Today, you were given the poem "Cockpit in the Clouds" to actively read and analyze. When finished, you were provided with questions to answer using process of elimination. Be sure to define terms in the spots provided as part of explaining why you didn't choose them as answers. This is due for tomorrow. I have pasted the poem and questions below.
Cockpit in the Clouds
Two thousand feet beneath our wheels
The city sprawls across the land
Like heaps of children's blocks outflung,
In tantrums, by a giant hand.
To east a silver spire soars
And seeks to pierce our lower wing.
Above its grasp we drift along,
A tiny, droning, shiny thing.
The noon crowds pack the narrow streets.
The el trains[1] move so slow, so slow.
Amidst their traffic, chaos, life,
The city's busy millions go.
Up here, aloof, we watch them crawl.
In crystal air we seem to poise
Behind our motor's throaty roar-
Down there, we're just another noise.
Dick Dorrance
[1] El trains – trains that are elevated or raised above the ground
VI. Read the poem "Cockpit in the Clouds" and answer questions 35 to 37.
32. “Up here, aloof, we watch them crawl” is mainly an example of
A. simile
B. metaphor
C. alliteration
D. personification
Not ______ because: ___________________________________________________
_________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
33. “The city sprawls across the land” (line 2) is mainly an example of
A. simile
B. metaphor
C. alliteration
D. personification
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
34. The title “Cockpit in the Clouds” is an example of which of the following?
A. metaphor and synecdoche
B. alliteration and synecdoche
C. repetition and metaphor
D. metaphor and alliteration
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
35. The word "tiny" (line 8) is used to describe the size of the
A. wing
B. plane
C. crowds
D. buildings
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
(62.2 % provincially correct: Recognize an object referred to by the use of a particular word in a poem)
36. The use of italics for the last line of the poem reinforces the
A. noise of the plane's engines
B. difference in speed of travel
C. speaker's feeling of insignificance
D. distance between the city and the plane
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
(63% provincially correct: Recognize the effect intended by the use of italics in a poem.
37. The point of view expressed in this poem would most likely be that of a
A. pilot
B. motorist
C. pedestrian
D. flight attendant
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
(80.8% provincially correct: Draw a conclusion about the point of view expressed in a poem
Wednesday, November 30, 2011
Tuesday, November 29, 2011
Tuesday, November 29, 2011
Today, we marked the comma exercises 44 to 54. They were returned to you to fix and also to ensure that the next set is correct. I want these in for tomorrow (homework!).
We then discussed the poem "Comparing Beginnings," which we analyzed as a class. I also provided you with the answers to the questions you did. I have to admit that, when I reviewed them, I found that the pairing out and answering using process of elimination seems to be working. Keep up the great work!
We then discussed the poem "Comparing Beginnings," which we analyzed as a class. I also provided you with the answers to the questions you did. I have to admit that, when I reviewed them, I found that the pairing out and answering using process of elimination seems to be working. Keep up the great work!
Monday, November 28, 2011
Monday, November 28, 2011
Today, you were to hand in your “Comparing Beginnings” readings and questions (if you weren't here on Friday) as well as your comma exercises worksheet
.
You were then given class time to work on your major assignment
which is due on December 8. In addition to Canadian poems, you could also choose to analyze Canadian lyrics.
.
You were then given class time to work on your major assignment
which is due on December 8. In addition to Canadian poems, you could also choose to analyze Canadian lyrics.
Friday, November 25, 2011
Friday, November 25, 2011
Today, I handed out the major assignment for this unit. If you were not here, it is in your portfolio. The due date for this poetry analysis is Thursday, December 8, 2011.
you were then given (if you didn't receive it yesterday) the questions for the poem "Comparing Beginnings." I allowed you to work in pairs to do this activity. If you were not here, I have posted the questions below so you can do them independently at home. They are due for Monday. In addition, you are to fix the comma errors for questions 44 to 54 of your commas exercises so we can mark them on Monday. If you are not here, they are either with you or in your portfolio. Be sure to come in in the morning and get them so you can review your earlier answers (and make changes) before class.
Read and analyze the poem “Comparing Beginnings and then answer the questions that follow FULLY.
1. The first line of the poem implies that the speaker and the speaker’s friend have shared a youthful desire for
A. danger
B. freedom
C. rebellion
D. companionship
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
2. The context of lines 2 to 6 suggests that the man’s response was motivated by
A. expectation of reward
B. desire for social change
C. concern for the child’s safety
D. admiration of the child’s courage
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
3. The impression created by the old woman wearing a flannel cap in the daytime (line 13) is one of
A. oddity
B. boldness
C. sickliness
D. innocence
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
4. The poet’s description of the old neighbor woman’s actions (lines 14 to 16) serves mainly to indicate the woman’s
A. extreme loneliness
B. absurd appearance
C. sincere hospitality
D. musical talent
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
5. The mother scolds the child (lines 21 to 26) because the mother’s fear has been increased by her
A. distrust of the old man
B. distrust of her children
C. attitude toward dancing
D. jealousy of her neighbours
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
6. The description “dangerous places that looked green and peaceful” (lines 30 t0 31) is an example of
A. irony
B. simile
C. exaggeration
D. personification
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
7. The phrase “siren music” (line 32) serves to reinforce that freedom is
A. enjoyable and childish
B. chaotic and frightening
C. tempting but hazardous
D. desirable but impossible
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
8. The phrase “siren music” (line 32) is also known as
A. a metaphor
B. repetition
C. an allusion
D. an onomatopoeia
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
you were then given (if you didn't receive it yesterday) the questions for the poem "Comparing Beginnings." I allowed you to work in pairs to do this activity. If you were not here, I have posted the questions below so you can do them independently at home. They are due for Monday. In addition, you are to fix the comma errors for questions 44 to 54 of your commas exercises so we can mark them on Monday. If you are not here, they are either with you or in your portfolio. Be sure to come in in the morning and get them so you can review your earlier answers (and make changes) before class.
Read and analyze the poem “Comparing Beginnings and then answer the questions that follow FULLY.
1. The first line of the poem implies that the speaker and the speaker’s friend have shared a youthful desire for
A. danger
B. freedom
C. rebellion
D. companionship
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
2. The context of lines 2 to 6 suggests that the man’s response was motivated by
A. expectation of reward
B. desire for social change
C. concern for the child’s safety
D. admiration of the child’s courage
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ____________________________________________________
________________________________________________________________________
3. The impression created by the old woman wearing a flannel cap in the daytime (line 13) is one of
A. oddity
B. boldness
C. sickliness
D. innocence
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
4. The poet’s description of the old neighbor woman’s actions (lines 14 to 16) serves mainly to indicate the woman’s
A. extreme loneliness
B. absurd appearance
C. sincere hospitality
D. musical talent
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
5. The mother scolds the child (lines 21 to 26) because the mother’s fear has been increased by her
A. distrust of the old man
B. distrust of her children
C. attitude toward dancing
D. jealousy of her neighbours
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
6. The description “dangerous places that looked green and peaceful” (lines 30 t0 31) is an example of
A. irony
B. simile
C. exaggeration
D. personification
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
7. The phrase “siren music” (line 32) serves to reinforce that freedom is
A. enjoyable and childish
B. chaotic and frightening
C. tempting but hazardous
D. desirable but impossible
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
8. The phrase “siren music” (line 32) is also known as
A. a metaphor
B. repetition
C. an allusion
D. an onomatopoeia
Not ______ because: ____________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Not ______ because: ___________________________________________________
________________________________________________________________________
Thursday, November 24, 2011
Thursday, November 24, 2011
Today, we marked questions 34-43 of your commas booklet. I will return them after I mark them for further revision. I then handed out the poem "Comparing Beginnings" for you to analyze. I have pasted this poem below. I want it fully analyzed for tomorrow's class so we can work in pairs on the questions.
COMPARING BEGINNINGS
Both of us have early memories of escape.
You, when you were three years old,
walked out an open window and up a hill.
The day was hot: you were free and peaceful.
A black man found you
and coaxed you home again.
You learned later that the hill
was the home of dangerous snakes.
At the same age I ran away
out of our backyard, across the road
to the home of an old neighbour woman
with a face like a nutcracker
who wore a flannel cap[1] in the daytime.
She fed me sugar cookies
and played on the cranked-up gramophone
a record of fiddle music
to which I danced on the kitchen floor
while her old bachelor brother
step-danced and snapped his fingers
on the other side of the room.
And my mother came to take me home
and scold me
and said to my father later
that she didn't trust the old bachelor brother
one little bit:
he was no better than he should be.
After that escape,
you and I both
wore halters to prevent us from straying
into dangerous places
that looked green and peaceful
where there might be siren music[2]
or poisonous snakes.
Elizabeth Brewster
Contemporary Canadian poet,novelist, and short story writer
[1] flannel cap-nightcap; a cap worn in bed
[2] siren music-in Greek mythology, music of the sea nymphs who sang seductively to travellers at sea, causing them to steer their ships onto the rocks
COMPARING BEGINNINGS
Both of us have early memories of escape.
You, when you were three years old,
walked out an open window and up a hill.
The day was hot: you were free and peaceful.
A black man found you
and coaxed you home again.
You learned later that the hill
was the home of dangerous snakes.
At the same age I ran away
out of our backyard, across the road
to the home of an old neighbour woman
with a face like a nutcracker
who wore a flannel cap[1] in the daytime.
She fed me sugar cookies
and played on the cranked-up gramophone
a record of fiddle music
to which I danced on the kitchen floor
while her old bachelor brother
step-danced and snapped his fingers
on the other side of the room.
And my mother came to take me home
and scold me
and said to my father later
that she didn't trust the old bachelor brother
one little bit:
he was no better than he should be.
After that escape,
you and I both
wore halters to prevent us from straying
into dangerous places
that looked green and peaceful
where there might be siren music[2]
or poisonous snakes.
Elizabeth Brewster
Contemporary Canadian poet,novelist, and short story writer
[1] flannel cap-nightcap; a cap worn in bed
[2] siren music-in Greek mythology, music of the sea nymphs who sang seductively to travellers at sea, causing them to steer their ships onto the rocks
Wednesday, November 23, 2011
Wednesday, November 23, 2011
Today, you were put into groups to discuss your answers for the poem "Billy Paris." the purpose was the discuss how you arrived at answers and then, through the discussion, arrive at a consensus (agreement). We then formed larger groups until we only had two. I then had one person from each group come up and write down their answers, which we then discussed. In the end, I provided the answers and gave you an additional question to show how process of elimination helps arrive at answers. Be sure that you hand in your comma exercises (page 3) for tomorrow so I can mark them as a class.
Tuesday, November 22, 2011
Today, we marked questions 22 to 33 in our commas booklet (the second page). I then returned the booklet to you to make sure that you are following the rules correctly and to review page three for marking tomorrow. We then discussed group work, focusing on whether we like it (most did) and what problems there are when it is being done. The top three problems are working with people you don't like, off-task behaviour, and one person doing most of the work. In order to try to solve this, I had you choose a partner to work with tomorrow and put the names in the marking box. I then had you work independently answer (long form) questions on the poem "Billy Paris". These are due tomorrow.
Monday, November 21, 2011
Monday, November 21, 2011
Today, I paired you up to work on reviewing the poem "Billy Paris" which was due today. We then discussed the nine steps, examining how to arrive at the theme (brainstorm topic words to arrive at what the message might be; make it more universal/general). I then gave you the following notes on how to answer multiple choice questions effectively.
1. Highlight and define unknown words in the question.
2. Using a different coloured highlighter than already used in your analysis, highlight the passages referred to in the question.
3. Use process of elimination to answer the questions (cross out answers which are not possible).
4. As you are crossing out answers, think about why each one is being eliminated.
For tomorrow - and for this whole unit - you must have four different coloured highlighters. This was expected and part of your supply list.
1. Highlight and define unknown words in the question.
2. Using a different coloured highlighter than already used in your analysis, highlight the passages referred to in the question.
3. Use process of elimination to answer the questions (cross out answers which are not possible).
4. As you are crossing out answers, think about why each one is being eliminated.
For tomorrow - and for this whole unit - you must have four different coloured highlighters. This was expected and part of your supply list.
Thursday, November 17, 2011
Thursday, November 17, 2011
Today, we marked the first page of the comma exercises which were due on November 15. I gave them back to you to fix. I want the booklet back on Monday. We then finished discussing the steps I want you to follow when reading poetry. I am pasting them below. In addition, you need to actively read the poem "Billy Paris", which I have also posted below. This is also due for Monday.
How to Read Poetry
1. Look at the title of this poem. What might it mean? Write what you think down.
2. Look at the layout of the poem. Note the number of stanzas, lines, rhyme schemes and any layout that deviates from a flush left set up. Write these down.
3. Read the poem through, highlighting and paying attention to periods, commas and other punctuation marks (read it properly). During this read, also highlight words that are not familiar.
4. Look up the definitions of the highlighted words and put them right on the page.
5. Examine the poem once more. Identify any figures of speech you see and define them. Look up allusions and write them down.
6. Reread the poem again. Now, try to paraphrase the stanzas (put in your own words
succinctly).
7. Look for connotations in the word choices (positive and negative).Connotation is the
emotional added meaning of a word.
8. Determine who the speaker of the poem is
9. Finally, add a theme based on what you have paraphrased. What should we learn
from this? What is the point?
VIII. Actively read the poem “Billy Paris, below, using each of the steps I have given you. Once you are finished, show it to me and then I will give you questions 45 to 48 to answer fully.
Billy Paris
This term I don’t have a lunch period,
Too many subjects to make up.
So while I learn new nouns in Mr. Brewer’s Spanish class,
I munch on some potato chips.
Two days ago he laid down the law:
“No snacking while speaking Spanish.”
Yesterday I got even.
I pulled out from my bad
A checkered tablecloth,
Two Candlesticks,
One bowl,
One spoon,
And a thermos full of soup.
I slowly set the table,
Said a blessing (in Spanish) over the food,
And named every object with perfect accent.
Mr. Brewer stood there, dumbstruck.
Then he began to laugh.
The class joined in.
You know, school doesn’t have to be so grim.
1. Look at the title of this poem. What might it mean? Write what you think down.
2. Look at the layout of the poem. Note the number of stanzas, lines, rhyme schemes and any layout that deviates from a flush left set up. Write these down.
3. Read the poem through, highlighting and paying attention to periods, commas and other punctuation marks (read it properly). During this read, also highlight words that are not familiar.
4. Look up the definitions of the highlighted words and put them right on the page.
5. Examine the poem once more. Identify any figures of speech you see and define them. Look up allusions and write them down.
6. Reread the poem again. Now, try to paraphrase the stanzas (put in your own words
succinctly).
7. Look for connotations in the word choices (positive and negative).Connotation is the
emotional added meaning of a word.
8. Determine who the speaker of the poem is
9. Finally, add a theme based on what you have paraphrased. What should we learn
from this? What is the point?
VIII. Actively read the poem “Billy Paris, below, using each of the steps I have given you. Once you are finished, show it to me and then I will give you questions 45 to 48 to answer fully.
Billy Paris
This term I don’t have a lunch period,
Too many subjects to make up.
So while I learn new nouns in Mr. Brewer’s Spanish class,
I munch on some potato chips.
Two days ago he laid down the law:
“No snacking while speaking Spanish.”
Yesterday I got even.
I pulled out from my bad
A checkered tablecloth,
Two Candlesticks,
One bowl,
One spoon,
And a thermos full of soup.
I slowly set the table,
Said a blessing (in Spanish) over the food,
And named every object with perfect accent.
Mr. Brewer stood there, dumbstruck.
Then he began to laugh.
The class joined in.
You know, school doesn’t have to be so grim.
Wednesday, November 16, 2011
Wednesday, November 16, 2011
Today, we finished reviewing the introductory power point for hte poetry unit. I then had you look at pages 47 to 50 in your Resourcelines text, which gives you much of the same information. I then began to go over the way I expect you to analyze poetry. If you were not here, you will get them tomorrow.
Tuesday, November 15, 2011
Tuesday, November 15, 2011
Today, you were given a handout on the comma rules. This is in blue as I want you to hold on to it for the year (you must learn these!). You were instructed to read the rules over. You were then given questions to answer. In order to do well, you MUST follow the instructions. As a class, you did poorly on the last exercise which was mostly due to not following the instructions. Read carefully.
These are to be handed in by the end of class. If you finished early, you were to read your novel.
These are to be handed in by the end of class. If you finished early, you were to read your novel.
Monday, November 14, 2011
Monday, November 14, 2011
Today, we marked the commas worksheet. I then introduced the poetry unit. You were given a handout which you will refer to as we discuss this. If you were not here, it is in your portfolio.
Thursday, November 10, 2011
Thursday, November 10, 2011
Today, in respect for Remembrance Day, we watched to video Alive Day. You also had to hand in your comma exercise from yesterday if you hadn't already done so.
Wednesday, November 9, 2011
Wednesday, November 9, 2011
Today, we finished our discussion on comma rules. I then gave you an exercise to complete, If you were not here, the comma rules and exercises are in your portfolio.
Tuesday, November 8, 2011
Tuesday, November 8, 2011
Today, you wrote your Novel Unit exam (comprehension; M.C.). Tomorrow, we will start the poetry unit.
Monday, November 7, 2011
Monday, November 7, 2011
Today, you wrote your first in-class essay. This will be used as a first essay - one that will be the starting point in learning how to successfully write one. I will be booking appointments to meet and go over your essay with you (the list is on my desk). As you don't have spares, appointments will be in the morning, at lunch, and after school. Remember that you write your multiple choice exam on the novel tomorrow.
Friday, November 4, 2011
Friday, November 4, 2011
Today, I went over the structure of an essay in preparation for your exam on Monday. You will need to understand the novel Flowers for Algernon in order to do this test well. On Tuesday, you will write your multiple choice exam for the novel unit. It will consist of questions from the novel as well as reading comprehension.
Thursday, November 3, 2011
Thursday, November 3, 2011
Today we discussed the "Take your child to work day" event from yesterday. We then discussed the paragraph building activity we did on Tuesday (marked it). After this, we discussed how sentences without appropriately placed commas can alter the meaning in an unintended way.
Wednesday, November 2, 2011
Wednesday, November 2, 2011
Today, you went with your parents (or another guardian) to a workplace off of the schoolgrounds. We will discuss your experiences tomorrow.
Tuesday, November 1, 2011
Tuesday, November 1, 2011
Today, we finished watching the movie Flowers for Algernon. We then discussed paragraph structure again (see earlier blog). You then did a paired activity in which you organized an essay from slips of paper. These were handed in ata the end of class. Have fun with your parents tomorrow!
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