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Currently browsing English.
English 10: Final Essay 2008
May 29th, 2008 by Mr. D. SaderChoose one of the following:
- Write an essay based on literature you have studied in which the author examines Life Pressures. What idea(s) does the writer develop regarding Life Pressures?
- Write an essay based on literature you have studied in which the author examines Values. What idea(s) does the writer develop regarding Values?
- Write an essay based on literature you have studied in which the author examines Consequences. What idea(s) does the writer develop regarding Consequences?
- Write an essay based on literature you have studied in which the author examines Career Decisions. What idea(s) does the writer develop regarding Career Decisions?
- Write an essay based on literature you have studied in which the author examines Apathy versus Action. What idea(s) does the writer develop regarding Apathy versus Action?
Trackback/pingback SVP
Rubric:
Creative Response: English 30
June 4th, 2007 by Mr. D. SaderChoose from the following:
(Partner up if/where necessary)
- Write a folk song.
- Create a dialogue in the forums between any 2(or more) authors.
- Create a dialogue in the forums b etween any 2 or more characters
- Create a new scene to be inserted into a text synthesizing a character(or 2) from outside the text.
Trackback. Then rewrite the quiz on Steinbeck’s Chrysanthemums.(Post questions in the forums.)
Prepare for English Language Arts Finals
May 30th, 2007 by Mr. D. SaderFor those in the midst, or looking ahead at finals in my LA classes(9, 10-1, 20-1, 20-2, 30-1, 30-2).
Consider the outcomes we’ve tried to achieve.
Enhancing the artistry of communication has been a strong technical focus. Skills mastered include using online blogging tools, Word Processing, Spreadsheets, even graphical enhancements using Photoshop or audio/video podcasting tools have been included where time permitted and initiative taken. Participation on an online forum has generated a myriad of useful tips/reminders, questions/answers. There will be no speadsheets on the final, the use of Word will be necessary for English 30.
Each course has been structured around Focus Questions and related questions: English 10, English 9.
Emphasis on social networking, peer review/support/criticism has been critical for developing critical thought and reflection for writers defending an idea.
Each course has a reading list: English 10, English 30. Not every title has been studied intensively(or at all), but the proportion of attention paid to those pieces that were studied in class deserve the same level of attention on the final. Of course, those who choose additional literature from the list to focus on in the final deserve to have that initiative rewarded as well. If you choose to focus on Shakespeare, your audience gets tougher, I’ve noticed.
An English 30 paper looking at how the images/symbols/archetypes of Sophocles and Kingsolver relate to personal freedom to would be intriguing. Why not an English 10 paper discussing the threat of fanaticism by comparing the speeches of Mark Antony, Joseph Strorm, and Eamon De valera? What does Søren Kierkegaard have to do with every page you’ve ever read or written?
Extras, everyone should be able to link to Wikipedia for literary terms, difficult vocabulary, or just the odd or eccentric idea; can anyone incorporate the Hayflick Limit into their paper? Everyone has seen video and heard an mp3, but are any daring enough to Podcast their final essay? A carefully edited U2 mp3 snip, an embedded flash video of Ophelia Simpson, a slideshow?
The only limit is to abide the first line of every rubric you’ve ever attached to any assignment:
I _________________ honestly declare that the work is what I have done. In circumstances when I have quoted a certain authority, I have clearly indicated what is a quote and the author.
A Blogger’s Code of Ethics contains truths far older than the phenomenon of blogging.
English 30s will have no access to internet, filesharing, etc etc. English 10s can have it all.
Exptrapolation
May 9th, 2007 by Mr. D. SaderThe life which is unexamined is not worth living.
- Plato
Write a story in which a protagonist undergoes a transformation in the search for self. Have your character encounter basic questions about his/her identity.
Consider using the following images:
After Act 5 (English 30)
April 17th, 2007 by Mr. D. SaderRespond to one of the following:
- Do you think Rosencrantz and Guildenstern deserved to be put to death? What alternatives might Hamlet have taken? Examine Hamlet’s reasoning and consider whether you think Hamlet was seeking justice or revenge?
- Why does Horatio tell Hamlet he will lose the contest? Why is Horatio correct?
- Throughout most of the play Hamlet has seemed unwilling to do what he knows he must do. Is it only in the final scene that Hamlet seems fully willing to accept his destiny? What do you think has caused this change in Hamlet?
- Death is personified twice in the final scene: a police officer(by Hamlet) and a hunter(by Fortinbras). Why has Shakespeare chosen these two particular occupations. What other jobs could death, as a person, perform?
3 Questions(English 10)
February 12th, 2007 by Mr. D. Sader- What will be the next global catastrophe?
- What is the next step for human evolution?
- What future communication technology would amaze you?
Hamlet: After Act 1 and 2(English 30)
February 12th, 2007 by Mr. D. Sader- (30-1)”I know not seems.” In I, ii, 76, Hamlet claims that his grief is real, not just a show. Make a chart of all the occasions in this act when there is a difference between the way a character seems to be and the way he or she really is. Draw up a chart with the following headings:
- The Character
- The Situation
- The Appearance
- The Reality
- The reason for Hiding the Truth
Fill in your ideas about the characters’ behaviour and compare your chart with those of other students.
- (30-2)Consider whether or not you think Polonius is a good father. Explain which of his actions were right and which were wrong. Create your own description of a good father. Write a letter to Polonius offering him advice about ways he could become a better parent.
How to Bake the Human Race?(English 10)
February 8th, 2007 by Mr. D. SaderOpen a can of Manhattan Project.
Stir in 3 parts Trinity.
Add Einstein’s formula, but just a pinch.
Mix thoroughly with a Bloom.
Serve with a trackback.
English 20 Final Exam 2.0
January 23rd, 2007 by Mr. D. SaderSearch the net, search blogs, search your mind. Synthesize, hyperlink, blockquote, and trackback.
Your writing should be a synthesis of the 5 paragraph essay AND a blog post.
Refer to one or any texts from your course: Macbeth, BNW, Can. Lit., Film, News, or other online media.
Your question:
What does it mean to be human in an engineered world?
Time: 2.5 hours
Submit a printed copy to your teacher and a trackback to this post.
In The Mind But Then The Meaning Is
November 20th, 2006 by Mr. D. SaderEnglish 20(Non-Chem)
Create a moebius strip of the title of this post followed by “In The Word But Then The Meaning Is”
Write about your own hobby. Research the origin of the term Hobby at Wikipedia.
Look at wikipedia’s entry for Model Railroads. What do you think?
Refresh your memory about Erik Erikson’s “Stages of Psychosocial Developlment.”
Pingback Trackback of the Canadian Outback
November 19th, 2006 by Mr. D. SaderEnglish 20(Chem)
Your task is to complete Writing Activity 1 from my canpoets blog.
Just following those instructions will not be enough, however.
Your assignment will not be complete until a “trackback” or “pingback” appears in the comment section on my Writing Activity 1 post.
I’ll have a bag of cookies on standby. Cookie of choice to STJ blogger(s) who completes a pingback trackback of the Canadian outback.
Bloggiest start to the bloggiest year ever.
September 24th, 2006 by Mr. D. SaderWhat a funny word, “bloggiest”. Should I say it is a “most bloggy” start to the year? Does correct English matter in a blog?
All students I teach have begun a blog, of sorts. For the most part, I’ve insisted the content of the blog must be school or course related, the myriad responses to Macbeth fit this category. Other responses are more like “snowflakes”, snowflakes is my term to describe the phenomena of no two responses to the same prompt being identical.
I aggregate(not related to the term aggravate) RSS feeds from each class to aid in tracking down assigned work. Each student has a spreadsheet I term the Data Collector that averages rubric scores and totals moderated comment feeds, too. I then collect the Data Collectors periodically to determine scores to enter into GradeLogic. The data collectors serve a dual purpose, a foundation to build a grade obviously, but a powerful device to bring a landslide of peer pressure and collaborative assistance on the lazy, slower, or reluctant bloggers. Those that finish first have always shown a willingness to “share their secrets” with others.
Students are also instructed to collect and deposit appropriate comments on each other’s blogs, too. It is proving to be a fine art to learn to comment. Last year I found the aspect of commenting to be more valuable than the creation of the posts. Comments must contain evidence of critical thinking, I said, not simply “gladhanding”. If you troll the blogs you’ll notice the biggest difference right now between a veteran blogger and a newbie is the quality/quantity of appropriate comments. Students complete work earlier to benefit from positive/any attention from peer “commentors”. Any student who doesn’t get their blog post done on time, gets punished by receiving low or no rubric scores from their peers. However, unlike class discussions, the very nature of blogging allows anyone to catch up at any time. The students themselves seem to have an unofficial pecking order for who writes the best comments. They have internalized their own standards for what they will accept as a comment on their blog and are very persuasive at convincing each other to measure up. A few students are positively verbose and comment on all they can. Others choose fewer responses yet measure their words very carefully. Those that finish writing a post early, are left to hustle remaining students.
The grade 10s are shifting their attention to Keyboarding modules for a while, although I keep prodding them about “Turing Tests”. iGod is our most recent fascination.
The grade 9s get their prompts from Mrs. Fraser’s class then I help them become a bit more tech savvy.
The Grade 11s are in the midst of Macbeth and may see no reprieve for at least 2 more weeks, I figure. The more traditional assignments I’ve used for the last 14 years are as appropriate in a blog as they have ever been in my class. Doing it with blogs is just so cool!
IV. ENGLISH 10: The Three Questions
June 14th, 2006 by Mr. D. SaderENGLISH 10 Comments only SVP.
Scour your notes, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Respond to these questions on your own blog AFTER reading:
- “The Three Questions” by Leo Tolstoy
- “The Three Questions” by Jon J. Muth
- When is the best time to do things?
- Who is the most important one?
- What is the right thing to do?
III. ENGLISH 10: What tests our relationship with technology?
June 14th, 2006 by Mr. D. SaderENGLISH 10 Comments only SVP.
Scour your notes, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Keep your comments brief, 10-50 words. Comment as often as you like.
What tests our relationship with technology?
II. ENGLISH 10: What makes us listen to our conscience?
June 14th, 2006 by Mr. D. SaderENGLISH 10 Comments only SVP.
Scour your notes, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Keep your comments brief, 10-50 words. Comment as often as you like.
What makes us listen to our conscience?
I. ENGLISH 10: What are the greatest challenges to our survival?
June 14th, 2006 by Mr. D. SaderENGLISH 10 Comments only SVP.
Scour your notes, blogs, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Keep your comments brief, 10-50 words. Comment as often as you like.
What are the greatest challenges to our survival?
Personality vs Character?
June 9th, 2006 by Mr. D. SaderENGLISH 30 Comments only SVP.
Scour your notes, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Keep your comments brief, 10-50 words. Comment as often as you like.
Do we see ourselves the same way others see us?
Unversal Ideals
June 9th, 2006 by Mr. D. SaderENGLISH 30 Comments only SVP.
Scour your notes, “google” your minds, attach a comment with an idea, impression, concept. Make references to literature, film, philosophy, history, psychology, business, politics, etc.
Keep your comments brief, 10-50 words. Comment as often as you like.
Are there universal ideals for which we all strive?
ENGLISH 30 Creation vs Destruction? (or somewhere in between?)
June 9th, 2006 by Mr. D. SaderENGLISH 30
Read Greene’s “The Destructors”
Discuss anything you wish on your blog after giving the story full consideration.
Synthesize into your discussion of the the story some/many/any ideas from:
- Universal ideals
- Personality or Character
English 30 Hamlet Act 2 Done?
May 17th, 2006 by Mr. D. SaderBefore the weekend let’s be done Act 2, write whatever you need in your blogs, moderate at least three comments from anyone on your posts, help others by cross-posting comments as well.
I need to have Assessment data before the long weekend for EVERYONE! Grumble, I have only three sheets from last week, jeesh!
I will enter zeros if no data is received.
out.
D. S.
English 10 Mages
May 17th, 2006 by Mr. D. SaderGet a magic wand, silk hankie, a coin, pin, string/thread, rubberbands, and a deck of cards. You’ll want to wear a sport coat/blazer (to help hide hands/stuff in big pockets).
NO FIRE. NO SWORDS. NO DECAPITATING the teacher tricks. You may not saw a kid in half.
I’ve got a dvd that is just awesome. Co-op has a few tricks in their birthday party stuff.
Find a “magician’s oath” from google/wikipedia. Take it seriously.
We need a table and a fancy-shmancy cloth.
Someone find a trick were you have a hand puppet as your assistant.
Let’s put on a good show. Rehearsal Thursday AM, PM, too if needed.
Expect to stay out of the Lab and in my room until your trick is mastered. Grrr.
Performance and public presentation is very much a Language Art, everyone will step up and deliver.
Out.
Hamlet next for English 30
May 10th, 2006 by Mr. D. SaderGrade 12s. I must have your data from the first two/three blog assignments ASAP.
Have a look in your Dashboard==>Plugins. Freely restrict/limit access to your blog by activating plugins, especially the capatchas.
