- WWI letter check. Show me letter #2 for a homework mark. THEN, find letter #1 and staple together. THEN choose ONE of your letters to type out into a word document. Choose the one that best fits the assessment criteria as discussed in class. THEN add visuals to your letter (it can be from the field trip) that compliment the content. Make it organized, make it neat, make it powerful. THEN print it out to give to me by FRIDAY …AND email me the digital copy so I can see the visuals in colour. Hand in the printed copy for assessment.
- Pull up “All Quiet on the Western Front” on your computer and leave it there for me to see.
- #gratitude. You are learning what life was like in WW I both on the front in Europe and the homefront in Canada. We have a lot to be thankful for in 2019 Port Coquitlam. In a grammatically correct, mechanically correct blog post, reflect on what you are thankful for. Add details, add names, add interest. Add an image. It should be about 100-150 words. The title is #gratitude and the TAG: gratitude.
- When you are done, work on your letter OR continue working on your poetry analysis. If you are done yours, move onto the second poem while you are waiting.
- With your partner, you are to TEACH the other two people in your group about your poem. Their sheet should be as marked up as yours. ADD and DELETE to each poem. Look up more analysis if need be. KNOW IT.
- TEST on Friday!!! It will include questions from “All Quiet…”, “Flanders Fields”, “Anthem for Doomed Youth”, and “Dulce..” It will be mostly written questions.
- With your partner, continue analyzing your poem. Have it marked up by Tuesday
- Creative writing/Letter from the Front– You will get a letter from home. Read it and respond. You are a soldier on the Front in France or Belgium. Use information you have learned from Mr. Chan AND the Port Moody Museum to create a descriptive, narrative letter from the perspective of a soldier, home to Canada. What do you see, hear, feel, taste, smell?? Make your writing come alive, not with excessive adjectives but with vivid imagery. Show, don’t tell!!!
- Letter #2 is due on Tuesday.
Today we will listen and read three important WWI poems. You are to “mark up” your poem following the steps in the “deconstructing poetry” outlined below. I will guide you for some of it, but you and your partner will be analyzing on your own then teaching the other two people in your group.
Practice difference between allusion, metaphor, assonance, consonance, simile.
- Homework check- letter from Canada
- Please send me your Edublog link through this Form:
- Commonly confused words quiz on No Red Ink
- Poetry Terms quiz (on paper)
- Continue working on “All Quiet…” It is to be completed by tomorrow morning. When you are done, DO NOT SEND TO ME. Put it on your Edublog with the “add document” button above. TAG:AllQuietA (or B) Please put on “private” mode for now.
- Do the corrections for your “PhotoVoice” paragraph and post to your blog with the image. Due by tomorrow. TAG:PhotoVoiceA (or B). Copy and paste to the blog- not a link to the document please.
Today you will write a letter from Canada to the Front Lines in Europe. It is due on Monday. DO NOT SEND TO ME. You will get a homework mark on Monday if it is complete. I will give you further instructions on Monday on how to hand in.
Here is the assignment:
- Practice a few more commonly confused words. Quiz on Monday (accept/except, quiet/quite, desert/dessert, your/you’re, everyone/every one, anyone/any one, their/there/they’re, good/well, who/who, who’s/whose, lose/loose, everyday/every day, passed/past)
- Quiz on the poetry terms: https://quizlet.com/126263333/english-10-poetry-terms-flash-cards/
- Finish questions 1-7 in “All Quiet on the Western Front” for Monday. We will finish it off on Monday and it is due on Tuesday. Do not send to me until I ask for it.
Review commonly confused words- put in sentences
Review poetry terms- quiz on Monday!!
Read chapter 1 of All Quiet…. All Quiet on the Western Front