1. Students have a sub today. There are several people who have not completed the formal paragraph assignment that was due on Friday. Those not finished have some time today to complete that and hand it in. Others will have opportunity to use the computers for their blogs. There will not be enough computers so others will have to journal their blog responses on paper to start. Students were going to switch using the computers half way through the class so others who had computer time will then go to journalling their responses on paper for a while. Hopefully, everyone will have found the time of use in some way or other.

1. There were only two performances shared of the poem “Porphyria’s Lover”. They both put a good deal of effort into their preporation and performances.
2. Once back in the classroom, a few students joined me for a little social simulation where I described a relationship between three people leaving one of them very uncertain of what decision to make in their future. Because of that indecision, they don’t make a decision and end up hurting as a result. The class got very involved in this discussion and generated a lot of energy and excitement.
3. This carried through when the students wrote out a character map as I drew it on the board. We discussed each of the characters of the Shakespeare play Hamlet and how they were related to each other. We drew hearts or crosses beside each name to indicate whether the character was well-meaning or had bad intentions. Some characters were both and we’ll read how that plays out in the performance.
4. We discussed a few lesser-known facts about Shakespeare himself. The idea that he was never formally schooled, that there are so many spellings of his name with the original literature and no actual signature on one of his works are all indicators that have led conspiracy theorists to believe he is not actually the author of the literature. We talked about the reality that so much of what is included in our daily media comes from lines from Shakespeare. When we are already influenced by the ideas from this writing, it is definitely worth it to study it and check it out.
5. In the end, the story of Hamlet is one of the most intense and well-developed. It is just a great story! I promised the class… they’ll enjoy it!

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1. Students were given a handout that has a checklist for them to use when completing their blog entries. They were reminded that the majority of the mark comes from their effort in their own writing and the comments they add to peer blogs.
2. Students were divided into two groups: half were freed to go find room in the school for them to practice the performance of their version of “Porphyria’s Lover” while the other half used blog time. Then, at approximately half-way through the class, they were asked to switch.
3. Students returned to the classroom at the end of class to get a peek at their report card mark.
4. The performances will begin on Monday. I look forward to your productions!!

1. Today was a very quiet day for class. Instead of a lot of discussion of work together, students were asked to read a short story individually and respond to eight questions attached. They did a fantastic job. Everyone was reading carefully and there was no whispering or talking, for the majority of the class. The questions were required to be handed in by the end of the class, or the end of the day for those who hadn’t started them (to avoid doing them)!
2. Tomorrow, students understand they will have half the class to work with their group preparing for their dramatic monologue and the other half of class will be for blogging. They should come to class prepared accordingly.
3. Also, their formal paragraph is due tomorrow, typed!

1. Students haven’t been asked to do any formal essay writing for a while and will have a formal essay to complete coming soon. Before doing that, though, we reviewed the structure for the formal paragraph, the six functions of each sentence in their order so that the paragraph has all the necessary parts and reads smoothly for the reader. To review this, students were given a handout that lists the six sentences and has three examples of paragraphs that follow that structure. We also viewed a powerpoint I made that showed three other student-generated paragraphs and we went through the sentences step-by-step. Hopefully, it helps to focus on the purpose of each of the sentences.                                  formal-literary-paragraphs.ppt
2. Once done, I explained the formal paragraph assignment. There are three essay questions on the handout for students to choose from. They have to pick one, brainstorm how they “would” respond to that essay, and then write only “one” of the body paragraphs for it. They can choose whether their paragraph would be the first of the three body paragraphs in the essay, the second or the third. (This would be made clear by the use of transitions in the topic sentence, like “The most important …. ” or “Another example…” . They had to focus on their summary sentence, as well, as many students forget this sentence but it is as essential as any other.
3. Students had about twenty minutes or so to work on writing their paragraph before I allowed them to get together in their groups to do some planning for their monologue presentations on Monday.
4. The paragraph is due Friday and needs to be typed.

1. I read to students the Shakespearean sonnet I could not remember yesterday that I had promised they would enjoy. It is a very odd and ironic sonnet.
2. We began with a discussion of what a “dramatic monologue” is – the idea that it is spoken to the audience by the speaker who may or may not be entirely sane. To help students understand this type of mindset, I showed them a portion of Vincent Price’s dramatization of “The Telltale Heart” story. He is completely compelling in his interpretation and acting in this scene. It draws a viewer in entirely.
3. After having watched a portion of that video, though, it was much easier for students to understand the mindset of the speaker of the poem “Porphyria’s Lover”. While I was the one who read the poem aloud, and I did my best to add dramatic pausing for effect, I asked that they picture Vincent Price and imaging his voice expressing the poem. It was a surprising poem, for them, and almost all of them had a pretty strong and positive reaction. I was pleased to be able to have shared it with them.
4. After having read through it again, taking it in sections and paraphrasing its parts along the margins (in their books), students answered a few reflective questions, such as the meaning behind the last few phrases of the poem where he reveals to the reader that he is still sitting, with her head propped up against his shoulder, “yet God has not said a word”. Does it mean he thinks he’s gotten away with something or is he expecting (surprised it hasn’t happened yet) that God will judge / make him pay for what he’s done?
5. Students have a fun assignment now, that they seemed to respond positively to. They are going to act out their own dramatic reading of this poem. They can be in groups of three or four (the responsibility and expectations vary depending on size of group) and will have to include props and costumes and any type of sound effects ect. The ultimate part of what will be evaluated, though, is that they take great care to maintain the tone of the poem – one that is very dark and disturbed. We’ll see how things go!!

Here is the video of Vincent Price. He is an actor that will never be able to be replaced. No one could perform those horror / gore type roles as well as this actor. See what you think!?

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So?.... Leave a comment! Tell me how you think he did.

1. After a quick (and loud) summary of some of the holiday happenings during the break, we moved straight along with our consideration of a handful of poems. For each, we had to answer what type of relationship was displayed in the poem, who was involved, what the tone of each poem was with evidence to support our answer, and each student had to pick a memorable line or phrase that stood out to them. It seemed like quite an enjoyable and humorous class with several of the boys sharing their “interpretation” of certain poems.
2. We also looked at a diagram I had drawn on the board of a wall of bricks. Each brick contained one of the types of human qualities. Every person is born with the same qualities; they are inate and part of our existance as humans, not animals. There are reasons, though, why some people’s more darker human qualities are more readily on the surface while other people’s brighter qualities stay at the top. Our experiences and interactions through relationships leave impressions on us. At times, those impressions leave people disappointed and therefore they create barriers or guards for themselves. In doing so, their negative qualities rise to the top and that directs how they respond in life. It’s interesting to consider, when you look at it in a literal sense, such as through building blocks.
3. Students had a look at the exams they wrote just before the break. (A few students need to write them yet so they will be returned at a later date.) 

1. Students were told last week there would be a midunit exam this week. They wrote that exam today and did a fine job of putting their full effort into their responses. There were full answers on the ones I saw as they were handed in.
2. We’ve got to push along in our unit and will be tackling Hamlet, soon. I love that play, though, so hopefully some of my enthusiasm for it will rub off on them!!

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Here's a little peak!

1. Students did a fine job, today, of performing for their debates. I had set up the tables and video camera in the art room and pulled the pairs out of their classes, in the morning classes, for them to participate in their debates in private. Without a room full of rowdy, talkative peers watching the debates, it seemed that those contributing focused more on the actual format of the debate and not falling into an argument or show. I was very pleased with the effort they showed in their preparation, their organization of their points, and their ability to think and reflect as they spoke in their rebuttals. They did well in their projects.
2. Tomorrow, students will be writing their sub-unit exam. It will be on the content and issues we’ve discussed to date. This, like the B10 exam, is a skills-based exam, meaning there is not much to study for except to be familiar with our course. The parts of the exam are similar to tasks I would ask of students to complete during class time.

1. Several students were missing for today’s class. This, unfortunately, puts some people in a difficult situation since they are to participate in the formal debates tomorrow with their partners. I discussed this with the students and reminded them not to give up hope or effort for their part in the debate. Regardless of whatever work their partner does or does not do, each person is evaluated individually by their own effort and participation in the event. You can still do well, even though your partner has failed you.
2. I handed back the exams from the Night/ Life is Beautiful comparison, since those who missed writing the exam did so on Friday.
3. We got started on a new subunit about Relationships. We brainstormed the types of love that exist between people and there was quite a variety of them. One thing focused on in our conversation was the reality that there are positives and negatives of relationships. We hope we are in positive ones that contribute to our lives, but unfortunately, at some point in their lives, some of these students may find themselves in a situation where they are dragged down by their connection to someone, instead of lifted up.
4. We read through several poems together and students follows instructions to circle or underline certain parts of each poem. After reading them, we evaluated each to decide what kind of relationship existed in the poem, who the relationship was between, what the tone of the poem was (with evidence) and choose a particular phrase or quote from each that seemed to stand out.
5. Tomorrow is the debate day. Come prepared!!
6. Wednesday is the unit exam that covers everything or anything discussed to date in class. I explained, though, that it is a skills-based exam meaning it is similar to any assignment or question sheet I would ask students to complete in class. If you have kept up with the work so far and are comfortable with the tasks, then you should do nicely on the exam. I went over the format and gave a few examples of the types of questions they can expect.