• About (follow @bllbrwnhi10)
  • basic expectations
  • Course Description (revised as of 11 Aug 14)
  • Jings
  • List of possibilities
  • literary terms and tools
  • raw materials
  • Student blogs
  • Syllabus 2017-18 (working edition)
  • World Fiction
  • world poets, poems and plays

ENG10H World Literature

~ agenda, homework, etc.

ENG10H World Literature

Tag Archives: make inferences

due Tues Nov 18: complete tension-within sheet for Macbeth

17 Monday Nov 2014

Posted by bllbrwn423 in homework, Macbeth

≈ Leave a comment

Tags

make inferences, provide examples

Using Monday’s practice process with Lady Macbeth as a guide, and working entirely on your own, complete the tension-within sheet for Macbeth, including your own statement of a central tension within Macbeth the man.

Be sure to bring the completed sheet with you to Tuesday’s class.

 

 

agenda Mon Nov 3: film interpretations of Lady Macbeth

03 Monday Nov 2014

Posted by bllbrwn423 in agenda, film viewing, Macbeth

≈ Leave a comment

Tags

draw distinctions, make inferences

learning goal: what are my main reactions to the portrayal of Lady Macbeth in these two film interpretations?  For example, do I see new facets of her character, or do I see existing ones more clearly?

write YOUR name in YOUR book, to mark it clearly as YOURS

film interpretations of Lady Macbeth’s entrance (and its revelations Macbeth’s character)

agenda Wed/Thurs Oct 29/30: exercises and notes

29 Wednesday Oct 2014

Posted by bllbrwn423 in agenda, Macbeth, reading

≈ Leave a comment

Tags

draw distinctions, make inferences, shape meaningful schema

learning goal: identify the acting exercise that produces the strongest insight about an individual character or a particular line/set of lines

we’ll run through this series of exercises, culminating in an entry in your class notes that responds to today’s learning goals (page numbers come from the 3rd edition, 2014)  Acting troupes will be randomly selected to perform the results of any one of these exercises.

p.28 #1 (acting troupes): “Duncan, beware!” & dramatic irony

p. 28 #2 (individual): Duncan’s journal

p.30 #1 (troupes): “If it were done . . . ”  speak separate sentences

p.30 #2 (troupes): euphemisms removed

p.32 #1 (whole class) Macbeth surrounded by many Lady Macbeths

entry in class notes: identify the acting exercise that produces the strongest insight about an individual character or a particular line/set of lines.  Explain the exercise and the insight.  How does this insight affect your overall understanding of the play so far.

 

 

agenda Tues Sept 30: individual perspective

30 Tuesday Sep 2014

Posted by bllbrwn423 in agenda, feedback, film viewing

≈ Leave a comment

Tags

draw distinctions, make inferences, provide examples

learning goal: how do minor details reveal aspects of a person’s overall perspective?

print complete poem draft, with working title

swap with partner

on back, partner writes out favorite line(s)

continue watching Rashomon, keeping an eye out for differences in each new character’s perceptions

agenda Mon Sep 29: emotional response

29 Monday Sep 2014

Posted by bllbrwn423 in agenda, film viewing

≈ Leave a comment

Tags

draw distinctions, make inferences, provide examples

learning goal: What contemporary news story about child labor evokes the strongest response in me?  What specifics in this story explain my emotional reaction?

During today’s class, work on the draft of your persona poem.

 

Bring a complete draft to the start of Tuesday’s class.

agenda Wed/Thurs Sept 24/5: symbols “In a Grove”

24 Wednesday Sep 2014

Posted by bllbrwn423 in agenda, film viewing, short stories, submission

≈ Leave a comment

Tags

draw distinctions, make inferences, provide examples

learning goal: identify at least two symbols in Kurosawa’s 1950 film, Roshomon, which is based on Akutagawa’s 1923 short story, “In a Grove”

In all sections we will watch the first part of Kurosawa’s film.  In E block (Wed), we will start the film after everyone has submitted her/his revised short story to TURNITIN (by 12:10).

The stories for blocks F and A are due at the start of Thursday’s class.

agenda Tues Sept 23: punctuating dialogue

23 Tuesday Sep 2014

Posted by bllbrwn423 in agenda, discussion, feedback

≈ Leave a comment

Tags

draw distinctions, make inferences, provide examples

learning goal: what are several basic principles of punctuating dialogue that I can infer from a published short story?

On the distributed copy of Camus’s short story,  “The Guest” (272-3), mark different locations that illustrate basic principles punctuating dialogue.

Give to a partner the most recent draft of your story, along with a copy of your up-to-date QMark Tally Sheet.  Ask this partner to write marginal comments about (a) punctuating dialogue (b) your Qmark issues and (c) any other concerns or compliments s/he wants to offer.

Spend the remainder of class revising your own story draft, based on the basic principles of dialogue, partner feedback and your own observations.

Before the start of this week’s block class*, submit your revised story to TURNITIN.  Look for the box called “Short Story further revisions.”

*except for E block, whose stories will be due midway through the block class, since those students meet a day earlier than the other two sections

agenda Tues Aug 26:

26 Tuesday Aug 2014

Posted by bllbrwn423 in agenda, discussion, listening, short stories

≈ Leave a comment

Tags

draw distinctions, make inferences, provide examples

learning goal: recognize multiple ways to develop a character’s basic personality

topic: narrator and reader in “The Ultimate Safari”

by yourself, then in pairs, then as large group:

In your class notes, as specifically as possible, explain–with examples*, how Gordimer creates a conflict/tension/difference between the narrator and the story’s audience.   In how many different ways does Gordimer establish the conflict between the narrator’s and reader’s perceptions? How would you characterize the basic nature of the narrator?  (What adjectives would you use?)

When referring to examples in your notes, use this basic protocol: p. 3, col. 2 “So we started . . . “

due Wed/Thurs Aug 20/1: last Camus question

19 Tuesday Aug 2014

Posted by bllbrwn423 in homework, short stories

≈ Leave a comment

Tags

express questions, make inferences, make predictions, provide examples

In your class notes, copy at least three brief passages that support your answer to this question: Would Daru “have acted differently if he had foreseen the note on his blackboard”? (adapted from 280, #2)

Remember a digital copy of the story resides on the “WORLD FICTION” page of this course blog.

agenda Fri May 2: Kiowa story, painting movie, journal work

02 Friday May 2014

Posted by bllbrwn423 in agenda, direct instruction, discussion, Samurai's Garden

≈ Leave a comment

Tags

draw distinctions, make inferences

in groups of three, learn and re-tell the Kiowa story provided in class

in same groups, forge consensus on tone of designated passage from novel–find single adjectives to represent primary and secondary tones (what specific aspects of the passage contribute to this tone?)

other possible topics for analysis section of journal (see below*)

school courtyardwork on journal or reading

 

 

 

 

*

Possible topics for analysis section: tone, diction (pattern of word choice), connotations, character development, imagery, organization, etc.

 

← Older posts

Follow this blog on Twitter

My Tweets

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 275 other followers

Recent Posts

  • where in the world have you been?
  • exam update !
  • Heads Up: Exam Preamble
  • EXAM TUE MAY 22: what to expect, how to prepare, what to bring
  • agenda Th/F May 17/18: Poetry Day Review

Archives

  • May 2018
  • April 2018
  • March 2018
  • February 2018
  • January 2018
  • December 2017
  • November 2017
  • October 2017
  • September 2017
  • August 2017
  • May 2017
  • April 2017
  • March 2017
  • February 2017
  • January 2017
  • December 2016
  • November 2016
  • October 2016
  • September 2016
  • August 2016
  • May 2016
  • April 2016
  • March 2016
  • February 2016
  • January 2016
  • December 2015
  • November 2015
  • October 2015
  • September 2015
  • August 2015
  • June 2015
  • May 2015
  • April 2015
  • March 2015
  • February 2015
  • January 2015
  • December 2014
  • November 2014
  • October 2014
  • September 2014
  • August 2014
  • May 2014
  • April 2014
  • March 2014
  • February 2014
  • January 2014
  • December 2013
  • November 2013
  • October 2013
  • September 2013
  • August 2013
  • May 2013
  • April 2013
  • March 2013
  • February 2013
  • January 2013
  • December 2012
  • November 2012
  • October 2012
  • September 2012
  • August 2012

student blogs

  • albert
  • Annie
  • ansley
  • ENG 12H
  • oliver

categories

agenda Antigone assessment blogging direct instruction discussion Doll's House drawing email feedback film viewing general information homework listening Macbeth Oedipus poetry presentation reading reminder Samurai's Garden short stories submission teacher feedback The Book Thief The Kite Runner The Tempest Uncategorized vocabulary writing

create pictures draw distinctions express questions forge connections make inferences make predictions provide examples shape meaningful schema

Blog at WordPress.com.

Cancel
Privacy & Cookies: This site uses cookies. By continuing to use this website, you agree to their use.
To find out more, including how to control cookies, see here: Cookie Policy