Happy Winter Solstice!

This is the shortest day of the year.  It is already dark at 4:12 p.m. and we have heard from the provincial health officer that we are returning to strict rules to prevent the spread of the omicron virus.  I was going to go to the East Van Panto tomorrow night, but the theatre is down to 50% capacity, so I can't see the show in person.  That's okay.  I am glad that people are trying to keep us safe.  The little squirrel on my balcony is happy to eat the seeds I put out before he snuggles down in his drey for a long winter's nap.  I would add his picture, but my new laptop doesn't have a port for the memory card from my camera, so you will have to imagine.

(This is a stock photo of a Douglas squirrel.  Isn't he cute?)

Here is a nice poem for a short winter's day and a long winter's night.  Light a candle this evening and read some poetry.  What a pleasant way to honour the power of nature!

TO KNOW THE DARK BY WENDELL BERRY 

To go in the dark with a light is to know the light.

To know the dark, go dark. Go without sight,

and find that the dark, too, blooms and sings,

 

and is traveled by dark feet and dark wings.

 

Happy Holidays!

 Well, the year in school is over and I hope it was a good one for all of you.  We had some difficult times here in BC with the forest fires and the heat dome and then the floods IN ADDITION to the ongoing COVID crisis.  We have also had to deal with far too many people dying of toxic drugs.  I hope that, in 2022, we can think of ways to deal with these terrible situations and make the world a safer and a kinder place than it is now.

We were supposed to get some snow yesterday, but it didn't seem to materialize.  All we had here was dreary rain the whole day.  I watched an old Christmas movie -- "Christmas in Connecticut" with the great Barbara Stanwyck.  It is a silly story about a woman who writes a homemaking column, but she isn't a homemaker at all!  Her publisher is an overwhelming guy (Sidney Greenstreet) who steamrolls her into inviting a wounded soldier (it takes place during World War II) to her "farm" for the holidays.  But she doesn't have a farm!  Luckily her very boring boyfriend DOES have a farm and you can imagine what happens.  It is a silly story, but Barbara Stanwyck makes it all work and I thoroughly enjoy it.  The rest of the cast is terrific and the farm is lovely and the story is lots of fun.  Dennis Morgan plays the soldier and he is very handsome and sings a pretty song ("The Wish That I Wish Tonight").

Barbara Stanwyck as Elizabeth Lane in Christmas in Connecticut

I had a very happy day on Friday playing games with all of my classes, seeing some students from the years gone by and enjoying Breakfast with Santa.  I hope the rest of the holidays are happy and safe and cosy for all of you and that when we return in January (2022!), we will all be refreshed and ready for a strong finish to the first semester and a great start to semester number two.

Stay safe, everyone, and count your blessings!

Journals for December 10, 2021

 Drama 8:

Which fairy tale did you choose?  Why did it seem like a good choice?  What role will you play?  How will you create that character?

Drama 9/10:

Don't forget to write about "Lies, Lies and More Lies"!  Ms. Kosar really wants to know what you thought.  If you were in the play, you still need to do the journal!

Now that we've seen the heritage plays, which one was your favourite?  Explain why you liked it.  Whose performance was the best?  Explain why.  Which story did you like the most?  Explain why.

Senior Drama:

You will be performing your playbuilding project next week.  How are you feeling about it?  What do you still need to do?  Who is leading the group?  Who is hindering progress?  (Be honest.)

English 11:

We will see your Macbeth performances on Tuesday, December 14!.  You need to know your lines and speak with expression and power!  You should have your news story written by then and your costume sketch should be ready by Friday.

Read all of Act 1.

This supernatural soliciting cannot be ill; cannot be good

 If you had all the money and imagination in the world, how would you costume the three witches?  Draw them in their costumes!

Fair is foul and foul is fair

We're starting Macbeth!  I have sorted you into groups and will give you a folder today.  You will want to decorate your folder with images and metaphors from the play as we go along.

Your group should be on the alert for paradoxes throughout the play.  The title of this post is an example.  Be familiar with what a paradox is!

To begin, we will stage the opening scene.  Try to be creative.  Just because there are three speaking witches, doesn't mean you are limited to only three witches.  Think of dramatic ways to present the scene.  Shakespeare chose to start with this scene.  Why do you think he did that?

Your group should keep a diary of your work.  Who does and says what?  Who is contributing?

Your group will have to produce a news story based on the events described in scene 2.  Have a catchy headline, make sure you include the 5 w's (who, what, where, when why) in the first paragraph.  You should also include quotes from the witnesses and a bit of an analysis of what happened.  If you are not familiar with how news stories are written check out the New York Times, the Guardian or an actual newspaper to see. 

Debating wrap up

 Now that we are finished debating, let's assess how we did!

Write about your own part.  How did you do?  Mention your own speech and also how you fielded questions and defended your point of view.

The topics:

(Write one or two sentences about each topic {including your own}).

a) bubble tea/boba

b) cock fighting

c) microtransactions

d) money

e) plastic straws

f) connections class

g) drugs

Also, answer the questions about the play -- "Lies, Lies and More Lies".

“Lies, Lies and More Lies”

 

1.      Is Adelaide Lai evil?  Define “evil” and then say whether you think she fits the definition or not.  Use evidence from the play.

 

2.      What makes Adelaide act the way she does?  Can you empathize with her?

 

3.     What causes all the trouble in the play?  Explain.

 

4.     The play starts with the interrogation and then jumps around, so that the timeline is not straightforward.  Why did Ms. Kosar write it this way?

 

5.     How did you react when the audience called out?  They call Adelaide a “monster”.  Is she a monster?  (Is a monster “evil”?)

 

6.     Do you think the material in the play is appropriate for high school?  (Ms. Kosar has asked herself this many times.)  Explain why or why not.

 

7.      The play is “based on real events”.  What does that mean?  Is it “true”?

 

8.      Have you ever seen a play before?  Why do people still go to the theatre? 

*****************************************************************

I gI gave out copies of Macbeth, so if you were absent you need to get a copy.

Journal for December 3, 2021 -- All Drama classes

 This week's journal is about the Drama Club's play, "Lies, Lies and More Lies".  If you cannot see the play, you should look at the program for "Lies, Lies and More Lies" and speak to someone who was involved in the production and write your answer based on what you can glean from those two sources.

1.  What is the play about?

2.  Did you like it?  (Explain.)  What was your favourite part?  What was your least favourite part?

3.  What do you think about the content?  Is it appropriate for high school audiences?  (Explain.)

4.  What did you think of the music?  What about the rest of the production -- acting, set, lighting, organization?

5.  Why would Ms. Kosar write a play like this?  Does it surprise you that she would choose this subject matter to write about?

Reading List for English 11

After parent conferences last week, I have been inspired to provide a suggested reading list for all of you, just in case you are not sure what books might be suitable for your age group.

Canadian novels:

Oryx and Crake (Margaret Atwood) -- dystopian novel by one of Canada's most loved authors

Life of Pi - (Yan Martel) -- a strange sea voyage with a curious young boy

Lives of Girls and Women (Alice Munro) -- classic short stories about a girl growing up

The Snow Angel and A Bird in the House  (Margaret Laurence) -- classic Canadian novels by one of the greatest Canadian authors

The Marrow Thieves (Cherie Dimaline) -- futuristic novel resonating with indigenous issues

Coming of Age:

Lord of the Flies (William Goldman) -- boys stranded on a deserted island

The Catcher in the Rye (J. D. Salinger) -- a young man adventures in New York City before Xmas

Classic Victorian Novels:

Oliver Twist, A Tale of Two Cities, A Christmas Carol -- Charles Dickens

Jane Eyre -- Charlotte Bronte (the iconic story of a young governess and a troubled man of the world)

Wuthering Heights -- Emily Bronte (the gothic romance to end all gothic romances)

War Stories:

All Quiet on the Western Front -- Eric Maria Remarque (the heart-breaking story of World War I)

Catch--22 -- Joseph Heller (a modern dystopia as American soldiers try to make sense of World War II)

All the Light We Cannot See --Anthony Doer (a blind French girl and a German boy whose paths collide in war torn France)

Fast Reads:

The Barren Grounds and The Great Bear - David A. Robertson -- young adult novel reminiscent of the Narnia books focusing on two indigenous children living in foster care and exploring the magical barren grounds of Aski.

Books that inspired movies:

A Song of Fire and Ice ("Game of Thrones") - George R. R. Martin

Dune (Frank Herbert)

 

Notes for Dress Rehearsal for "Lies" - Cast and Crew

 I hope all of you take a look here -- I didn't want to keep you on Friday, so here are the notes for the first full run of the show.

EVERYONE:  Check the call times and show times on the bulletin board outside the theatre.  You must attend all the shows next week.

Let Hannah know what kind of pizza you want for Monday after the rehearsal.  We will likely be at school until 5 or so, because we will do notes after the run through.

Be quiet backstage, in the wings, in the stairwells, in the booth.

Leave the doors to the theatre open.  YOU CANNOT COME AND GO DURING THE SHOW.  YOU NEED TO  BE VERY QUIET AND SNEAKY WHEN YOU COME IN TO THE THEATRE.

When you are backstage, stay FAR back.  If you can see the audience, they can see you.

ACTORS:

SOME OF YOU ARE DOING THIS LEG KICK THING WHEN YOU ARE STANDING.  DON'T DO THAT.  PLANT YOUR FEET. (ASK ME TO DEMONSTRATE IF YOU AREN'T SURE WHAT I'M TALKING ABOUT.)

LEARN YOUR LINES!

PROJECT YOUR VOICES!  USE CRISP DICTION -- IN A MASK, IT IS HARDER TO UNDERSTAND YOU SO YOU MUST FOCUS ON COMMUNICATION WITH THE AUDIENCE!

EXPECT PEOPLE TO LAUGH WHEN NO ONE HAS LAUGHED BEFORE!  AUDIENCES ARE STRANGE AND THEY MIGHT FIND THINGS FUNNY THAT YOU DON'T.  IF THEY LAUGH, IT'S A COMEDY.  (That's an old saying.)

YOU MUST BE READY FOR YOUR CUES.  DON'T ALLOW YOURSELF TO BE DISTRACTED.  DON'T GO OUT INTO THE HALLWAY AND FORGET THAT YOU HAVE A SCENE.  (You know who you are.)  YOU HAVE A RESPONSIBILITY TO THE REST OF THE CAST AND CREW.

CREW:

Wear black for all the shows.  If you don't have black clothes, you can find lots in the prop room.

Someone needs to be on the headset on both wings at all times.  You need to communicate with the booth.

Don't run when you're changing the set.  Just walk swiftly and purposefully.

Make sure the actors return their props to the prop tables.  Don't let them leave the theatre until they do that.

Add any changes to the prop list backstage.

Turn off the trouble lights at the end of the show.  (They get hot!)

SCENE BY SCENE NOTES:

Scene 1:  I have changed my mind about having the lockers on stage in scene 1!  (Director's prerogative!)  Let's cover them completely with the leg and change the set for scene 1b.  We will use Madeline's suggestion (Vampire Weekend) for the music.  Madeline, can you add that to the playlist?   Chastain,  Tan, Graves, Paramedics -- put your hair in buns.  Wear dark shoes, dark pants and white shirts.

When you get the water, Adelaide, can you just pull your mask down briefly to drink?  That is the only time anyone should actually drink anything.  Narin, we need to wash the glass every day before the show in soapy water.

Voices -- be confident about calling out.  Be prepared that some audience members might join in.  If they do, react a bit, Adelaide.

Mom and Alex -- great with the muffling of Mom in the stair well.

Chastain -- you must focus on projecting your voice.  It is essential that we hear you!

Scene 2:  Don't turn your phone on until the lights start to go up.

Do you have a more threatening t-shirt, Jason?  Make the "your crazy parents are screwed" threatening.

Think of what cues you.  Listen to the other actor.

Scene 3:  Make sure you have money, jewelry, guns!

React to Alex's weirdness.  DO NOT DROP YOUR VOICES!

Scene 4:  Tuck in your blouse neatly, Mom.

Mom and Dad, react when she says "remember" that you promised her a cat.  Did you promise her a cat?  Is she telling the truth?

Scene 5:  Counter should be in front of steps.  We need mugs for everyone (3).

When you come back in, Mom, have your hair up and carry a briefcase.

Mom, don't forget the line -- I'm not telling you, I'm telling Addy.

Scene 6:  Lift up your face, Mr. Clarendon.  We want to see you.  Sit straight in the chair.  (I could see your left leg under the desk, stretched out!)

He needs a box of tissues on his desk.

Adelaide needs a bag of weed and "blunts" to share with Jessica.

Scene 7:

Lou-Lou -- make the "Adeline" word VERY LOUD AND PURPOSEFUL.

We need cups for Lou-Lou and Mom.

Gang don't move or watch Lou-Lou scene.

Gang- do you have edgier t-shirts?

Great scene -- well executed.

Scene 8:  

Chastain -- never drop eye contact with her.  Make her look down.

PROJECT!

Make the silences full of tension.

Scene 9:

Zip up the jacket, Officer Tan.

We should not see you standing in the landing.  You need to be further down in the stairwell before you make your entrance. 

Scene 10:  Don't come out until it's dark.

Jason, don't tap your feet as you speak.

Scene 11:  Carissa, will you be able to actually make some muffins?  (If not, I will buy some.)

Hilary -- I really like the two faced quality of your voice.  You're nice to Adelaide, but not to your own kid.

Scene 12:  Don't come from the stage to the audience.  Go around to the front doors.

Voices:  You cannot be shy.  You need to yell out aggressively.

Adelaide:  Say "at this very moment?" looking out at the audience.

Adelaide:  Great on "It's what I want you to believe"

Scene 13:

Clapper!  Where were you?

Carissa:  She said Jason was afraid of the electric chair.  (Check your script.)

Good with Bible.

Voices:  Boo Hoo needs to be stronger, louder, nastier.

Jason, where were you in this scene?  You have a responsibility to fulfill to the show and you have "dropped the ball" here.

Scene 13:

Remember!  Many of you have lines in this scene that you are not doing.  I will not be able to yell out your line during the show and this is the last scene, so it is vital that you remember and yell out loudly, or the play will end weakly which is a disaster.  Again, Jason, you were not there -- very disappointing.

Nice final speech, Adelaide.  Be prepared that some audience members might yell out when you ask if they believe you.  Be prepared to react.

****************************************

Next week will be very busy for all of us.  I will send an email to your teachers telling them that you will be missing B Block on Wednesday and D Block on Thursday.  Wednesday is Connections Conference Day and the timing is different than we expected.  The show will start at 1:45 -- you should be in the theatre at 12:45.  For each show, when you arrive, let Hannah or Narin know.

Journals for November 26

 Drama 8:   How well do you work with others?  (Rate yourself on a scale with 1 being not good at all and 5 being terrific!)  What are some skills you have that help you work with a group?  What areas do you need to improve?  Are you a good leader?  Explain why or why not.  Write about an experience you had working in a group and explain what you learned from it.  (It doesn't have to be a good experience.  Sometimes we learn from bad experiences, too.)

Drama 9/10:  A police officer comes to your door and says you have to leave your home in five minutes.  What do you do?  (If you don't have a plan, you should come up with one!)  How do you think you would feel?  (Several of your heritage stories have this plot idea and you need to empathize with the people who lived it and right now in BC, people have had that experience and we should empathize with them, too.)

Senior Drama:  Write a short poem or paragraph about a metaphor for your theme.

If your theme was "education" and your metaphor was "education is a bumpy road", you could write about that.

I walked along the road and some of it was washed away.

I learned to build a bridge.

I crossed the bridge and walked along.

There was a man standing there who said I could not pass.

I learned to fight.

I defeated him and walked along.

The wind blew hard and held me back.

I learned to persevere.

A child stood at the side of the road.  "Stop!  I'm lost!"

I learned to help.

I reached the end of the road.  My dear ones were there.  They held out their arms.

I learned to rest.

Lies, Lies and More Lies

 Opening night for "Lies, Lies and More Lies" is November 30!  If you or your family want tickets, you can buy them in advance at the theatre door, or let Ms. Kosar know and she will reserve tickets for you.  We can only have 60 audience members, because of COVID restrictions, so make sure you plan in advance to see the show!  We will have two other evening shows -- December 2 and 3 at 7 p.m.  Don't miss this shocking and dramatic event -- our first live performance in 2 years!!

Drama 9/10 and English 11:  We will see the show in the matinees next week -- B Block on Wednesday and D Block on Thursday.  Bring $5 to pay for your ticket!  Obviously, Ms. Kosar will expect that you will write about the show, so make sure you come and pay close attention.

Journals for November 19, 2021

Senior Drama: Choose another group's theme.  What do you know?  What would you like to know?  Comment on one group's mime.

Drama 8: What should Ms. Kosar know about you?  (Here are some things you should cover -- what experience do you have in Drama?  Did you do any drama in elementary school?  Extra classes?  Do you have stage fright?  Don't worry if you do -- that's natural.  What do you expect to get out of drama class?  How is it going so far?)

Tell the story of your mime in three sentences or LESS.

Drama 9/10:  What is your opinion on whether you should be able to say ANYTHING in your scenes?  Explain your answer.  Describe the inner workings of your group (things that Wendy and Ms. Kosar might not know about).

English 11:

Debating:  Choose your topic and put it in the form of a statement. 

"Disneyland is the happiest place on earth."

lst person (Affirmative):  This person introduces the topic and defines the terms.  They make points to support the idea that Disneyland is, indeed, the happiest place on earth.  (Surveys taken as people exit show that everyone is pleased with their time at Disneyland.  It is the most popular amusement park in the world.   These are the kinds of things you might say.)  

1st person (Negative):  If you don't like the definitions given by the 1st person for the affirmative, you may re-define the terms.  This person will counter the claims of the 1st person for the affirmative.  (Surveys taken a month after coming home from Disneyland show that people do not remember the experience fondly.   If there is time, this speaker may also introduce new points that demonstrate that Disneyland is not the happiest place on earth.  (The line-ups for rides and entertainment made many people feel as if they were being exploited by the Disneyland corporation.)

2nd person (Affirmative):  This person should also have at least two new points to make in addition to their being able to counter the points made by the 1st person (negative).

2nd person (Negative):  This person will make a strong conclusion, reiterating the strongest points for the negative and countering any new points made by the 2nd person (Affirmative).  If you have time, you may make a new point, but it is risky to leave new points until the end.

Each speaker will get one minute to make their speech.  Only the 1st person for the affirmative can have a completely prepared speech, because the other speakers must include time to dispute the views of the other speakers. (You should take notes while the other people are speaking and you may have a brief interlude to discuss your strategy with your partner.) 

After the initial presentation by the four speakers, they may ask questions of the other speakers.  (An example of this could be:

Jan (in her initial speech):  Photographs of visitors to Disneyland show that 80% of them are smiling 80% of the time. 

Dan:  If your photographic evidence is correct,  20% of the visitors to Disneyland are not smiling 20% of the time.  My research shows that visitors to Stanley Park in Vancouver smile 90% of the time!  And that's 100% of the guests.  Is Stanley Park actually the happiest place on earth?

Then, Jan gets a chance to respond.)

After four minutes (at most) of questions among debaters, the audience may ask questions.  Then the audience will decide who was most convincing.  The audience should focus on who made the best arguments and made the strongest case and not whether they agree with the speakers or not.

I hope that helps!

 

Lest We Forget

 Remembrance Schedule

PLT:  8:30 - 9:20 Grade 8's rehearsing Aesop

PLT:  9:20 - 10:10 Grade 8's rehearsing Aesop

10:20 - 11:50:  A Block

11:50 - 12:40 - Remembrance Ceremony

Lunch 12:40 - 1:25

1:30 - 3:00 -- B Block

BRING $2 FOR THE POPPY FUND!  WEAR YOUR POPPY RESPECTFULLY.

Theatre Production -- Sound and Light Show

 You need to develop an idea for a sound and light show.  The purpose of the show is to demonstrate your technical expertise, so it should not be a simple matter of turning the lights on and off and playing a piece of music.  You will need lighting effects and both music and sound effects.

Try to think outside the box.  The theatre loves a metaphor and remember the rule that you must "show, not tell."  You may base your scene on a song or a poem which is a good place to start.

You may use actors or just one actor.  You can write dialogue for them, but you could also focus your performance on mime and tableau.  The acting isn't as important as your technical expertise!

You will need a sketch of your set (even if it is an empty stage).

You will need to prepare a light and sound plot with your cues written on the plot.

Make a list of props if you are using them.  Think of what your actors should wear and have them dress that way when your scene is performed.

You can run your ideas past me in your journal if you like.

Argumentative Synthesis Essay plan

 You should have shared your thesis statement with me already.  If you have not done so,  make sure you show me today.  It should take a strong stand, not be too verbose and include the reference items you intend to use (in the first paragraph).

I would like to see an outline of your essay today.  Bring a copy for me, so you can work on it over the weekend, if you like.

I will give you time in class next week to create your final draft.  

Take a look at the rubric that I provided here in the blog (on November 4) to see what is expected.

Journals for November 5, 2021

 Drama 8:  Which of the Aesop morals applies best to you?  Write a story about how you have learned or should learn that moral.

Drama 9:  Now that you have acted out all the heritage stories, you need to put the plays together.  What is your framework?  Who do you play in the framework?  How will you change the set-up from framework to story (think of something creative -- like music, like marching . . . )

Senior Drama:  What is your theme for the playbuilding project?  Why is the theme interesting to you?  What can you contribute to the plans for the presentation?  What do you already know about the theme?  What are two questions you have that you want to find out about?

Rubric for Synthesis Essay Writing

 Here is the link to a rubric for the synthesis essay from the English provincial exam for Grade 10 English.  It should give you an idea what they are looking for:

https://www.bced.gov.bc.ca/exams/specs/grade10/en/07_rubric.pdf

Life Satisfaction Essay -- English 11

 Think about all the material we have read about life satisfaction and also the discussion you had with your group.  You could also think about the poem, "Richard Cory".  Was he satisfied with his life?  Certainly, the people in the town thought he had it made.

You need to develop a thesis for your essay about life satisfaction.  I think mine would say something like "As long as you have work that you value and that demands your skill and talent, you will find satisfaction in your life."  This would appear in your opening paragraph.  You might also want to define the meaning (to you) of the word "satisfaction".  When you are synthesizing research or referencing source materials, you should mention them at the start as well -- "in the 'wheel of life' chart developed by Noomii, the assessment written by Eva, Rudy, Charlie and Krystal, and in the poem, "Warren Pryor" by Alden Nowlen, the emphasis on the value of work to a person's sense of satisfaction is clear".

Your three or four body paragraphs should use your reference material as evidence.  Write a strong topic  sentence for each paragraph that tells us what the paragraph is about.  Then explore the evidence that supports your thesis.  You can also dispute the alternative -- "Although some might suggest that a loving relationship is more important than work, most love relationships are fleeting, and good work can sustain a person throughout the loss of a loved one or the dissolution of a marriage or a friendship."

Your conclusion should appeal to the reader's emotions and convince them that you have proved your point.  "Richard Cory seemed to have it all, but the poem does not mention any work to which he was dedicated.  He had all the trappings of a successful life, but he was in despair.  Perhaps if he had been able to find work that challenged him and that made him feel worthwhile, he would not have met his untimely and tragic end."

Have your thesis statement ready to work on for Thursday!

Happy Hallowe'en!

 Drama 8:  How do you think the world was created?  Could you make a play out of it?  (Explain how or say why you couldn't.)  What role are you playing in "The Creation of the World"?  How will you create a believable character?

What was your Hallowe'en costume?  If you didn't wear one, say what you would have worn or draw a picture.

Drama 9:  Write a scary scene (with dialogue).  

Example:

Arthur:  Want to go to the haunted theatre at lunch?

Alice:   No, I'm scared of ghosts.

Arthur:  Are you scared of me?

Alice:  No, you're my best friend.

Arthur:  Maybe, but . . .

Alice:  But what?

Arthur:  (becoming invisible)  Never mind.

Senior Drama:  (after today)

How did the interactive Hallowe'en show go?  How did the audience react?  Did you expect that?  What suggestions do you have for future Hallowe'en shows?

Senior Drama schedule for week of October 25 to 29

 Monday, October 25:  Run "Ghostbusters" song.  Happening, if possible.  Theatre Production - decorate

Tuesday, October 26:  Run "Happening" and "Pre-show" event.  Theatre Production:  decorate

Wednesday (PLT):  Theatre production -- continue to decorate.  Set up lights, sound and projections; actors -- run scenes.  All - practice dances.

        

Thursday (PLT and class):  Dress rehearsal.  Perform "Happening" in front of classes.

Friday:  It's show time!

Pro-D is upon us

 English 11:  The poetry project will be due on November 18.  You should be able to tell me your theme on Monday.

Your pantoum is due on Monday as well.  You can use your pantoum as part of your poetry project, but you don't have to.

If you did not hand in your reading log today, you need to hand it in on Monday.

Senior Drama:  We have less than a week to get our haunted house in order!  Know what you're doing!

Drama 8:  Thanks for coming in today to do the poetry reading.  

Drama 9/10:  Think about what you can do as your framework for the heritage drama project.

BE SUPER CAREFUL AND TAKE CARE OF YOURSELVES THIS WEEKEND.

The Beauty of Strength Broken by Strength and Still Strong

 Just a little description of what I want you to do with this lovely poem.  (If you lost your copy or don't have it, you can find it online -- "The Lonely Land" by A.J.M. Smith.)

I think the two paintings we looked at go well with this poem and this weekend makes me think of the strength and beauty of trees.  I am looking out my window and see the different trees standing in the rain, sheltering the birds and the squirrels.  I have read a number of books lately that talk about how trees communicate with each other, through the network of fungi in the soil and through scents in the air.  They are wondrous creatures and very mysterious to me.

Anyhow, I am not a poet, so I won't try to wax poetical.

I would like you to read the poem, in the same way that you really looked at the two paintings (Varley's and Casson's).  This is called a close reading.  What images stand out for you?  I would like you to create a visual portrayal of something in the poem.  It can be the whole poem, or it can be one aspect of the poem.  It can be anything visual -- a drawing, a painting, a crayon sketch, a collage, a photograph, even a chart or a graph if your thinking tends that way (mine doesn't).  It can be abstract, if you like.  It doesn't have to look like a tree or a wild duck if you don't think that reflects your response to the poem. 

I realize that some of you feel as if you aren't artistic, but when you were a little kid, most of you probably liked to draw, so don't worry about it being wrong or right -- it's what you want to express about the poem.  Try to take some care with it and think about communicating, not about whether it looks pretty or not.  Try to enjoy the process.

Stay cozy!

October 15 Journal

Drama 8:

Report on how your fairy tale mime group is going.  Is anyone emerging as a leader?  How can you tell?  Who is it?  Is anyone hindering the progress of the group?  How?  Who is it?  

Write a short scene that demonstrates what is going on.  Here's an example:

Larry:  Okay, let's get started.  Alice, where do you want to sit?

Alice:  I don't want to sit, stupid.  I want to stay here and stare at my phone.

Bonnie:  But you can stare at your phone during the break.  We need to practice.

Alice:  Shut up, Donnie.

Jacky:  Looks like Alice doesn't want to play Princess Peach.  Maybe Bonnie should do it.

Alice:  (crying)  Waah!  I do want to play the princess!  My mom calls me her little princess!

. . . and so on.  Your scene should be no longer than a page! 

Drama 9/10:

How did your first heritage play go?  What went well?  What needs to be improved?  (You can incorporate Ms. Kosar's remarks and Wendy's ideas into your answer.)  Make sure you provide details.

Senior Drama:

Directors/Scriptwriters:  Write two scenes -- one for the event outside the classroom and one for the event as audience members walk into the class.  Each scene should use different actors.  Try to use every actor in the class.

Theatre Production:  Come up with a sketch of the theatre and how you would decorate it for the haunted house.  Make sure to decorate the entrance as well.

Actors:  We would like people to play characters as audience members walk in.  Can you do magic?  Can you stay still for long periods of time?  Can you create a "jump" scare?  Describe a character or an activity you can do to make the haunted house scary!

JUNK MAIL!

 I was trying to scan something to send to myself and wasn't getting any emails and so one of the ladies in the office said, "try your junk mail".

I opened the junk mail and found several journals and English assignments there!  "Oh, no!" I screamed.  "My students' work is here as well!"  I discovered a number of scanned documents that I had sent.

So, WORD TO THE WISE!  If I do not respond to your emails, it might have landed in junk!  Make sure I respond!!!

School Dress Code

 English 11:

"Sexist", "Racist", "Classist":  Georgia 8th Grader Challenges School Dress Code

The above is a story in the New York Times from September 4 of this year.

What do you think of dress codes?  What is a plus to a school having a dress code?  What is a minus for the same thing?  (This is your opinion, not from the article.)  Do you think schools need a dress code?  If you do, on what would you suggest the dress code should focus?  If not, would you have any rules about appropriate dress?  (Very low tops or very low pants forbidden?  Offensive slogans banned?  Very short shorts?  Crop tops?  Hats?) 

What did the teacher find objectionable with Sophie's outfit?  Do you agree with the teacher or with Sophie and her mom?

What is the connection (in the article) with mask-wearing?

Would you sign Sophie's petition?

I have rewritten the post after our discussion today.  Thanks for those of you who contributed.  You made me think about my own biases in this regard.

October 8 Journals and Update

 English 11:  Short Story project is due on October 12 ABSOLUTELY!  (If you can hand it in on Friday that's great.)

Write a found poem in your reading log today.

Your instructional essay is due on October 14.

Drama 8:  Which fairy tale did your group choose?  Why did they choose that one?  Which role are you going to play?  How will you create that character (think of gestures, facial expressions, costume pieces, actions that will help you create the impression that you ARE that person)?  What is the climax of the story?  Why do you think that is the climax?

Drama 9/10:  Whose presentation for "Heading Home" impressed you the most?  Why?

  What were you trying to say with your own presentation?

Senior Drama:  What is a text message you could send that would be cryptic, scary and thought-provoking?

What is your biggest fear?  Write about a time you faced your fear.

DRAMA STUDENTS:  The "Four Faces of the Moon" video is on Youtube.  Disregard the link I provided if it asks you to sign in.  

Journals for October 1

 Drama 8, 9 and 10:

What did you do for the lst ever National Day for Truth and Reconciliation?  

What did you think of the film, "Four Faces of the Moon"?

Why are there no subtitles?

What events in Canadian history does it explore?

What is the strongest image from the film for you?  Explain why.

Drama 9/10:  Please write your heritage story down.  Make sure you have a story to share with your group on Monday.

Senior Drama:

For homework (!) -- watch "Four Faces of the Moon" (on curio.ca).

Answer the above questions.

National Day for Truth and Reconciliation - September 30

 If you're wondering how to spend the lst iteration of this new national holiday, the CBC has a lot of great films created by indigenous filmmakers.  Here is a link to Curio.ca which has many great short films:

https://curio.ca/en/video/four-faces-of-the-moon-14707/

(In fact, this is just a link to one of the films, but I think it will lead you to others.)

September 28 update!

 Everyone, please wear orange tomorrow to show your determination to help Canada become a better, more equitable place for all of us.  The Truth and Reconciliation Commission has asked for September 30 to be set aside for us to think about what has happened to indigenous peoples as a result of colonization.  Wearing an orange shirt is a visible way of saying you are willing to do this thinking and resolve to listen to and learn from indigenous people about how we can move forward to a better Canada in the future.

Drama 9/10:  Make sure you have an idea for your heritage story for Friday's journals.

Drama 8:  Make sure you have handed in your journals.  Several of you are not completing your journals.  We will work on the musical tableaus tomorrow.

Senior Drama:  Be thinking about how we can incorporate social media and the concept of an escape room into our scary plays.  Final performances of the haunted house plays is Friday!

English:  Be working on your Short Story project.  You should probably have finished reading the stories and answering the questions by now.  Be alert for ideas to write about in your own short story.

Keep up with your reading logs daily!  Everyone who has done a book report so far has been great.  This will soon be you!

No email!

 Just in case any of you are trying to email me this weekend, the district is doing something with our email and it is not available.  You could always post a comment here if you wanted to ask me a question or comment on how beautiful the morning is.  I am looking out my window and there is just a slight hint of mist over the inlet and the trees are almost golden in the early morning sun.  Think it's time for a walk!

Oral Book Report instructions for English 11

 1.  Bring your book and show it to the class.  (Have a reasonable facsimile if you don't have a copy.)

2.  Tell us the title and the name of the author.  Tell us something interesting about the author.

3.  Summarize (briefly) the plot of the book, including the characters' names.

4.  Did you like the book?  Explain why or why not.

5.  Would you recommend the book?  To whom?  Why or why not?

6.  You may read a selection from the book.

You may use notes if you like.  You should make eye contact with the class.  You need to speak clearly and confidently.

You should be prepared to answer questions about the book.

We will see several reports each day.

DON'T FORGET TO REWRITE YOUR PRECIS AND HAND IT IN ON MONDAY!  ATTACH YOUR ROUGH DRAFT WITH MY NOTES ON IT.

PLT Information

I have not received the answers to any of the questions you posed at our homeroom this morning so I can't give you any information about what is expected for tomorrow's PLT.  Hopefully, you've heard from people who were able to access the presentation and know how to proceed.  Sorry, everyone.  

I am sure things will go more smoothly as we get used to this new way of doing things.

Drama 9/10:  Practice "speak the speech" out loud!  You will get time on Monday to work on your heritage story before you present.

Drama 8:  We will work on the story tableaus on Monday.

I hope you all have a great weekend.   Enjoy these first days of autumn (it is the Mid-Autumn Festival in many places in Asia, so have a moon cake!)

 Remember, Friday is a professional day!  

English 11 - September 22

Great tableaus today!  See how one picture saves 1,000 words?

I hope you were able to pick up a yellow Short Story Project handout today on your way out.  We will discuss a due date for the whole thing on Thursday.  It is probably a good idea to start reading the stories.  They are entertaining and engaging stories, so it shouldn't be a chore.  You can also start thinking about a short story idea for your own story.

Remember, we will have homeroom tomorrow at 9:20 to discuss PLT and what we can do with that "unstructured" time.

English 11 -- September 20

Write your precis tonight if you didn't get finished in class.  DO NOT GIVE YOUR OPINION.  Just summarize what Laura Spinney tells us in the article.  Follow her structure and evidence.  It should be APPROXIMATELY 1/4 the length of the original article.  Give your precis a name.

Journals for Drama for September 17

 Drama 8:

Do you work well with other people?  Rate yourself (between 1 and 5) as a group member -- with 5 being terrific and 1 being very poor.  Explain why you rate yourself in that way.  Are you a good leader?  Explain.  What qualities does a person need to have to be a good group member?  A good leader?  Write about a time you worked in a group and explain what you learned from the experience (it doesn't have to be a good experience.)

Drama 9/10:

Are you interested in history?  What do you know about the history of Canada?  (Try to come up with three things, at least.)  What do you know about your country of origin (the place you wrote about last week)?  (Try to come up with at least three things.)  When we are working on our heritage stories, we will have to know things about history -- like what caused different wars or why people left their home countries to come to Canada.)

For example -- I know that my home country, Ukraine, was always being taken over by other powerful nations -- like Poland and Russia.  I also know that the place where my grandfather came from is very much like Saskatchewan in terms of topography.  During the 1930's, Stalin's Soviet government deported many Ukrainians to Siberia and there was a horrible famine in which many Ukrainians died.  It is called "Holodomor" (which means "death by hunger" in Ukrainian).  Luckily for me, my grandparents had left Ukraine long before that terrible time.

Senior Drama:

Actors/Directed Studies:  Provide the backstory for Trevor and Melissa.  What motivates them to act the way they do?

Theatre Production:  Describe three locations in the school that would be good for us to use in our interactive Hallowe'en drama.  Explain what could happen there.

Director/Scriptwriters:  Write a scene in which Melissa and two friends (give them believable names) arrive at Trevor's Haunted House.  The scene should be at least a page long.

Directed Studies:  What do you want to get out of your drama class this semester?  Give me an overview of the kinds of things you are interested in doing.

It's Always Something!

 English 11:

The print function on the school's photocopiers isn't working so I haven't been able to print the questions I want you to think about for the short story, "The Lottery".  I hope you enjoyed reading it.  I remember when I first read it in high school, I really enjoyed it.  I loved how it shifted from this idyllic little village to the shocking conclusion!

Here are the questions:

“The Lottery” by Shirley Jackson

 This story was first published in the New Yorker magazine in 1948.  The New Yorker “received a torrent of letters”, the most it had ever received for a work of fiction.

 Jackson talked about the response in a lecture:  One of the most terrifying aspects of publishing stories and books is the realization that they are going to be read, and read by strangers. I had never fully realized this before, although I had of course in my imagination dwelt lovingly upon the thought of the millions and millions of people who were going to be uplifted and enriched and delighted by the stories I wrote. It had simply never occurred to me that these millions and millions of people might be so far from being uplifted that they would sit down and write me letters I was downright scared to open; of the three-hundred-odd letters that I received that summer I can count only thirteen that spoke kindly to me, and they were mostly from friends. Even my mother scolded me: "Dad and I did not care at all for your story in The New Yorker", she wrote sternly; "it does seem, dear, that this gloomy kind of story is what all you young people think about these days. Why don't you write something to cheer people up?"

 Are young people still thinking about “gloomy kind[s] of [stories]”?

 Most people who wrote were angry and outraged.   What about the story bothered them, in your opinion?  Did you find it shocking?  Did you expect the ending?  What foreshadowed the ending?

 What is a scapegoat?  Explain how that idea relates to the story.

 Do you adhere to any traditions?  Do you know why you might follow those traditions?  Do you know the meaning of the traditions you and your family observe?  Write about one with which you are familiar.   (I always have a Christmas tree, for example.  Pagan traditions often used evergreens as decorations for the winter solstice; the branches were symbols of life going on even in winter.  The use of a Christmas tree to celebrate Christmas was started in Germany.)

 What is ironic about the story?

Senior Drama:

We can't print stuff, so here is a short scene I want you to grapple with!

Scary scene:

 Melissa:  Trevor, why do your pants look so stupid?

 Trevor:  (silence)

 Melissa:  Trevor, are you ignoring me?

 Trevor:  No.

 Melissa:  Then answer my question.

 Trevor:  I didn’t hear it.

 Melissa:  That’s your problem.  You NEVER listen.  You’re a subhuman.

 Trevor:  You don’t need to tell me that.

 

 Trevor:  I’m having a Hallowe’en party.  Want to come?

 Melissa:  What are YOU having a party for?

 Trevor:  I think it’ll be fun.  I’m trying to change my spots.

 Melissa:  What are you talking about?  You’re so weird.

 Trevor:  They say a leopard can’t change its spots.  It can.

 Melissa:  Okay, then.  But why would you think I’d come to your lame party?

 Trevor:  Aren’t you curious?