Class Minutes: Wed. June 8th

We continued watching “Truman” and doing our exit slip.  We also took our class photos seen below.

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Class Minutes: Monday, June 6th

We went over the explications of the Langston Hughes’ poems.

We did a metaphor hunt with R. Kelly’s lyrics “The World’s Greatest.”

Books were collected and Mrs. Wall told students their current marks.

We went over the study resources on Moodle.

We completed course feedback forms.

We started the film, “Truman” about perception and reality.  There is an exit slip to complete on the viewing.

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Class Minutes: Thursday, June 2nd

We went over the exam outline and study resources.  We completed a traffic light self reflection to prioritize and focus our studying.

We finished our C&C thesis on “The Allegory of the Cave” and The Matrix.

We created poor man’s magnetic poetry with words cut up in an envelope.  Then, we read Langston Hughes’ poem, “Dream Variations,” the poem from which your words originated and discussed his dream in the poem and the context for his message.

We started working on explicating and analyzing two more Langston Hughes’ poems.

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Class Minutes: Tuesday, May 31st

In connections with the anti-theatricalists’ fears about illusion altering our sense of reality, we read an excerpt of Plato’s Allegory of the Cave and answered some accompanying questions.  We watched a TedEd that also summarized the allegory and helped us finish our questions.

Then, we watched a clip from the film, “The Matrix.”  We discussed the symbolism and significance of the characters’ names (Morpheus and Neo) and a few other key ideas.

We compared the film’s “matrix” to Plato’s cave in a Venn diagram.

We’ll write a C&C thesis on the two texts and their shared message on the perception of reality.

 

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Class Minutes: Friday, May 27th

We made our dream catchers!  Also, textbooks were handed in.  Please bring them with you next class if you didn’t have them today.

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Class Minutes: Wednesday, May 26th

We viewed a collage of images and tried to discern what all the pictures have in common.  The answer was dreams.

We discussed the prevalence of dreams today and in the past (Shakespeare) and across cultures.

We did a gallery walk of 8 stations about different dream myths.  On our note taking template, we recorded:

a.  type of being/name

b.  culture of origin

c.  physical description

d.  power or influence over dreams

One of the myths was about Spider Woman.  We read another single page informational text about the symbolic importance of spiders across culture.  We wrote one take away message from the reading on a post-it note and stuck it on our door (decorated with a web and spider) as an exit slip of “what stuck with you.”

We’ll be making dream catchers next class.

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Class Minutes: Friday, May 20th

We reviewed the play with a quote mix n’ match (lines to character) and device searches.

 

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Class Minutes: Monday, May 16th

We wrote our multi paragraph’s for A Midsummer Night’s Dream on the relationship between appearance and reality.

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Class Minutes: Thursday, May 12th

We started class correcting and adding to our Act IV questions and Epilogue questions by referencing the keys posted on the board.

Then, we received notes on how to write a multi paragraph (the 4 paragraph structure and the formula for the thesis and transition statement into the second body paragraph).

We also examined a sample multi that exemplified the structure outlined in the notes.  During this discussion, we reviewed how to integrate quotes accurately and fluidly. Notes on quote integration were also provided.

Finally, students outlined their multi on appearance vs. reality in the play, which will be written next class- Monday.

 

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Class Minutes: Tuesday, May 10th

We discussed the tensions in Elizabethan England around theatre (anti-theatricalist concerns vs. apologist defences) as immoral.

We also discussed the role of the audience/ spectators (which term do we use? which sense is privileged by each?) as active participants with an essential role in the dream/illusion.

These two concepts help us to understand Puck’s epilogue and his request for forgiveness through our applause/prayer.

We viewed a video about Puck’s role in Julie Taymor’s broadway version of “AMSND” before answering 2 questions on the epilogue.

Then, we practiced writing thesis statements for the play.  You were given 8 themes without the POD.  You were to add the two points of evidence, or POD, to complete the thesis.

We wrote one together as an example first.

After writing 8, you selected your best and marked it with a star before handing it in.

We’ll continue to prepare for our multi (Monday) next class.

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