English 30-2

Ashley Macknak

Course Overview

This course will help you to better understand both literature and the print and visual forms of

communication you are subjected to on a daily basis. Hopefully, it will also enable you to become more

confident in your own use of language. This involves developing your competence as a critical reader,

thoughtful writer, attentive listener, and persuasive speaker. Throughout the semester, we will use both

fictional and non-fictional literature to initiate discussion of values and to focus thinking for written

assignments. English 30-2 places greater emphasis on functional writing, technical writing skills, visual

literacy, and speech.

Outcomes

The aim of English Language Arts is to enable each student to understand and

appreciate language, and to use it confidently and competently in a variety of situations for communication, personal satisfaction and learning. To achieve this,

students will use the six language arts strands, which include listening,

speaking, reading, writing, viewing and representing.

Tentative Course Content

• Survival and Justice Theme (Short Stories, Poetry, Film, Non-Fiction)– Castaway (film)– The Cabin Door – Butterfly – Shackleton– A Matter of Balance – The Shawshank Redemption (film)

• Novel Study – Night– The Pianist (film)– Various Poems

Tentative Course Content

• Modern Drama– On Golden Pond– On Golden Pond (film)– Various Poems

• Film Study (If there is time)– The Green Mile

• Diploma Exam Prep – Grammar– Terminology– Review of: Literary Exploration, Persuasive piece, Visual

Response– Reading Comprehension

Evaluation

• The final mark for English 30-2 is an average of the school-based mark and the mark achieved on the provincial diploma examination.

– School-based Evaluation: 50%• Each unit will have a variety of evaluation methods, including:

– Comprehension questions, worksheets– Major & Minor Writing Assignments– Creative Projects & Oral Presentations– Quizzes & Unit Exams

– Provincial Diploma Examination: 50%• PART A: Written Response• PART B: Reading Comprehension

Ashley’s Behaviour and Coursework Expectations

YOU ARE HERE TO LEARN! In order to obtain the greatest learning experience from this class, you must cooperate with the following

classroom procedures:

BE RESPECTFUL:- Every student has the right to a safe and secure classroom; you do not have the right to impede or jeopardize that in any way. Be respectful of yourself, your environment, your fellow classmates, and your teacher.

BE HERE AND BE ON TIME:- Punctual attendance is vital to your success in this class.

BE PRODUCTIVE:- You will be provided time in class to work on assignments. Challenge yourself to be productive. You are here; use your time wisely. - Cell phones are not permitted in class.

BE PREPARED:- You must come prepared to class each and everyday with a binder & loose-leaf, textbook, and pens & pencils.

Ashley’s Behaviour and Coursework Expectations

BE RESPONSIBLE:- YOU are responsible for getting any assignments and handouts missed upon your return.

FOOD of any kind is NOT permitted. Drinks are permitted but make sure you put bottles/containers in the garbage or recycling box.

CHEATING OF ANY KIND WILL NOT BE TOLERATED.

*** Act rationally; choose wisely. Recognize your own role in building a fun and productive community of learners. Understand there will be consequences, both good and bad, for your actions***

Diploma Exam

• Part A: Written Response– Assignment 1: Visual Reflection (10%)– Assignment 2: Literary Exploration

(25%)– Assignment 3: Persuasive Writing in

Context (15%)

• Part B: Reading Comprehension

Past Diploma Exam Literary Exploration Topics

(link to Survival and Justice) June 2013Discuss the idea(s) developed by the text creator in your chosen text about an individual’s capacity for self-sacrifice in the face of compelling circumstances.  January 2012Discuss the idea(s) developed by the text creator in your chosen text about the impact of an individual’s ambition on self and others. June 2011Discuss the idea(s) developed by the text creator in your chosen text about the role adversity plays in shaping an individual’s identity.  June 2010Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals take responsibility for themselves or others. January 2010Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals pursue or compromise their happiness.

• Define: – Survival– Determination– Courage– Adaptability 

• How do we use DETERMINATION, COURAGE, & ADAPTABILITY to survive?

• What are the different types of survival? – Emotional and Physical?

• What are some survival stories that you are aware of?

Cast Away

A FedEx executive must transform

himself physically and emotionally to

survive a crash landing on a

deserted island.

Terms to Know

• Define: – Foreshadowing– Symbolism

As you watch Cast Away, answer the questions in your booklet.

• Define: – Survival– Determination– Courage– Adaptability 

• How do we use DETERMINATION, COURAGE, & ADAPTABILITY to survive?

• What are the different types of survival? – Emotional and Physical?

• What are some survival stories that you are aware of?

Diploma Exam Review

Visual Reflection

How to write a Visual Reflection

When you get your diploma exam booklet, you will open to the visual response and will find the following:

A picture and a caption or titleInstructions: 30 – 40 minutes

How to write a Visual Reflection

Spend time examining the photo closely – any details are there on purpose

Read the assignment closelyWhat ideas and impressions does the

photograph communicate to you? (the instructions are always the same)

When examining the photograph, think about...

Composition – the arrangement of visual elements within a picture.

Focal point – the area in a picture where the eye is immediately drawn.

 

Be sure to...

1. Identify the purpose of the visual and the genre (ad, photograph, poster, etc.) to which it belongs. Is the artist trying to appeal to your feelings, your senses, your intellect?

 2. Read any text accompanying your work – captions, titles, explanatory notes, etc. This can yield valuable information. The title of the work may tell you something about its intended message. How does the text contribute to the meaning of the work?

Brainstorm...

• Reflect on the image by brainstorming:

• 5 W’s– who– what– when– where– why– how

Questions

• What is the picture about? • What can the viewer see? • Who are the characters in the picture? • What is happening to the characters in

the picture? • When and where was the picture

taken. • Why was the picture taken?

(and the symbols behind them)

COLOURS

WHITE

• purity, snow, peace, innocence,

cleanliness, simplicity

RED

•Passion, strength, energy, fire, love,

arrogance, danger, blood, and war

BLUE

Seas, skies, peace, unity, harmony, tranquility, calmness, coolness, confidence, loyalty, royalty, and nobility

GREEN

•Nature, spring, fertility, youth,

environment, wealth, good luck, and envy

YELLOW

•Sunlight, joy, happiness, earth,

optimism, intelligence, summer, and hope

PURPLE

•Envy, sensuality, spirituality, creativity, wealth, royalty, and

nobility

ORANGE

•energy, balance, heat, fire, enthusiasm, and

autumn

BROWN

•Calm, depth, natural organisms, nature,

richness, dirt, dullness, and filth

BLACK

•mysterious, sophisticated; gloomy

and threatening

Select a Prose Form...What is prose? Anything but poetry – letter; –memoir; – essay; – journal entry; – speech;– story; – travel journal entry; – screen play;– eulogy;– newspaper article.

Ideas for Format

• Could you be a character in the picture? • Write a letter to explain the picture. • Use the picture as the visual in a news

article. • What story is the picture telling?• Include the visual as part of a diary entry.• Produce an essay explaining the picture.• Why was this picture taken – theme, moral. • What statement is the picture making?

Discuss Ideas & Impressions

• Ideas– 1. opinion: a personal opinion or belief– 2. suggestion: a thought to be

presented to others

• Impressions– 1. what stays in somebody’s mind: a

lasting effect, opinion, or mental image of somebody or something

– 2. general idea: a belief about or understanding of something

Respond critically, personally or creatively

• Critically: write an essay...–Make sure it has a...

• Beginning– Thesis (the opinion you are going to prove)

• Body– Prove thesis with details/specific examples from

your own life or from events around the world (history)

• Conclusion (a summary of what you believe)

Respond critically, personally or creatively

• Personally: write an essay...– Make sure it has a...

• Beginning– Thesis (the opinion you are going to prove)

• Body– Prove thesis with details/specific examples from your

own life only. Perhaps the visual reminds you of your favourite childhood memory or difficult events in your life. Regardless, be sure to be very clear about every detail so that the reader understands your reflection.

• Conclusion (a summary of what you believe)

Respond critically, personally or creatively

• Creatively: write a story, journal entry, script etc...– Make sure it has a...

• Beginning, Middle & End• Explain ONE event that reflects the visual specifically

with strong detail and information• Be careful NOT to make too much happen; write only

1 journal entry• Focus on the picture and the moment• Don’t be too short OR too long• MAKE IT BELIEVABLE & REALISTIC

How will I be marked?Ideas and Impressions /5

• When marking IDEAS and IMPRESSIONS, the marker should consider

• The quality of the ideas generated by the student to explore the visual test(s) and the impressions that the student has formed to reflect upon the visual text(s) – How original are your ideas? Are they insightful?

• The effectiveness and consistency of the support provided– Are your ideas explained really well? With a lot of

specific detail that does not leave the reader asking why?

Excellent The student’s perceptions are insightful and carefully considered. Support is precise, purposefully chosen, and strongly connected to the student’s ideas and impressions.

Proficient The student’s perceptions are thoughtful and considered. Support is relevant, detailed, and clearly connected to the student’s ideas and impressions.Satisfactory The student’s perceptions are appropriate but may be generalized. Support is adequate and generally connected to the student’s ideas and impressions.Limited The student’s perceptions are superficial or ambiguous. Support is imprecise, unclear, and/or vaguely connected to the student’s ideas and impressions.

Poor The student’s perceptions are underdeveloped or incomprehensible. Support is lacking, inappropriate, or unrelated to the student’s ideas and impressions.Insufficient is a special category. It is not an indicator of quality. Assign insufficient when… The marker can discern no evidence of an attempt to fulfill the

assignment OR The writing is so deficient in length that it is not possible to assess

Ideas and Impressions

How will I be marked?• Presentation /5

• When marking PRESENTATION, the marker should consider

• The effectiveness of voice and its appropriateness to the intended audience of the prose form that the student has chosen

• The quality of language and expression  Are your writing skills APPROPRIATE to the

type of work you selected? Slang may be appropriate in journal entries, but would not be in newspaper articles etc.

• The appropriateness of development and unifying effect to prose form

Is your response plausible? Does it follow a logical, natural order? Or is it choppy, unorganized, not believable and difficult to understand?

(E) The student’s voice is engaging and the tone is confident. Stylistic choices are precise and effective. The writing is skillfully developed, and the unifying effect is confidently sustained.

(Pf) The student’s voice is distinct and the tone is well considered. Stylistic choices are specific and frequently effective. The writing is coherently developed, and the unifying effect is capably sustained.(S) The student’s voice is matter-of-fact and the tone is appropriate. Stylistic choices are adequate and occasionally effective. The writing is generally clearly developed, and the unifying effect is appropriately sustained.(L) The student’s voice is inconsistent and/or the tone is inappropriate. Stylistic choices are inappropriate, imprecise, and often ineffective. The writing is unclearly or incoherently developed, and the unifying effect is not sustained.(P) The student’s voice is confused and/or there is no discernible attempt to address the intended audience. Stylistic choices are ineffective and/or impede communication. The writing is ineffectively developed, and/or a unifying effect is absent.

Types of Images...turmoil

Types of Images...human spirit

Types of Images...success

Types of Images...political

Types of Images...cultural

Types of Images...ordinary

Types of Images...comparison

Types of Images...Magazine Covers

One more thing...

• DOUBLE-SPACE your work• Use size 12 font, Times New Roman• Do NOT forget a TITLE• Use complete sentences• EDIT for missing

words/typos/spelling/punctuation• Do NOT waste any time; stay focused

and write

Diploma Exemplar

• Exemplar– Look at the visual– Read the student writing–What grade would you give it and why?– Go over as a class

Example Paper #1

Score: Satisfactory

Read Why

Example Paper #2

Score: Excellent

Read Why

• First part of class will be planning

• Second part of class will be completing Visual Reflection.

Survivor DriftingEtching by David Blackwood

David Blackwood is one of Canada's leading printmakers and visual storytellers. His iconic etchings illuminate Newfoundland's history,

legends, and society.

• What do you see in the painting?• What does the image represent?• What types of survival does this painting

represent?• What is the mood of the painting?• How do the colors contribute to this mood?

Remember to…

• DOUBLE-SPACE • Use 12 font, Times New Roman• Do NOT forget a TITLE and YOUR NAME• Use complete sentences• EDIT • Stay focused and write• Once you are done, print it off and

hand in

Short Story Terms &

Elements of Fiction

The Short Story• Fictional (imaginary) episodes or

events• Can usually be read in one sitting• Involves fewer characters than a novel• Action begins early in the story with

little exposition or introduction

Two Types of Fiction• Escape Fiction: fiction

intended chiefly to entertain, providing little or no insight and usually emphasizing plot and action– helps readers escape from

the problems of the real world

– is meant to give readers pleasure

– provides a false or illusionary view of life

Two Types of Fiction• Interpretive Fiction:

fiction intended both to entertain and to offer some insight into humanity or society– takes readers deeper into the

real world and its troubles– is meant to give readers

pleasure and an increased understanding of life

– tries to clear up illusions and depict reality honestly

5 Elements of Fiction

1. Character2. Plot3. Setting4. Theme5. Point of View

Five Elements of Fiction

1.Character

How Does a Writer Reveal Character?

1. What a character does – the actions of a character, the most obvious method

2. What a character says – to reveal what a person is like show what they say

3. What a character thinks – the thoughts of a person reveals character

How Does a Writer Reveal Character?

4. How others react to the character – much can be shown about a character by the way others react to him, by what others say about him

5. How a character reacts to his/her surroundings – look at how a character reacts to his/her surroundings, the people, places and things that a character comes in contact

6. Direct description or explanation by the writer – by how much the writer reveals, he/she can control the development of the character

Characters• Protagonist – the main character (the one we are most concerned with – does

not have to be the good guy)

• Antagonist – the person or force working against the protagonist (does not have to be the bad guy)

• Static Character – one that doesn’t change throughout the story

• Dynamic Character – one that changes from the beginning to the end of the story

• Flat Character – one that we don’t know much about

• Round Character – one that we know a lot about

• Stock or Stereotype character – a character that fits the picture we have in our head (the nutty professor, the wicked stepmother)

• Character Foil – placing two characters side by side so that we can see how different they are (Fred and Barney from the Flintstones)

Protagonist The main character

who is struggling against other characters or forces to achieve his/her goal. The protagonist is the one we are most concerned with — does not have to be the good guy

Antagonist The person or force working against

the protagonist (does not have to be the bad guy)

Character Development

Round Character - reader gets many details. - Has many sides to his/her personality. (Faults, virtues, doubts, fears, dreams.)- Example: Katniss Everdeen is a round character. She is well described and explained. We know where she comes from, what she looks like, and what she is feeling and thinking.

Flat Character – reader gets only a few details. - Serves as a contrast to the round character.- Example: Prim Everdeen is a flat character. She is a flat character because we only know a little about her.

Character Development

• Static vs. Dynamic – unchanging vs. one who undergoes change.– Example of Dynamic: Katniss Everdeen is a

dynamic character. She is dynamic character because she changes in the story.

– Example of Static: Gale Hawthorne is a static character. He is a static character because he doesn't change throughout the story.

• Stereotypical character – typical, cliché character. – Example: the evil stepmother.

Character Foil

Placing two characters side by side so that we can see how different they are Ex: Fred and Barney from the Flintstones

Direct and Indirect

• Direct Characterization: the author directly describes the character.

• Indirect Characterization: the author reveals the character's personality through that character's thoughts, words, or interactions with others, allowing the reader the freedom to create the character in their mind.

Direct Example: Bob was a selfish boy and quite a bully. 

Indirect Example: Even though Bob had already had one cookie, he stole 5 more from the other boys in his class.

Five Elements of Fiction

2. PlotRising Action, Exposition (Introduction), Climax,

Denouement (Resolution), Falling Action, Initial Incident

Plot

• Definition: A logical sequence of events

• These events are frequently arranged in chronological order. But authors sometimes use other ways to order events. These might include “flashbacks” and “stream of consciousness.”

Exposition or Antecedent Action

• Provides background information about setting, atmosphere, character and theme.

Initial Incident

• Introduces a problem which constitutes the first link in a chain of events leading to the climax. The initial incident marks the beginning of the rising action.

Rising Action

• A sequence of events, arranged in escalating order of importance, leading from the initial incident to the climax. This is the part of the short story which creates suspense as the protagonist struggles to achieve his/her goal.

Climax The highest point of the story that represents the final, decisive confrontation between the protagonist and the individual or forces which oppose him/her.

Falling Action

This short phase of a short story follows immediately after the climax. Its purpose is to show the reader the immediate consequences of the decision reached in the climax.

Dénouement This short section at the end of a work of

fiction resolves the “problem” which the protagonist struggled to overcome. It also ties up any loose ends and reinforces the theme and tone of the selection.

Indeterminate Ending

• Where we are left without an ending to a story — we don't know how it ends

Flashback and Foreshadowing

• Flashback – a technique used in which a character remembers a point in the past and the reader gets to read about it

• Foreshadowing – when the author gives hints of what is to come

• Stream of Consciousness – a literary technique that presents the thoughts and feelings of a character as they occur. It creates the impression that the reader is eavesdropping on the flow of conscious experience in the character’s mind, gaining intimate access to their private “thoughts”. 

Elements of Fiction

3. Setting

Setting

• The actual place that the story is set• How the character lives and what

he/she does for a living• The time period that the story takes

place in• How long the story goes on for (time

span)

Setting“Setting” refers to the time and space that the action takes place in.

1. Time Setting: When the action takes place. “Time span” refers to the time between the beginning of the short story or novel and the closing action. This may vary from several hours or days to many years.

2. Physical Setting: the physical locale of the action. Where does the story take place?

Setting3. Emotional setting refers to the atmosphere or

emotional feelings which are evoked by the setting. It could be ominous or threatening, or romantic and hopeful.

4. Social setting – includes a person’s social status, what he/she does for a living, economic well-being, gender etc. Everything that makes up where a person fits into society.

Elements of Fiction

4.Theme

Theme includes... The author's view of life. The reader

knows what the author thinks about people or life in general after they have read the story

Theme – Implied

• the reader figures it out from the story

Theme – or it is expressed

The author comes right out and states his/her view of life. This is different from main idea.

Theme

The theme involves the lesson or concepts learned as a result of the story. The theme is the message of the story.

Example: Hunger Games- Inequality between rich and poor- Suffering as entertainment- The importance of appearances

Elements of Fiction

5. Point of View

Point of View• This refers to the perspective from which the

events of the short story are narrated. You know from your own personal experience that an account of an event can vary greatly, depending on the point of view of the person describing it.

• There are many variations of point of view, and sometimes writers will use several points of view in one work.

Point of View

The Narration of the story – Who is telling the story?

• First Person Participant

• Third Person– Limited Omniscient– Omniscient– Objective

First Person Participant

The use of the pronoun “I, me, we,” etc…

An example is the Twilight Saga by Stephanie Meyers. These books are written from the view point of Bella Swan and all plots revolve around her. 

While first person point of view can allow a reader to feel very close to a specific character's point of view, it also limits the reader to that one perspective. The reader can only know what this character knows. It becomes difficult to analyze the truth of the story as no other perspectives are given.

Third Person Limited Omniscient

Told from a narrator’s point of view (as though someone outside of the story was telling it )

Narrator knows only the thoughts and feelings of a single character and does not give thoughts of any other character. The story is limited to this one person’s experiences, and the narrator tells the story through this one character’s eyes and mind. Ex: "When Billy got out of bed, he tripped on the

cat.”

Third Person Omniscient

“All knowing,” a narrator tells the story and we get to know what everyone is thinking and feeling

Example: From the classic story Hansel and Gretel “Hansel walked ahead of Gretel; after all, he knew he belonged in the front

because Gretel was just a girl. Gretel dropped breadcrumbs behind her as she went, knowing that her bumbling brother couldn’t be counted on to find his way home from the outhouse, let alone from the middle of the woods.

Ahead of them, an old witch waited, her stomach rumbling at the thought of what a delicious dinner the two plump children would make.”

In this example, the writer is fairly liberal with her knowledge of all the characters.  However, this doesn’t necessarily need to be the case.  Some narrators may reveal the thoughts of all the characters but one, which raises the mystery and significance of the “unknown” character. 

Third Person Objective Narrator does not reveal the thoughts of any character in

the story. The narrator is a mere spectator of events.

One way to imagine this POV would be to think of the narrator as a roving movie camera. Like a camera it follows the characters, recording only what is seen and heard.

Examples: Hansel and Gretel from the objective POV– “Hansel walked ahead of Gretel. Gretel dropped

breadcrumbs behind her as she went. Ahead of them, an old witch waited.”

– No thoughts or feelings are included at all.

Conflict

• Internal – man v. himself – the struggle is internal.

A character must overcome his own natures or make a choice between two or more paths - good and evil; logic and emotion.

• External – man v. man, man v. nature, man v. society – these conflicts happen externally. Man v. man involves stories where characters are pitted against each other. Man v. nature positions the hero against an animal or a force of nature. Man v. society may face conflict with the values of society or society at large as a result of an idea that he espouses or an action that he has committed.

Main Idea

• What the story is about. The main idea comes from the characters and the plot of the story.

• Example: Hunger Games– People can create a destructive world.– People can overcome their problems.

Mood

• Mood is the general atmosphere created by the author’s words. It is the feeling the reader gets from reading those words. An example of mood could be romantic or suspenseful.

The Cabin Door

• Complete vocabulary

• Read as a class

• Complete comprehension questions

• Plot Diagram Assignment

Poetry

• What is Poetry?– The art of rhythmical composition, written or spoken, for

exciting pleasure by beautiful, imaginative, or elevated thoughts.

– Think of how music can make us feel things - angry, irritable, peaceful, sad, triumphant. Poems work in the same way, but instead of sound and rhythm created by instruments, they use the sound and rhythm of words. In songs with good lyrics, the melody combines with the words to create an intense feeling. Similarly, in poetry, the sound of the words works together with their meaning for more emotional impact.

Alliteration

• the repetition of the same first sound in a group of words.– Example:Peter Piper picked apeck of pickled peppers,A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?

Assonance

• the repetition of similar vowel sounds in words close by each other.

– Examples:“The fat cat sat on a mat”

“Hear the mellow wedding bells” by Edgar Allen Poe “Try to light the fire” “I lie down by the side fo my bride”/“Fleet feet sweep by sleeping geese”/“Hear the lark and harden to the barking of the dark fox gone to ground” by Pink Floyd

Consonance

• the repetition of similar consonant sounds within words.– Example: “cat” and “bit”

“link” and “rank” “Rap rejects my tape deck, ejects projectile

Whether Jew or Gentile, I rank top percentile, Many styles, More powerful than gamma rays My grammar pays, like Carlos Santana plays” by Lauren Hill

Connotation

• an added meaning that suggests something positive or negative, what comes to mind.– Example:The different connotation between the two words “house” and “home”

• A house is “just a building”• A home is a safe place of warmth, comfort,

family, and affection

Free Verse

• poetry that does not have a regular pattern. – It does not rhyme

Feelings, Now:Some kind of attraction that is neitherAnimal, vegetable, nor mineral, a power notSolar, fusion, or magneticAnd it is all in my head that I could see into hisAnd find myself sitting there.

Copyright © 1996 by Katherine Foreman.

Onomatopoeia

• sound effect words.– Example:“clip, clop…”(for the sound of a horses’ hooves)

Simile

• a comparison using like or as.– Example:My love is like a red, red rose.”

Personification

• when non-human things (animals, objects or ideas) are described as if they were human.– Example:

“The leaves danced in the courtyard.”

Hyperbole

• an extreme exaggeration.– Example:

“He was so hungry he could have eaten a horse.”

Imagery

• a technique that poets use to describe and appeal to the senses, words that create pictures in the mind.– Example:

“Yellow matted custard dripping from a dead dog’s eye” (John Lennon)

Metaphor

• a comparison between two things, saying something is something else (does not use like or as).– Example:

“My love is a red rose.”

Rhyme

• the repetition of sound in different words, especially at the end of lines. A main technique used in poetry.– Example:

………………………….…cat -a …………………………….fire -b

…………………………….bat -a…………………………….liar-b

Rhyme Scheme

• the pattern of end rhymes used in a poem.

• Ex. “a/b/a/b” or “a/a/b/b”, etc.Bid me to weep, and I will weepWhile I have eyes to see;And having none, and yet I will keepA heart to weep for thee.

ABAB

Rhyme Scheme

• Here's an example of an abcb rhyme scheme.The itsy bitsy spider aWent up the water spout bDown came the rain cAnd washed the spider out b

• What would this rhyme scheme be?Little Miss Muffet Sat on a tuffetEating her curds and whey.Along came a spiderAnd sat down beside herAnd frightened Miss Muffett away.

This one's aabccb

Stanza

• A stanza is a popular term within poetry that refers to a smaller unit within a poem or a verse within a song.– the groups of lines in poetry, the

paragraphs in poetry

StanzaThe Road Not Taken by Robert Frost.

Stanza #1Two roads diverged in a yellow wood, (line 1) 

And sorry I could not travel both (line 2) And be one traveler, long I stood (line 3) 

And looked down one as far as I could (line 4) To where it bent in the undergrowth; (line 5)

Stanza #2Then took the other, as just as fair (line 6) 

And having perhaps the better claim, (line 7) Because it was grassy and wanted wear; (line 8) 

Though as for that, the passing there (line 9) Had worn them really about the same, (line 10)

Stanza #3And both that morning equally lay (line 11) 

In leaves no step had trodden black (line 12) Oh, I kept the first for another day! (line 13) 

Yet knowing how way leads on to way, (line 14) I doubted if I should ever come back. (line 15)

Stanza #4I shall be telling this with a sigh (line 16) 

Somewhere ages and ages hence: (line 17) Two roads diverged in a wood, and I (line 18) 

I took the one less traveled by, (line 19) And that has made all the difference. (line 20)

What is a symbol?

Common symbols:– Hope (rainbow, dove)– Love (heart, red rose)– Life (tree, sun, water)

The Butterfly

• Background: the poem was written by a teenage Jewish boy who lived in a Ghetto near Prague during the Second World War. He died in Auschwitz in 1944. – Connation: the associated or secondary meaning of a

word or expression in addition to its explicit or primary meaning.

• Read poem as a class (find figurative language)

• The poem’s central symbol is the _________ that escapes confinement in the __________.

I am Poem Assignment

• What would you use to symbolize yourself in a piece of writing?

• Using simile, metaphor, connotative words and vivid imagery to create a poem where you revel aspects of

your personality by describing yourself as an OBJECT.

Your poem should:– Be at least 14 lines in length– Be titled with your first name– Be submitted in a creative manner on unlined

paper– Use figurative language (similes, metaphors,

etc…)– Provide a rationale defending and explaining

how and why the objects selected describe you

Show exemplars

Narrative Writing:

writing that tells a story

- the language used for a particular activity or by a particular group of people- confused unintelligible language

- a strange, outlandish language or dialect

Jargon:

Shackleton

• Vocabulary

• Complete Comprehension Questions

• Memoir Assignment

Memoir

• Memoir: a record of events written by a person having intimate knowledge of them and based on personal observation. – Usually, memoirs:• an account of one's personal life and

experiences; autobiography. • a biography or biographical sketch.

• He was a cheerful, young Irish sailor.

• He was an optimist, who was often heard saying “It's a grand day.”

• McCarthy was one of the six men who made the journey from Elephant Island to South Georgia on board the James Caird, though he did not cross South Georgia, instead staying with Vincent and McNish who were not well enough to move.

• He was one of the youngest members of the expedition.

Tim McCarthy

Writing has a voice if…

• It shows the writer's personality• It sounds different from everyone else's• It contains feelings and emotions• The words come to life• It comes from the heart

You need to become the voice of Tim McCarthy!Use specific examples from the essay of things

that happened to the men.http://

www.quickanddirtytips.com/education/grammar/understanding-voice-and-tone-writing

- Have you ever been a victim of stereotyping?

- What factors help to create the images, stereotypes, and impressions that we have in our minds about certain groups?

- What is flashback? What purpose do flashbacks serve?

A Matter of Balance

• Vocabulary

• Read as a class– What point of view is this story written in?

• third person limited omniscient: told from a narrator’s point of view (as though someone outside of the story was telling it). Narrator knows only the thoughts and feelings of a single character and does not give thoughts of any other character.

• Complete reading comprehension

Justice

• What is truth? – factual information – do you think Andy is telling the truth?

• What is justice? – relies on other people’s interpretations of the truth.

Reactions to perceptions of the truth.– Do you think justice has been served in regards to

Andy’s case?

• How is justice used in our society?• What factors influence justice?• Do intentions (experiences, values and beliefs)

influence one’s sense of justice?

Shawshank Redemption

Two imprisoned men bond over a number of years, finding solace

and eventual redemption through

acts of common decency.

Complete the questions as we view the film.

Assignment #2:LITERARY EXPLORATION

Diploma ExamValue: 25%

How to write a Literary Exploration

1. Read the topic in the little box 

2. Then read the topic again and think about the literature or film you are going to use.

3. Choose ONE text and recall the facts about the piece that you are going to use and the character you are going to talk about.

How to write a Literary Exploration

• You MUST answer the initial planning sections in order to help the marker understand your response

• Spend a little bit of time PLANNING what you say in response to the topic

Write your INTRODUCTION

1.

2.

3.

Write your INTRODUCTION

General Topic Sentence(Introduce the topic)

Motivator(Definition & Example)

Controlling Idea (use the template provided)

Controlling Idea Template

• In the excerpt “ ,” my personal experience and the (short story, novel, film), one understands that …

Be sure to answer the question provided in your controlling idea.

Sample Controlling Idea

Question: What is your opinion about the idea regarding

the consequences of our actions?

Excerpt: WHITE CIRCUS

Controlling Idea:In the excerpt “ White Circus,” my personal

experience and the film, The Shawshank Redemption, one understands that humans suffer through difficult moments as a consequence of their actions.

Write your BODY PARAGRAPHS &

talk about the CONTROLLING IDEA in each one (be specific)

#2

#3

#1

How to write a Literary Exploration

• Plan how to support your controlling idea with details from:– The excerpt– Your own life (personal experience)– The film/literature

Confused?

• If you do not understand the excerpt, choose a secondary character from the literature/film and write about that in your first body paragraph.– Secondary Character from LITERATURE/FILM– Personal Experience– Main Character from LITERATURE/FILM

Still Confused?

• If you do not have a personal experience but understand the excerpt, choose a secondary character from the literature/film and write about that in your second body paragraph.– A. The excerpt– B. Secondary Character from

LITERATURE/FILM– C. Main Character from LITERATURE/FILM

Practice

What is your opinion about the idea that people need

something that creates comfort and security in

their lives?

Practice

What is your opinion about the idea that confronting

our fears provides us with a sense of achievement?

Topic Sentence – Introduce the literature

Give background information using the 5ws

Point 1, 2, 3 - Proof - Discussion

Be detailed & specific

Concluding Sentence / Transition

Write the CONCLUSION &

relate it to the CONTROLLING IDEA

1

2

3

Write the CONCLUSION &

relate it to the CONTROLLING IDEARe-state your controlloing idea

Summarize your three paragraphs (one sentence each)

A comment on the General Topic

REQUIREMENTS

a) no slang “u” “i” “lol” etc..b) no contractions – can’t = cannot etc…c) quotations and paraphrasingd) effective titlee) required paragraph number and

structuref) only use “I” “we” “us” in personal

paragraphg) do NOT use you – use 3rd person =

“one”

How I would set up my paragraphs…

Introduction

Body 1: Discuss the reading provided

Body 2: Relate to a short story, novel, film, etc… from class

Body 3: Relate to a personal experience

Conclusion

Exemplars

• Read the first exemplar given to you. What grade would you give it? Why?

• Read the second exemplar given to you. What grade would you give it? Why?

Part B:Reading

Diploma ExamValue: 50%

Be able to demonstrate reading comprehension skills without the use of a dictionary or thesaurus.

In the Readings Booklet, you will read selections from a variety of texts, such as poems or songs, essays, drama, short stories, novels, and visual texts. The

reading selections are not taken from the reading list for your course of studies.

In a separate Questions Booklet, you will read and answer multiple-choice questions about each reading

selection. The questions ask you to form literal understandings, to infer, apply, and analyze, and to

assess and form generalizations about the texts provided. Some questions require you to consider more

than one reading selection.

Multiple-Choice Questions

Each set of multiple-choice questions is designed to progress logically and sequentially through the reading selection. Therefore, it is strongly recommended that you answer the questions in the order in which they appear.

• The initial questions in a set will usually address the beginning of the reading and may alert you to important ideas or details that will help you to understand the whole text. For example, such questions may ask about a character’s emotions or the impact of the setting or atmosphere. – The following is an example of an early question on a poem:

The details in lines 1 to 4 establish the gopher’s A. desperation to find food B. instinctive lack of caution C. awareness of the human presence D. resentment of the human presence

• The middle questions within a set address specific elements of the selection. For example, there may be questions about characters such as their motivation, behaviour, relationships, attitudes, traits, conflicts, and feelings. There may also be questions on vocabulary, figures of speech, the writer’s attitude or tone, and the effect of the writer’s choices. – The following is an example of a middle position question

from a novel excerpt:

The fact that “They were face to face now” (lines 68 to 69) supports the idea that the relationship between Fine Man and the horse is based on

A. conflict B. equality C. courage D. eagerness

• The final questions in a set often require you to consider the reading selection as a whole. For example, these questions may focus on main idea(s), context, theme, writer’s purpose, or intended audience. – The following is an example of a final position

question from a novel excerpt:

In lines 99 to 100, the writer suggests that, like water, the horses are symbolic of

A. life B. death C. stillness D. confinement

Suggestions

• Read the selections in order. The sequential placement of passages in the Readings Booklet is intended to help you. In addition, reading passages and answering questions out of sequence dramatically increases the possibility of making an error on your multiple-choice answer sheet.

• Read the entire selection before attempting the questions. When you read each selection, consider the title, as well as any introductory comments and footnotes. This information will help you understand the reading selection and may also be required to answer one or more questions correctly.

Suggestions• As you answer the questions, be sure that you

understand what is being asked. You may want to underline or highlight important aspects of the reading or of the questions to help you stay focused.

• Pay particular attention to factors in each question that will limit the possible correct answer. When direct quotations are included in a question, use the line references provided and reread the quotation within its context in the reading.

• Try to save enough time to go back to questions that you found difficult or were uncertain about. Use all your acquired reading skills to reconsider the question, its context, and the “answer.” However, if you cannot think of a valid reason why you should change an answer, do not do so. Trust your instincts and your reading comprehension skills.

Revisions

• Look at the examples given to you.