Comm 12
Julius Caesar
1. Hand in books.
*Missing books from:
-Curtis - Tanner
--> Please bring these back in January!

English 11
Macbeth
1. Read Act V.
2. Complete Act V study-guide questions (not for marks, but will help you prepare for your test/essay in the new year).
*Still missing The Crucible from:
- Ashleigh - Brienna
*Still missing Lord of the Flies from:
-Kassi
--> Please bring these back in January!
**Act IV sc iii help:

Have a great holiday; see you in 2014!!!

Comm 12
Julius Caesar
1. Finish play.
2. Act V open-book quiz.

English 11
Macbeth
1. Read Act IV.
2. Study Guide Questions (not for marks).
*Tomorrow: Act V.*

Comm 12
Julius Caesar
1. Act IV Quiz (open-book).
2. Tomorrow: Read Act V; Friday: Act V Quiz.

English 11
Macbeth
1. Act III Quiz.
2. Discuss Act III study-guide questions (handed out today); analysis.
*No homework tonight;
*Tomorrow: read Act IV;
*Friday: Act IV quiz.

Comm 12
Julius Caesar
1. Read Act IV, sc iii.
2. Film adaptation of Act IV.
3. Answer questions for Act IV sc iii.
*Tomorrow: Act IV Quiz*
- vocabulary: know the definitions for the following words:
- abject - corporal - covert - covetous - gallant - slanderous - slighted - vaunting - wrangle - wring

9.- In the first instance, Brutus believed he was behaving honorably by allowing Antony to speak to the citizens of Rome because he believed that the conspirators’ cause was justified and, therefore, could not be met with anger. In the second instance, Brutus is likely questioning his having participated in the killing of Caesar, given his vehement reaction to Cassius’s pleading with him on a briber’s behalf.
- The fact that Antony and Octavius have mounted an army against Brutus and the other conspirators, and that Portia has committed suicide, makes everything look very bleak.
- Worth noting is that while Cassius laid the foundation to involve Brutus with the conspirators via rhetoric and flattery, Brutus did not join the conspiracy until he received the supposed letter from a citizen of Rome, which had been forged by Cassius.
10. The ghost of Caesar appears in Brutus’s tent. Caesar’s ghost says he will see Brutus at Philippi, where Antony and Octavius’s armies will meet the conspirators’ armies.
11. It is possible that Caesar’s ghost is an apparition that Brutus imagines due to feelings of guilt. This idea is endorsed by the fact that Brutus does not trust his own eyes to have seen the apparition, as seen through his subtle way of asking Lucius, Varro, and Claudius (who are sleeping in his tent) if they have seen anything strange in the night.

**Deadline to write quizzes: Thursday, December 19th - you must arrange this ahead of time.**


English 11
Macbeth
1. Act II Quiz.
2. Homework: Read Act III.
3. Tomorrow: Quiz on Act III.

**Deadline to write quizzes: Thursday, December 19th - you must arrange this ahead of time.**

Comm 12
Julius Caesar
1. Act III Quiz (open-book).
2. Read Act IV sc i and ii - complete questions 1 and 2 on study-guide.
3. Read Act IV sc iii and complete Act IV Questions tomorrow.
4. Act IV Quiz Wednesday

**Deadline to make-up missed quizzes is THURSDAY, DECEMBER 19TH - You must arrange this with me ahead of time.**

English 11
Macbeth
1. Act I Quizzes returned (questions/review?).
2. Read Act II sc iii & iv.
3. Homework: Complete questions for Act II sc iii & iv.
4. Act II Quiz TOMORROW.

**Deadline to make-up missed quizzes is THURSDAY, DECEMBER 19TH - You must arrange this with me ahead of time.**

Comm 12
Julius Caesar
1. Help with Act III sc ii & iii questions (see below).
2. Time to study for Act III quiz Monday.
3. Current marks (if you want to arrange writing missed quizzes, you must have this plan in place ahead of time. Deadline to write/re-write is Thursday, December 19th).

English 11
Macbeth
1. Act I Quiz
2. Read Act II sc i & ii
3. In-Class: Completed questions for Act II scenes i and ii.
4. Notes
Motifs:
- Blood - Gender (masculinity vs. femininity) - Masks/Deception - Time - Children/Babies - Madness
Themes:
Appearance/Reality
Prophecy
The plot is set in motion by the prophecy of the three witches. The prophecy fans the flames of ambition within Macbeth and Lady Macbeth, serving as the primary impetus for the couple to plot the death of Duncan. Consider: Would Macbeth have committed such heinous crimes if not for the prophecy? What if he had ignored the witches’ statements?
Guilt and Remorse
Some of the most famous and poetic lines from Macbeth are expressions of remorse. “Will all great Neptune’s ocean wash this blood / Clean from my hand?”
In what concerns ghosts and visions, the relation of the natural to the supernatural in Macbeth is unclear.

The Natural/Supernatural

If the witches’ prophecy is understood to be imposing a supernatural order on the natural order of things, the natural order can also be understood as responding with tempestuous signs. 
Dichotomy and Equivocation
“Fair is foul, and foul is fair / Hover through the fog and filthy air” (I i 10-11). The first scene of the first act ends with these words of the witches, which Macbeth echoes in his first line: “So foul and fair a day I have not seen” (I iii 36). In a similar fashion, many scenes conclude with lines of dichotomy or equivocation: “Hear it not, Duncan; for it is a knell / That summons thee to heaven or hell” (II i64); “God’s benison go with you, and with those/ That would make good of bad, and friends of foes” (II iv 41-42). Such lines evoke an air of deep uncertainty: while polarities are reversed and established values are overturned, it is entirely unclear as to whether the dichotomous clarity of “heaven or hell” trumps the equivocatory fogginess of “fair is foul, and foul is fair.” 
Ambition and Temptation
Ambition and temptation both play a key factor in Macbeth and Lady Macbeth’s decision to kill Duncan. Macbeth possesses enough self-awareness to realize the dangers of overzealous ambition: “I have no spur / To prick the sides of my intent, but only / Vaulting ambition which o’erleaps itself / And falls on th’other” (25-28). And yet, the temptation to carry out the witches' prophecy is ultimately too strong for Macbeth to curb his ambition. In Lady Macbeth’s lexicon, incidentally, “hope” is also another word for “ambition” and perhaps “temptation.” As Macbeth expresses his doubts about killing Duncan, she demands: “Was the hope drunk / Wherein you dressed yourself” (35-36)?
4. Marks posted.
5. Monday: Finish Act II.

Comm 12
Julius Caesar
1. Complete Climax portion of plot diagram (see below).
- In-Class essays returned.
2. Review Act III sc i questions.
3. Read Act III sc ii & iii.
4. Film adaptation of Act III.
*Tomorrow: Review Act III questions; Act III quiz MONDAY*

English 11
Macbeth
1. Finish reading Act I, discuss.
2. Act I Quiz tomorrow.
- "Fair is foul, foul is fair" = ideas of right and wrong will be blurred/turned upside down; appearances will be deceiving (witches' lines are ambiguous)... on a larger scale, this line connotes that Macbeth will be a play about morality and the consequences of crossing the line of ethics
- "What he hath lost, noble Macbeth hath won." --> Duncan plans to promote Macbeth based on his bravery and loyalty (not to mention ruthless on the battlefield)
- Witches : Fair is/ foul and/ foul is/ fair  - Trochaic tetrameter
Macbeth : So foul /and fair /a day /I have/ not seen- Iambic pentameter
- trochaic tetrameter: Shakespeare rarely uses except for supernatural beings, witches, fairies, or the like. In order to bring out the rhyme the last syllable is dropped from the end of each line. In line 2 the rhythm is reversed and the stress falls on the second syllable of each foot. In line 8 the stressed syllable in the third foot is omitted. This forces us to pause in the middle of the line and so secures additional emphasis for the closing word, "Macbeth."
- The witches inform Banquo that while he will not be king, he will father kings. They also say he is
“lesser than Macbeth, and greater,” and “not so happy, yet much happier.” --> paradox; the ideas are seemingly contradictory, yet when put together they have a greater value and deeper meaning. They suggest that Banquo will find his happiness and greatness through means that are different from Macbeth’s, and that Banquo’s happiness and greatness will somehow be more durable, truer. Macbeth will be crowned a king in the immediate future, but Banquo, as the father of future kings, will leave a legacy that will endure.
- (scene iii continued...) Macbeth is trying to make sense of the truths in the witches’ prophecies. They have given him information which is simultaneously great news—Macbeth will advance—but also horrifying news; for Macbeth to be king, Duncan must die. The passage advances the rising action in the play in that it helps
establish the play’s conflict: What Macbeth chooses to do with this information is the basis for the rest
of the drama.
- (scene iv) Macbeth says in an aside, “Stars, hide your fires, / Let not light see my black and deep desires”
 revealing his deep ambition to gain the crown. He may feel shame for what he is now considering.
Duncan’s naming Malcolm the Prince of Cumberland means that Malcolm now stands in the way
of Macbeth’s becoming king. He is clearly thinking about Duncan and Malcolm as obstacles to his
own ascension to the throne.
- (scene v) Macbeth misquotes the witches’ prophecy, telling his wife in a letter that they said, “Hail, King that shalt be!” and not “All hail, Macbeth, that shalt be King hereafter!” --> Macbeth misquotes the witches in a way that implies they are already referring to him as king. “Hail, King . . .” is very different than “All hail, Macbeth. . . .” Though initially Macbeth felt that he would not intercede in the course of fate, the way he informs Lady Macbeth of the encounters shows that he is impatient, already hearing himself referred to as king. The misquotation suggests that he is considering acting against Duncan.
-(...unsex me here...") Lady Macbeth knows that in order to murder Duncan, she must think and behave callously. She, as well as her society, view kindness and nurturing as feminine traits; she seeks to separate herself from them. Instead, she asks for her blood to be made thick, without “access and passage to remorse”; she asks to be made cold and cruel in order to carry out Duncan’s murder so that Macbeth will become king.
- (scene vi) dramatic irony: Duncan and Banquo find the Macbeths’ castle a welcoming, safe retreat.
- (scene vii) "False face must hide what the false heart doth know." Echoes the witches' lines; refers to appearance vs. reality; the motif of masks, also echoes L. Macbeth's assertion that Macbeth must look as 'innocent as a flower' but be the 'serpent underneath'

Comm 12
Julius Caesar
1. Read Act III sc i.
2. Watch film adaptation (Act III sc i).
3. Homework: Finish questions (Act III sc i); due tomorrow - email me if you need help with them!

English 11
Macbeth
1. Introduction
- History - Paradox, dichotomy
2. Read Act I sc i-iii (discuss tomorrow).

Comm 12
Julius Caesar
1. In-Class Essay (due at the end of class).
- Choose one of the following topics:
A. Describe the character flaws exhibited by Julius Caesar in the first two acts that facilitate/foreshadow his impending assassination
OR
B. Shakespeare uses omens, dreams, and premonitions in Julius Caesar. Using examples from the text, explain how this motif functions in the play.
2. Criteria:
- 4-5 paragraphs (7-12 sentences per paragraph)
- complete thesis statement
- 3 quotations PROPERLY integrated and cited (ex. II, ii, 24-25)
- double-spaced

English 11
Macbeth
1. Introduction
- Ethical Dilemmas
- Ambition: Good or Bad?
*Please return The Crucible ASAP.*

Comm 12
Julius Caesar
1. Act II sc ii-iv Quiz
- mark, record
2. Watch film adaptation of Act II.
*You should read scene i of Act III at No Fear Shakespeare for the modern-English version in preparation of tomorrow's reading.*

English 11
The Crucible
1. Finish film adaptation.
2. Essays handed back.
3. Return missing books if you haven't already done so ASAP!
*Tomorrow: hubris, vaulting ambition, tragic heroes, and curses!*

Comm 12
Julius Caesar
1. Review Act II sc ii questions.
2. Read Act II sc iii & iv; answer questions.
3. Act II quiz on Monday (all scenes). Quiz re-writes Monday.
4. Finish rising action (see below) for plot diagram.

English 11
The Crucible
1. Film adaptation.
2. Hand in plays.

Days until midterm mark cut-off (marks sent home): 3

Have a great weekend!

Comm 12
Julius Caesar
1. Act II sc i quiz (closed book).
2. Read Act II sc ii.
3. Answer questions (due tomorrow).
4. Work on "Exposition" part of plot-diagram.

English 11
The Crucible
1. Final test/in-class essay.
2. Return plays.

Comm 12
Julius Caesar
1. Hand in paragraphs (p. 33, Activity #1).
2. Read Act II, sc i.
3. Act II, sc i questions.
4. Complete plot diagram (exposition, rising action).

*Tomorrow: Act II sc i quiz - CLOSED BOOK!!!*

English 11
The Crucible
1. Act IV quiz.
- mark, record
2. Review/Essay Outline (2 motifs, 2 themes, min. 2 quotations properly integrated, cited, and explained).
3. Tomorrow: Test/In-Class Essay.
- If you are absent unexcused tomorrow you will not get a chance to re-write at a later date.
**Tomorrow: Bring your outline and return your book!**

Comm 12
Julius Caesar
1. Finish Act I (film version).
2. Act I Quiz (mark, record).
3. Act I Activity (p. 33, #1).
- 5-7 good sentences
*grammar/spelling *topic/concluding sentences/structure *personal experience *double-space*
Due: Wednesday (tomorrow)

English 11
The Crucible
1. Finish Act IV.
2. Finish Questions
2b. Act II sc ii? (discussion)
3. Tomorrow: Act IV quiz, review/outlines
4. Thursday: Test/In-Class Essay. (If you are absent unexcused on Thursday you will not get a chance to write at a later date.)
5. Friday/Monday: Film adaptation of The Crucible.

Days until Midterm (marks sent home): 5

Comm 12
Julius Caesar
1. Read Act I, sc iii
- answer Study Guide Questions
2. Film Adaptation of Act I
3. Tomorrow: Act I, sc iii Considerations (p.33)
- Question 1 (Pathetic Fallacy)
- Should be 5-7 good sentences (grammar, structure, personal experience, double-spaced)... due Wednesday.
*Tomorrow Act I Quiz - questions will be from your study guides*

Check out No Fear Shakespeare for the modern English version!

English 11
The Crucible
1. Act III Quiz
- mark, record
2. Read Act IV p. 121 - 131
3. Complete Study Guide Questions #1 - 6

Midterm is December 10th

Comm 12
Julius Caesar
1. Read Act I sc ii.
2. Finish Questions (see below).

3. Test/Essay feedback.
4. Monday: Film adaptation of Act I, read/questions Act I sc iii.
*If you'd like to read the modern-English version of this play, check out No Fear Shakespeare and read the same scenes as we read in-class.*

English 11
The Crucible
1. Finish reading Act III.
2. Finish Act III questions.
3. Monday: Act III quiz, Act IV (read, questions).
Irony in Act III:
- Proctor finally gives up his good reputation in Salem to stand up for what he believes is right. He has finally become fully committed to the truth. Elizabeth, on the other hand, believes she can save her husband by lying - the woman who "cannot tell a lie". Elizabeth's dilemma: tell the truth and ruin her husband's good name or lie (which condemns him). Going against her nature (re: her individuality), causes more problems for the Proctors. Furthermore, John Proctor, the one member of the community who tried so hard to remain uninvolved in the witch-hunt hysteria becomes its central focus.
- Hale has completely denounced the hearings because he has been shaken by the injustice that he sees before him and he tries to right the wrong. As an individual (now) though, he no longer has any influence. Meanwhile, Danforth, the one accountable for finding truth is unable or unwilling to distinguish it when it is right before his eyes.

Have a nice weekend!

Comm 12
Julius Caesar
1. Hand in Of Mice and Men novels.
2. Homework check (yesterday's article questions)
3. Introduction to Julius Caesar
A. Themes:
- Freedom vs. tyranny
- Fate and fortune vs. free will
- Friendship vs. Civic Duty
- Duplicity vs. Truth, Honor, Loyalty (in political speech and actions)
- Antagonist vs. Protagonist
- Death
- The power of rhetoric (emotion vs. logic as a means of persuasion)
- Public vs. Private Identity
B. Motifs:
- Darkness and shadows vs. light
- The Supernatural (omens, dreams, premonitions, superstition)
- Letters
- Blood
- The influence of Women
C. Symbols:
- Caesar's ghost
- Rome
- Swords
- Lion/lioness

English 11
The Crucible
1. Begin reading Act III (p. 83- 102 [before Abigail's entrance.])
2. Complete questions 1 - 9.

Question Help:

2. The fire is a metaphor for burning away the lies to reach the truth: “It melts all concealment.” To

speak of a hot fire is to say that the naked and pure truth will be all that is left after the accused

appears in court. However, it is not the case at all. The court is corrupt, poisoned by fear, desperation,

and a desire for vengeance, as well as the leaders’ unwillingness to rely on reason and facts, rather

than their own preconceived ideas.

3. Having played a large part in instigating this crisis and fanning its flames, in Act Three Hale seems

to be trying to defend John Proctor and to reason with the judge. He goes so far as to state that there

is now “a prodigious fear of this court in the country.” His opinions fall on deaf ears, but he has nevertheless

begun to see the error of his ways and to recognize that the situation has gotten out of control.

There is no safe way to suggest that the justice system has been corrupted without implicating oneself.

When Hale does, Danforth turns on him and implies that perhaps Hale himself is guilty: “Are you

afraid to be questioned here?”

5. This is a position taken by leaders who do not feel secure that their government can withstand any

dissent at all. The judges seem to lack faith in their own court’s ability to enact justice and must

therefore eliminate all opposition to it. Also, if opposition is not eliminated, their authority is challenged

and their actions are subject to review; if they have made mistakes, their errors will be known,

and they will have to take responsibility for them. The problem is that this thinking leaves no room

for individual thought or personal freedom. A society that condemns anyone who does not conform

strictly to a single way of thinking encourages repression, which eventually turns to rebellion.

8. The court is meant to operate as a center of justice, as a place to resolve problems in a transparent,

objective, and rational setting. If the people fear the court and don’t trust that it is just, then the social

order will begin to break down. If there is no just and legal mechanism for resolving problems, then

people will rebel and take matters into their own hands.

Comm 12
1. Hand in novel.
2. Definitions.
3. Read Article.
4. Answer Questions (due tomorrow).
*You have until Friday to make-up missed quizzes.*

English 11
The Crucible
1. Act II Quiz.

Comm 12
Of Mice and Men
1. Final test/in-class essay.
2. Hand in novels.

English 11
The Crucible
1. Finish reading Act II
2. Analysis (notes).

3. Finish Act II questions.

Comm 12
Of Mice and Men
1. Sample Outline ("Loneliness")
- Ensure you are finished your theme quotations --> include page #s!!!
- Review Literary Terms
- Quotation Integration
Thesis and Quotation Integration example:

*If you are absent unexcused tomorrow you WILL NOT get a chance to write at a later date; make sure you're here!*
**Bring your novels tomorrow!**

English 11
The Crucible
1. Themes/Characterization - empowerment, power changes (who is accused first? those that are marginalized already)
- pay attention to society's Madonna/Whore perception of women: this society views things as either good or bad... what is the danger in this way of thinking?
2. Begin reading Act II (p. 49- middle of 67).
- Answer questions 1-10 (skip question 8 for now).

Comm 12
Of Mice and Men
1. Finish movie.
3. Monday: Review lit terms, essay outline. (Ensure you bring your COMPLETED chart!)
4. Tuesday: Of Mice and Men test/in-class essay.
**If you are absent unexcused Tuesday you will not have the option to re-write at a later date; make sure you're here!!**

5. Ensure you know the following terms:

- simile      - alliteration

- satire      - metaphor

- symbolism    - dialect

- personification   - onomatopoeia 

- irony

- hyperbole

*It would be helpful to come up with an example for each term from the novel!*

English 11

The Crucible

1. Act I Quiz

Have a good weekend!!!

Comm 12
Of Mice and Men
1. Begin movie; homework check - quotations completed (emphasizing theme, page/chapter #).
2. Tomorrow: Finish movie.
3. Monday: Review lit terms, essay outline.
4. Tuesday: Of Mice and Men test/in-class essay.
**If you are absent unexcused Tuesday you will not have the option to re-write at a later date; make sure you're here!!**

English 11
The Crucible
1. Review characters, theme, lit devices (irony, metaphor, paradox, tragedy, motif).
- Literary Devices:
A. (Verbal) Irony: instances in which the intended meaning of a word or phrase used is the opposite of what it actually means (which quotations use irony?).
B. Paradox: A statement or event contrary to what one might expect (for instance, the events of Salem as a paradox to what one might have expected from God-fearing people such as the Puritans) (other examples of paradox? hint: review the Overture before Act I).
C. Allegory: A story in which people, things, and happenings have another meaning, as in a fable or parable (how is The Crucible a political allegory?)
D. Tragedy: A serious play with an unhappy ending brought about by the characters or central characters impelled by fate or moral weakness, psychological maladjustment, or social pressure.
E. Crucible: (okay, not a literary device, but you still need to be able to identify and explain the significance of the title of the play). Literally, a container that resists heat or the hollow at the bottom of an ore furnace. Connotative: A severe test or trail; bearing of a cross - crux, crusis, + ferre - what does it mean to have a 'cross to bear'?
- Decide how the following themes (if applicable) are evident in Act I:
A. Human cruelty in the name of righteousness
B. The Individual and the Community
C. Justice vs. Retribution and Revenge
D. Godliness vs. Worldliness
E. Ignorance vs. Wisdom
F. The Puritan Myth
G. Order vs. Individual Freedom
- Do you see the following motifs in Act I?:
a. intolerance
b. hysteria
c. reputation
d. empowerment
e. accusations, confessions, legal proceedings
2. Be able to identify the speaker, significance, and themes illuminated by the following quotations:
A. "There are wheels within wheels in this village and fires within fires."
B. "Think on it now, it's a deep thing, and dark as a pit."
C. "They (the books) must be (heavy); they are weighted with authority."

Comm 12
Of Mice and Men
1. Finish book!
2. Complete Chapter 6 questions (help for a few questions below).

3. Finish quotations for chart (try to choose ones that illuminate any relevant themes). Remember to include page/chapter number).
** Tomorrow: Review Literary Terms, homework check (quotations/chart completion)**
 ** Next week: Test/Essay**

English 11
The Crucible
1. Finish reading Act I.
2. Finish Act I Questions.
**Tomorrow: Review Characters**
**Act I Quiz Friday**
--> Ensure you know what paradox and allegory are, as well as be clear about characterization and the importance of Reputation in this society (i.e. a "good name").
3. Important quotations (Know the literal and symbolic meaning!):
p. 28: Mrs. Putnam, "There are wheels within wheels in this village, and fires within fires!"
[We can look at the words/images distinctly - wheel = cyclical, fire = Hell, evil, - as well as interpret them symbolically as the political and personal grudges the Salemites held. Add to the chaos the overlapping of their religious beliefs with their social conventions and we have quite the deep-rooted mess!].
p. 36: Hale, "They must be (heavy); they are weighted with authority."
[Symbolically, we could connect their faith in these books with their reverence for the Bible - whether or not they can understand/read the Bible. As a theocracy, Salem's laws are based on the Bible, so we can conclude that they follow a set of rules that they do not understand/may not be legitimate. Furthermore, books usually stand for education/learning/the educated. Hale's books are filled with information about the devil and witchcraft and how to expel it - information that isn't easily proved. The people of Salem and Hale respect the books and blindly follow their faith. This foreshadows that the people may blindly trust/believe in the girls' confessions which also cannot be substantiated.]
p. 31: Giles, "Think on it now, it's a deep thing, and dark as a pit."
[Literally, the villagers are not getting along, symbolically, their theocracy seems to be failing - their 'new', insecure society cannot tolerate or survive dissension within the community ((LOTF anyone?)).]

Comm 12
Of Mice and Men
1. Study for Chapter 5 quiz.
2. Write Chapter 5 quiz.
3. Quotations (for chart).
- Chart should be completed by Thursday (including quotations for all symbols & characters).
- Examples for the river and the bunkhouse have been done for you (see below). *Ensure you include page number, chapter, speaker (if dialogue) and any theme or poetic device the quotation illuminates.*

English 11
The Crucible
1. Act I - Read to the bottom of page 36.
2. Questions - Have #1-13 finished for tomorrow.

Comm 12
Of Mice and Men
1. Finish chart
- character descriptions
- work on quotations *Finish TUESDAY*
2. Read Chapter 5
- answer questions
*quiz on Chapter 5 tomorrow*

English 11
The Crucible
1. Overture quiz (mark, record)
2. Begin reading Act I (to page 15).
- Study Guide: Complete questions 1-4
**You receive marks for participation: Reading your part, following along, not talking, texting, or sleeping, showing the right attitude, answering questions/volunteering**
3. Notes on context, themes

Comm 12
Of Mice and Men
1. Review Chapter 4 Questions.
2. Handout: Symbolism in Of Mice and Men

*Next week: Chapter 5 and 6*

English 11
The Crucible
1. Review Overture questions
2. Preview of Monday's Quiz (if you weren't here today, contact someone who was!).
*Next week: Act I*

Have a restful weekend!

Comm 12
Of Mice and Men
1. Study vocabulary and questions #1-4
2. Write quiz
- mark, record
3. Finish reading Chapter 4
- Complete questions

English 11
The Crucible
1. Finish documentary.
2. Distribute books.
3. Read Overture, answer questions
- We will go over the questions tomorrow; quiz on Monday.
(You may email me for help but I may take a long time to reply as it is Parent night; either way, we will go over all the answers tomorrow and you will be prepped for Monday's quiz.)

Remember, tomorrow's schedule:
Block 1 - 830 - 917
Block 2 - 921 - 1008
Lunch 1008 - 1052
Block 3 1052 - 1139
Block 4 1143 - 1230

See you at Parent-Teacher Night!

Comm 12
Of Mice and Men
1. Homework check: Review quotations that illuminate theme.
2. Begin reading chapter 4.
3. Tomorrow: Quiz: Chapter 4 Vocabulary, Quotation/Theme match-up, question #1-4.

English 11
The Crucible
1. Introduction to McCarthyism and The Crucible.
2. For tomorrow: -know Puritanism, McCarthyism, and the definition of persecution.
3. Watch documentary on Salem Witch Trials (If you weren't here today, watch up until 45:03 --> Watch Me!)

Comm 12
Of Mice and Men
1. Finish comparison chart (Lennie/George).
- include the page # and an explanation for each quotation
2. Complete the Exposition and Rising Action portion of your plot diagram.
3. Give quotations/brief summaries of the themes introduced in the novel thus far (I have given you the example for Racism/Discrimination).
4. Tomorrow: Chapter 4

English 11
Lord of the Flies
1. Summarize leaders/followers article.
2. Discuss gender roles (then and now).
3. Watch "Aerodynamics of Gender"
4. Tomorrow: New Unit

Sorry guys - I forgot to post this Thursday!

Comm 12
Of Mice and Men
1. Study for Chapter 3 Quiz.
2. Copy down the template from the board (we will work on this Tuesday) - see below if you didn't finish copying it down in class.
3. Next week: Chapter 4, Symbolism, Theme.

English 11
Lord of the Flies
1. Hand in novel.
2. Debrief Tuesday's experiment.
3. Summarize article:
- what are the traits of leaders?
- what are the traits of followers?
- describe power structures
- describe group dynamics
--> Discuss Tuesday.
4. Essays handed back.

TODAY WAS THE LAST DAY TO HAND IN TERM 1 WORK

Comm 12

1. Read, discuss, and answer questions for Chapter 3.

English 11

1. In-class essay.
2. Hand in novels.
3. Homework: read handout (Leaders vs. Followers)
--> discuss tomorrow

Remember to dress formally tomorrow. 

TOMORROW IS THE LAST DAY TO HAND IN TERM 1 WORK!!!!!!!!!!

Comm 12
Of Mice and Men
1. Study for Quiz (Chapter 2)
- Mark, record
2. Discuss:
- Symbolism
- Characterization
- Themes
3. Tomorrow: Read Chapter 3
- Answer questions
- Quiz tomorrow (last mark of Term 1!)

English 11
Lord of the Flies
1. 30 Kids, 1 Essay ((In case you were wondering, this sociological experiment --which we will discuss on Thursday-- was meant to not only prep you for your essay tomorrow, but also to illuminate those aspects of our own nature when faced with a challenge and lacking an authority figure. So which were you, a leader or a follower...?))
*Complete Essay Outline - see handout (one page, one sided)
BE HERE TOMORROW; YOUR IN-CLASS ESSAY IS YOUR LAST MARK FOR TERM 1!
- You may use your ONE-SIDED essay outline and your novel tomorrow in-class, that is all.

All Classes: I will be here tomorrow morning by 745am to help answer any last minute questions.

Comm 12
Of Mice and Men
1. Study for Chapter 1 Quiz (10 minutes).
2. Write Chapter 1 Quiz
- mark, record
3. Read Chapter 2
- Chapter 2 questions
*Tomorrow: Chapter 2 Quiz*
- Reminder: Anyone doing re-writes/handing in late work must do so by Wednesday, November 6th. No term 1 work will be accepted after Wednesday.
- Tomorrow Lunch (Writing Chapter 1 Quiz): Nick, Tanner, Kalem, Jeff, Gurpreet, Zayne, Claire.

English 11
Lord of the Flies
1. Paragraph quiz: Discuss the irony in Chapter 12.
2. Viktor E. Frankl (Man's Search for Meaning).
**Tomorrow: Bring your novel and notes to tomorrow's class!**
- Reminder: Your IN-CLASS ESSAY on Wednesday, November 6th will be the LAST mark on your term 1 report card. If you are absent on Wednesday, there will be no time to make it up for term 1. Ensure you are here!!!

Comm 12
Of Mice and Men
1. Chapter 1
- Read
- Answer questions (mark and collect Monday)
- Discuss Theme
- Vocabulary in Chapter 1 (make note of the sentences the vocabulary words are found in)
*Quiz on Chapter 1 and Chapter 1 Vocabulary MONDAY*

English 11
Lord of the Flies
1. Homework check (Chapter 11).
2. Read Chapter 12, discuss reading guide.
3. Quiz Monday:
Describe all of the instances of irony in Chapter 12.

Comm 12
Of Mice and Men
1. Finish interviews.
2. Handout: Character list, background, themes for Of Mice and Men.
3. Discuss themes.
4. Distribute books.

English 11
Lord of the Flies
1. Chapter 10 Quiz (mark, record).
2. Read Chapter 11, Discuss Study Guide. (Complete questions for homework).
3. Tomorrow: Finish the novel!

ALL CLASSES: MARKS CUT OFF IS WEDNESDAY, NOVEMBER 6TH. NO TERM 1 WORK WILL BE ACCEPTED AFTER THIS DATE.

Comm 12

1. Library: Grad Info Meeting.
2. Tomorrow: Finish presentations, begin Of Mice and Men.

English 11
Lord of the Flies
1. Finish reading, discuss Chapter 9.
2. Begin Chapter 10, discuss.
*Homework: Finish reading the last few pages of Chapter 10 and answer the last two questions on your own*
Hints for Questions 5 and 6 (re: Tomorrow's Quiz):
- Ralph's daydreams consist of a bus centre and dancing around a streetlight. He no longer finds wilderness thrilling. Now that he has lived through the horror of true wildness, he yearns for civilization, for a "tamed town where savagery could not set foot"
- Jack and his tribe raid the camp in order to steal Piggy's glasses. Ralph thinks they had come for the conch, but Jack has no interest in the democratic and orderly properties of the conch. He only needs Piggy's glasses so that his tribe can start a fire. Ralph still assumes (hopes?) that Jack respects the order and civility they first tried to imitate in their early society; he doesn't see that Jack has given himself over to the darkness (savagery).

*Note the development of Roger's character in this chapter. Golding writes that Roger "assimilat(es) the possibilities of irresponsible authority" (176). While Jack is savage as a means to an end (insecure need for power), Roger relishes the idea of harming others (as was hinted at in Chapter 4 when he throws rocks at Henry and destroys the sandcastles).*

Comm 12

1. Interview Presentations
2. Tomorrow: in Library for Grad Info Meeting
3. Thursday: Finish Presentations, introduction to Of Mice and Men

English 11
Lord of the Flies
1. Chapter 6-8 Quiz (if you didn't finish, or were absent today, you MUST come in at lunch or after school TOMORROW to finish).
2. Tomorrow: Read Chapter 9, review study guide.
*No homework tonight*

MARKS CUT OFF IS WEDNESDAY, NOVEMBER 6TH. NO TERM 1 WORK WILL BE ACCEPTED AFTER THIS DATE.

Comm 12

1. Finish prepping interview questions (presentation TOMORROW).
2. Finish GTs by the end of the week (get it out of the way! :) )
3. Wednesday: In the library.
4. Thursday: Begin new novel (Of Mice and Men).

English 11
Lord of the Flies
1. Review last two questions for Chapter 7 (collect for marks).
2. Notes (see picture below) on Chapter 7.
3. Chapter 8 - Read, answer questions.
4. Tomorrow: Quiz on Chapters 6-8
--> Ensure you're familiar with vocabulary words on the board (see picture below).

Important points for questions 10-12 (Chapter 8):

- literally the Lord of the Flies is the pig's head that Jack impaled (however, make note of how brutal this specific kill was).
- Simon is in the early stages of a seizure and imagines the pig's head talking to him, telling him that everything that is happening is bad, that man's nature is evil, and that he should just go rejoin the others.
- It asks why Simon is not afraid... the Lord of the Flies is a tangible (physical) manifestation of the savage instinct (the human beast) that Golding postulates resides within all of us (remember all the atrocities Golding would have witnessed mankind committing during the war).
- Simon is our Christ-figure, the prophet. The "ancient, inescapable recognition" is that evil resides within men (and boys)
- The LOTF reminds Simon it cannot be hunted or killed because it lives within them all. Simon is "unwanted" because he recognizes this evil within himself and does not indulge it like the others do.
- The boys want to have fun (be savage) and if Simon gets in the way, he will be done in, foreshadowing Simon's own demise.

Comm 12

1. Presentation: Finance Tips for After Grad
2. Interview project review
- Monday: finish prepping interview with partner
- Tuesday: Interview presentations

English 11

1. Review questions 8-11 from Chapter 5 (see notes below)
2. Read Chapter 7, work on questions
3. Homework: read last four pages of chapter 7, finish questions for Monday.

Have a great long weekend!

Comm 12

1. Hand in resume and cover letter
2. Interview assignment (presentation Tuesday)
3. Questions for our presenter tomorrow

English 11

1. Go over yesterday's quiz
2. Review chapter 6 questions
3. Homework: Read any chapters you have missed, review notes and questions. Do not continue reading tonight. Bring questions you need clarification on for tomorrow's class

Comm 12

1. In library to type good copy of resume and cover letter (due tomorrow).
2. Tomorrow: introduction to interview skills
*Bring your GT binder tomorrow*
*Bring questions to our presenter on Thursday*

Eng 11

1. Hand in Chapter 5 questions
2. Chapters 1-5 Quiz
3. Read Chapter 6 for homework and complete Chapter 6 questions (discuss tomorrow)

Comm 12

1. Finish Conspiracy Theory.
2. Handout: Resume and Cover letter templates.
3. Bring your completed Resume and Cover letter drafts tomorrow to D201 to type and print.

English 11
Lord of the Flies
1. Review Chapter 4, discuss questions.
2. Notes (see below).

3. Read Chapter 5.
4. Chapter 5 Questions due tomorrow (for marks).
*Tomorrow: Quiz on Chapters 1-5 (quotation paragraph, theme, characterization)*

Comm 12

1. Hand in late work.
2. Continue Conspiracy Theory.
3. Is The Catcher in the Rye a suicide trigger?

English 11
Lord of the Flies
1. 20 Minute Debate: Hobbes vs. Locke
2. Review Chapter 3 Questions
3. Freudian Undertones in LOTF (Notes, Handout)
4. Homework: Chapter 4: Read (We will answer/discuss the questions together on MONDAY)
5. Character Analysis (brief): Roger, Simon
*Questions to consider:
- Why/how is Simon interpreted as a Christ-figure?
- Research the significance/interpretations of BUTTERFLIES
6. Homework: Find examples of Id/Ego/Superego in pop-culture

Have a great weekend!!

Comm 12

1. Hand in Holden/Will compare/contrast paragraphs.
2. Conspiracy Theory
- What character traits do Jerry Fletcher and Holden Caulfield share?

English 11
Lord of the Flies
1. Review Chapter 2 questions.
2. Important Points for Chapter 2 (Notes, see picture below).
3. Locke vs. Hobbes and Civil Society
- Read (handout), summarize Hobbes' and Locke's philosophy in 6 sentences or LESS.
- How does each philosopher's argument apply to Lord of the Flies? --Keep these philosophies in mind as we continue through the novel.
4. Read Chapter 3 and finish Chapter 3 questions for homework (Important Points/Themes to consider, see picture below).

Tomorrow: Freud, Debate: Hobbes vs. Locke (Which philosophy on mankind most closely matches your own?)

Comm 12

1. Write Compare/Contrast paragraph (Holden vs. Will).
2. Due tomorrow at the beginning of class.
3. See below for marking criteria and topic sentence examples.
4. Handout: Transition words & phrases.

English 11
Lord of the Flies

1. Discuss Chapter 1
- Significance/foreshadowing of Jack and the Choir, "candlebuds"
- Piggy as the outcast/outsider (Poor - we can tell by the way his dialogue is written - Unattractive, timid/unsure, represents adulthood/civilization)
- Symbolism of the conch shell: leadership, authority, order & civilization, democracy, community, femininity, innocence ("creamy white, pure")
- Pushing the rock off the mountain symbolic of Man's Fall from innocence, destruction
- 'Lord of the Flies' = Hebrew translation for "Beelzebub" (Demon/Devil)
2. Read Chapter 2 in-class (complete questions for homework, due tomorrow)
- Things to make note of (page numbers may vary but the different editions are only a few pages difference):
Page 31:
"Jack slammed his knife into a trunk and looked round challengingly."
Page 32:
"Jack was on his feet. 'We'll have rules' he cried excitedly. 'Lots of rules! Then if anyone breaks 'em---'"
Page 42:
"'I agree with Ralph. We've got to have rules and obey them. After all, we're not savages. We're English; and the English are best at everything.'" (Jack) --> Think: History of British Imperialism.

Comm 12

1. Finish Good Will Hunting.
2. Compare and Contrast Holden from The Catcher in the Rye and Will from Good Will Hunting.
3. Homework: Find 5 transition words that express comparison (re: similarity) and 5 words that express contrast (re: differences)
*Tomorrow: Write Compare/Contrast paragraph in-class
*Return novel if you haven't already done so*

English 11
Lord of the Flies
1. Introduction to the novel.
2. Notes:

3. Class Vote (Best Leader on a Desert Island).
4. Distribute novels.
5. Homework: Read Chapter 1 and do the study guide questions for chapter 1. We will discuss chapter 1 tomorrow.
*Consider: Why do they elect the leader that they do? How do they choose him? Is the elected the best choice? Why or why not?*

Comm 12

1. Return novels.
2. Music project due.
3. Begin film (Good Will Hunting).
4. Handout: comparison sheet
- compare Holden Caulfield with Will Hunting

English 11

1. Return novels.
2. Review poem analysis.
3. Debate: Is Man Inherently Evil?

Have a great weekend!

Comm 12
The Catcher in the Rye

1. Analyzing/editing song analyses.
2. Song Project now due TOMORROW.
3. Return novels ASAP.

English 11
A Separate Peace

1. Read and analyze "And Thou Art Dead Though Young and Fair" (Lord Byron).
2. One-on-one essay feedback.
3. Return novels ASAP.
4. Tomorrow: Come ready to argue...

Comm 12

1. Continue working on Music Project (due Tomorrow).
2. Help with editing/analyzing.
3. Return The Catcher in the Rye novels.

English 11

1. Finish film.
2. Return novels.
3. Tomorrow: Poem analysis, Essay feedback.

Comm 12

1. Continue working on Music Project (5 song analyses due THURSDAY).
2. Here's another partial example from today's class:

English 11

1. Film: A River Runs Through It.
2. Tomorrow: Return Novels, finish film.