Thurs. Jan. 5, 2017: Of Mice and Men

Today, you were instructed to return The Merchant of Venice and sign out the novella, Of Mice and Men. This is a SHORT major reading that deals with inequity in society and WILL be a large part of your final exam.
Based on reading time, the novel should take between 1:45 and 2:00 hours to read. In other words, you should be able to read in in three class periods. If you are a slower reader, you will have to read on the weekend.
I will expect you to be able to discuss or be quizzed on this reading for Tuesday's class. If you are not here, be sure to sign it out and read it.

IF YOU ARE NOT HERE THIS WEEK: You can locate this reading online just by searching for "Of Mice and Men Reading" (it will be the one that states PDF). In other words, you can stay caught up.

Mon - Wed. Dec 19-21, 2016: Essay

The students will be working on completing an essay they received instructions for on Friday. They will have three in-class hours and the weekend if they are self-aware of their time needs. If a student is not here on Wednesday, it can be emailed to me (dawn.benoit@nwsd.ca)

Fri. Dec. 16, 2016: Merchant Exam

Today, students wrote their comprehension exam for The Merchant of Venice. I then presented them with the essay assignment they will have to complete next week. This will allow those who need more time the opportunity to work on it this weekend. I have pasted the assignment below.

ELA B10

Formal Essay

Time Allowed: Three Hours (one day for rough; one day for typed; one day for revision)

Instructions: Using the Shakespearean play we studied in class, answer either a., b. or c.

a.       How have inequalities impacted the characters in the Shakespearean play read in class? OR b.      How important are relationships when it comes to the outcomes of the Shakespearean play read in class?

·         This is to be a five paragraph essay with proper layout (12 point font, Times New Roman, zero “before” and “after” spacing, title page information on first page, page numbers with name on all pages, works cited page).

·         You MUST use your essay editing checklist to ensure you are revising your copy (on the back).

·         You MUST staple this to the back of your essay for submission.

                                                                Essay Editing Checklist

Style

1.      No personal pronouns (except in quotes)

2.      No Contractions

3.      No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

a.       E.g.: Sinclair Ross used this because the wife keeps calling herself a fool over and over.

b.      They say that the beast was furry...

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks” “trigger happy” “man with the plan.”

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error (see #10 in “15 Common Errors” Booklet.

9.      No possessive errors (Bob Brown’s binder = correct). See #13 in your “15 Common Errors” booklet.

10.  Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #1 in your “15 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #3 in your “15 Common Errors” booklet.

5.                  Comma usage (see #2, #8, and #15 in your “15 Common Errors” booklet.)

6.                  No run ons (#2 in your “15 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                  A conclusion (the “so what”)

Thurs. Dec. 15, 2016: Test Prep.

Today, you worked in pairs in order to prepare for tomorrow's test.

Wed. Dec. 14, 2016: Merchant of Venice Review

Today, we went over the themes and character traits, plots and subplots presented in The Merchant of Venice.
I then went over the test-prep sheet with you (it is pasted below). You will get class time tomorrow to work with a partner and prepare for this test. The test is Friday. If you are not going to be here, you will need to write at lunch today or Friday, or will end up having to write the alternative after the break.

Test Prep

The test consists of 66 multiple choice questions

It has one short reading (a sonnet)

1.      For the first 52 questions, you will need to know the 5w’s of the play (who, what, where, when, why and how). To study, work with a partner and discuss each act and scene in detail. If you are unfamiliar with the scene or act, review the summaries and perhaps, if you haven’t read it, READ IT!!! There is a site on-line called “No Fear Shakespeare” that modernizes the sections. Go there and look up The Merchant of Venice for additional help. Spark notes also gives reasonable summaries.

2.      Questions 53 to 59 test whether you can match a quote to a character. If you use process of elimination AND active reading skills, this should not be too difficult. To study, have a partner grab random lines and read them to you. You need to determine if the person saying the line in the play is male or female. After this, it is easier to determine who is saying the line. The lines in the test include or refer to the following characters: Launcelot, Shylock, Antonio, Gratiano, Portia, Nerissa, or Jessica.

3.      Questions 60 to 66 involve the sonnet. A sonnet is a fourteen line poem that ends with a rhyming couplet. The rhyming couplet is used to sum up how the writer feels about what he has stated (The lesson learned or outcome). To do well on this one, you need to read the sonnet actively (I will award 9 marks for this):

a.      Do an end-rhyme scheme

b.      Identify literary devices (show knowledge of MOSES sheet!)

                                                              i.      Repetition, connotation (negative or positive), alliteration, metaphor, simile, assonance, imagery, irony, consonance, juxtaposition (I found nine types, so nine solid examples should be found).

                                                            ii.      Paraphrase the lines as each thought is completed to show you understand the poem as a whole!

Tues. Dec. 13, 2016: the Merchant of Venice: Completion

Today, we finished reading The Merchant of Venice. You will write a comprehension exam on this play on Friday. If you know you will not be here on Friday, you will need to write it at lunch tomorrow.

Mon. Dec. 12, 2016: Merchant of Venice: Act IV

Today, we read up to Act IV, scene 1, line 215 (we finished reading all of page 190 and will start tomorrow on page 191) of The Merchant of Venice. If you were not here, you will need to read this section and answer the following questions:

Act III

Why is Shylock angry with Antonio's gaoler (Jailer)?
What does Launcelot believe will happen to Jessica when she dies?
What does Launcelot think is her only hope of getting out of this lousy end of life situation?
What crime has Launcelot committed that shows he's not very virtuous?

Act IV

What do Portia and Nerissa do when their husbands leave?
In court, Portia tries to reason with Shylock. What is the difference between justice and mercy?

Fri. Dec. 9, 2016: The Merchant of Venice: Act III, Scene 2 Completion

Today, we read to the end of Act III, Scene 2 of The Merchant of Venice.  If you were not in class, you need to read up to this point and then answer the questions on this section we read today. Keep in mind that if you have missed a number of days, you will have to answer the questions for those missing days as well and submit them. I have pasted today's questions below:

Why is the loss of the ring more agonizing to Shylock (beyond the loss of wealth or his daughter)?

How do you perceive Shylock at this point? Is he a villain or a man who has been a victim? Explain.

Thurs. Dec. 8, 2016: Merchant of Venice: Act II Completion

Today, we finished reading Act II of The Merchant of Venice as well as most of Act III, Scene 1. If you were not IN CLASS today, you will need to read all of these sections and then answer the following questions. These MUST be submitted on your return to class.

1.      After much debate with himself, what is the reason the Prince of Morocco gives for choosing the gold box?

2.      The Prince of Arragon articulates the specific “rules” of the lottery devised for Portia’s hand in marriage. What are the specifications (there are three)?

Act III

1. Why is it such a crisis for Shylock that his daughter converted and married a Christian?

2. Why does Shylock channel his grief over Jessica's leaving into anger at Antonio?

3. According to this scene, were Salerio and Solanio's report about Shylock's reaction to Jessica's escape correct? 

4. Which does Shylock miss more:Jessica or his money? How would his grief and anger affect the way he talks about his losses?

5. Based on the way Shylock has been treated by Christians, is it wrong for him to want revenge? If positions were reversed, would Antonio demand  fullfilment of the bond according to the terms that were set?

Wed. Dec. 7, 2016: Merchant of Venice Act 2 to scene 6

Today, we read The Merchant of Venice from the start of Act 2, scene 2, up to Act 2, Scene 6, line 24 (bottom of page 83). If you were not in class (sick or with Ms. Gervais), you will have to do the following reading questions to ensure you are caught up. Bring these to class tomorrow.

1.      Why did Shakespeare include the scene with Launcelot and his father? What purposes does it fulfill in keeping the plot moving?  

2. What is Launcelot's dilemma?

3. What joke does Launcelot play on this father?

4. Who agrees to take Launcelot on?

5. What message does Launcelot bring to Jessica? Who is it from?

6. What is going on in Venice this night that Shylock hates?

Tues. Dec. 6, 2016: Merchant of Venice: Act II, Scene 1

Today, students read the rest of Act I and then we assigned new roles. We then read Act II scene 1 (finished on page 52). If you were not IN CLASS you need to read this section and answer the following questions:

Last of Act I questions

14. Why doesn’t Shylock like Antonio? What harm has Antonio cause Shylock? (HINT: look in more than one place in the text) 

16. What does Antonio think of Shylock? 

  

17. What “deal” does Shylock make with Antonio? Why does Antonio agree to it? 

Act II, scene 1 Questions

1. What boasts does the Prince of Morocco make about himself (state these in modern terms)?

2. What is the consequence for the prince - and any other suitors - if the wrong casket is picked?

3. What is the problem with this consequence that might make a suitor back out of taking such a risk?

Mon. Dec. 5, 2016: Merchant of Venice: Scene Two

Today, we finished reading Act I, Scene I and then Read Act I, Scene 2. of The Merchant of Venice.
If you were not in class today, you need to answer the following reading questions (this includes those who were reading it in another room):

1.      What is the “lottery” that Portia’s father has devised for her future and decreed in his will?

 2. Explain what Portia specifically thinks of each of these suitors:

a. the Prince from Naples (Neopolitian)

 b. Count Palatine

   c. the French Lord

   d. the English Baron

  e. the Scottish Lord

 f. the young German

3. What does Portia say about the newly-arriving prince from Morocco? What are the possible meanings of Act 1, Scene 2, lines 122-126 (page 29)? 

Fri. Dec. 2, 2016: Merchant of Venice Act One Reading

Today, you were instructed to keep a glossary (stapled loose-leaf paper that you can keep in the pages of the play), a writing implement and the play The Merchant of Venice, at every reading class.
I then assigned reading roles.
We then began reading the play. We got up to Act 1, Scene 1,  line 140 (bottom of page 15).  If you were not here, you need to answer the following questions to assure that you are understanding of what has happened so far. These are to be submitted on the day you return to school.

Study Questions -- Act 1

Answer each question thoroughly and fully. Write down the act, scene, and line references to note where you have found the textual evidence of your answers.

1.      What are Antonio’s concerns about Antonio?

2.      Why do they think Antonio is acting the way he is?

3.      What dangers is Antonio possibly facing (be detailed)?