion with a view to social issues, the future, or overall judgement.

Basic overview:

·         Author’s opinion stated in own words.

·         Student’s opinion to question (bias)

·         Example 1 from devices/elements

·         Explanation 1

·         Example 2 from devices/elements

·         Explanation 2

·         Conclusion logical, insightful and interesting

Knowledge	Level 4 (86-100%)	Level 3 (73-85%	Level 2 (60-72%)	Level 1 (50-59%)
Identifies the filmmaker’s thesis	Thesis fully summarized in a sophisticated sentence	Thesis summarized in a sentence	Thesis summarized in a few sentences	Thesis identified
Strategies	Level 4	Level 3	Level 2	Level 1
Identifies various techniques in text, including story elements* or persuasive devices**	Includes 2+ strong examples of different techniques using specific details and correct terminology	Identifies 2 examples of different techniques using some details and correct terminology	Identifies 2 examples of techniques using appropriate terminology. May be the same technique or weak examples	References 2 examples of techniques. May not use correct terminology or lack sufficient details
Thinking	Level 4	Level 3	Level 2	Level 1
Evaluates how the evidence in the text demonstrates the filmmaker’s argument & bias	Makes insightful inferences about bias using support from devices and elements	Makes logical inferences about bias using support from devices and elements	Makes some logical inferences about bias using some support from devices and elements	Makes few logical inferences about bias using limited support from devices and elements
Communication	Level 4	Level 3	Level 2	Level 1
Multi-paragraph argument shows organization and uses transitions to create flow	Organization is smooth and logical with good transitions and flow	Logically structured argument with explicit connections among ideas/ sections	Structure is logical but not explicitly outlined in intro and/or  connections among ideas not always clear	Limited organization or structure so connections among ideas is unclear
Paragraphs are effectively developed	Individual paragraphs are effectively developed. Conclusion leaves the reader with something to think about	Individual paragraphs are logical. Conclusion follows logically from thesis and development	Logical paragraphing but may lack structure	Paragraph formatting is weak. Conclusion may introduce new ideas or contradict body
Writing conventions (grammar, spelling, etc.)	Few, if any, errors	Few errors, do not affect meaning	Noticeable errors are somewhat distracting	Frequent errors may interfere with meaning

*Story elements: atmosphere, characters, conflict, plot, setting   **Persuasive devices: allusion, analogy, anecdote, appeal to authority, diction, hyperbole, parallel structure, rhetorical questioning

Assignments not yet meeting Level 1 expectations (50%) will be given an “I” for Incomplete.

Media Lesson 7 and 8

Lesson 7 Class Outline

1. ISU Reading

2. "Whose Lathe?" answers

3. Go over Documentary Viewing Sheet Pages 1 and 2 for during film.

4. Start watching Rip!: A Remix Manifesto.

RiP! A Remix Manifesto by Brett Gaylor, National Film Board of Canada

Lesson 8 Class Outline

1. ISU Reading
2. Go over rubric and outline for Media Analysis assignment.
3. Finish Rip! A Remix Manifesto
4. Complete page 3 of Documentary Viewing Sheet (above)
5. Brainstorm ideas for Media Analysis assignment

Some Possible ISU Books

Some Possible Books for ISU

Remember, you can pick any young adult or adult novel as long as it is a classic or has been shortlisted for a literary award. Any by Jane Austen, Charles Dickens, Margaret Atwood, Timothy Findley fit this. Please check your selection with Beth.

Jane Eyre Bronte, Charlotte

Schindler’s List Keneally, Thomas

Shoulder to the Sky, Choyce, Lesley

Ender’s Game, Card, Orson Scott

Animal Farm, Orwell, George

The Catcher in the Rye Salinger, J.D.

Beloved Morrison, Toni

Wuthering Heights, Bronte, Emily

The Space Between, Aker, Don

The Beckoners, Mac, Carrie

I am the Messenger Marcus Zusak

The Book of Negros, Hill, Lawrence

Dracula, Stoker, Bram

The Road,  McCarthy, Cormac

Catch-22, Heller, Joseph

Kiss of the Fur Queen, Highway, Thomson

Monkey Beach, Robinson, Eden

Love Medicine, Erdrich, Louise

The Lord of the Rings¸Tolkein, JRR

The Game of Thrones, Martin, George RR 

Beth

Digital Copy of Tracking Sheet and Rubric

Hi all,

Feel free to use this digital copy of the tracking sheet to record you notes on your novel.

Beth

ISU Tracking Sheet

Section of Book: /3                                                                                          Name:                                                                                                                                                         Book Title:

Element—Examples, quotations, page references	Inferences— meaning, connections to other elements
Setting
Character(s)— traits, growth or change?
Mood- dominant? Shifts?
Conflict (type, generalized versus statement and specific versus statement. Resolutions?)
Big Ideas	Possible Messages about Society (Themes)
Examples of Devices (e.g. Imagery, Symbolism, Metaphor, Foreshadowing) Give page # and passage and label device for each.	Inferences— why did the author use this comparison or device? What is implied in the device usage?

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.

Your ISU

Hi all,

To see the pdf of your ISU outline, click here.

The GREATEST NOVEL STUDY EVER Assignment

(a.k.a Your ISU)

For your ISU (Independent Study Unit) you choose a work of literature to study. It must be generally accepted as a “classic” or have been shortlisted for a significant literary award. You will divide your book into three equal sections and complete the following activities based on the timelines assigned. 

First third of the novel
a)      Complete tracking sheet for this section of the novel. b)     Complete one of the following options: ·  Create a graphic novel adaptation for a major event in this section of the novel. You must include at least 8 panels. You must include correct dialogue and important setting, object, and character details. Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the first third of the novel and the design choices you made. Give page references for the scene. You may choose to hand in your typed explanation in proper paragraph form or record it to be assessed on oral communication skills.   ·  Record a dramatic reading of one scene in your story (at least 3 pages long). Write an explanation of the literary importance of this scene as it relates to the conflict and character development in the novel. Record your reading of the novel and your explanation. ·  Re-write a scene (2+ pages) from the story as a script. Follow proper script-writing conventions. Be sure to include stage directions and cues relating to setting, character behavior and appearance. On a separate paper, explain the literary importance of this scene as it relates to the conflict and character development in the novel. This should be typed. ·  Choose 4-6 songs that you think capture the mood of different important sections of the novel. In several typed, formal paragraphs describe why you made these connections and why those sections in the novel are important to conflict or character development. ·  Write a poem or song dealing an issue or big idea found in the story. On a separate typed page, explicitly explain the big idea or issue you chose and give specific examples (using quotations) of how you see it in the story and how you conveyed it in the poem. ·  Create a portrait of a character in the story that highlights important non-physical traits. Traits should be represented symbolically in the character’s physical appearance, props, and/or setting. On a separate, typed page, explain what traits you represented and use quotations to show how these traits are evident in the novel.	Due: Wed. Sept 25
	Due: Mon. Oct 7
Two-thirds done the novel
a)      Second tracking sheet completed. b)     In-class literary analysis You will complete an in-class literary analysis on the first 2/3 of your novel. You may use your novel and your tracking sheets in your writing. You will have to write a multi-paragraph analysis in formal language and style. You should pay careful attention to structure, grammar, and spelling. Aim for 300-500 words. You will analyze the connection between two or more elements. You may be given any of the following elements to analyze: o   Character (traits, growth, change) o   Setting o   Mood and Tone o   Conflict o   Point of View o   Figurative Language (Metaphor, Simile, Personification) o   Imagery/Symbolism You will have to use strong examples and quotations from the novel and explain how the element creates impact and/or meaning for the reader.	DUE: Wed. Oct 23 Analysis: Mon. Oct 28
Finished the novel: Summative Assessment
a)      Third tracking sheet completed b)      Essay (15% of your final mark) You will create a 1500-word essay analyzing how a big idea or theme is developed in your novel through the author’s use of various literary devices or elements. Using quotations from the book and your tracking sheets, you will argue for your interpretation. Beth	DUE: Thurs. Nov 28 Draft DUE: Essay DUE: Wed. Dec 18

Introduce Yourself Activity

EN 11 Introduce Yourself Activity

You have 4 choices:

a.       a letter of introduction to Beth or someone you have never met (please use personal letter format),

b.       a personal crest and written or recorded explanation,

c.       an autobiographical poem,

d.       a self-portrait and written or recorded explanation.

Regardless of format, please include the following information:

·         your interests and passions,

·         what you enjoy learning about,

·         how you like to learn,

·         your goals and how they relate to this class,

·         something you are proud of,

·         an area you want to work on in this class.

Assessment

	Level 4 (86-100%) 100  95  90    86	Level 3 (73-85%) 84       78       73	Level 2 (60-72%) 71      65      60	Level 1 (50-59%) 58       54       50
Thinking: Metacognitive strategies, shows strong personal reflection in addressing the points	Shows strong personal reflection	Shows good personal reflection	Shows some personal reflection	Shows limited personal reflection
Communication: Use conventions in writing and representing to enhance meaning and artistry, (grammar, punctuation, capitalization, spelling, presentation, layout)	Shows strong skill and appropriate convention use when communicating in chosen form	Shows good skill and appropriate convention use when communicating in chosen form	Shows some skill and appropriate convention use when communicating in chosen form	Shows limited skill and appropriate convention use when communicating in chosen form

Due: Monday, Sept 9

Beth