English 30-2
Ashley Macknak
Course Overview
This course will help you to better understand both
literature and the print and visual forms of communication
you are subjected to on a daily basis. Hopefully, it will also
enable you to become more confident in your own use of
language. This involves developing your competence as a
critical reader, thoughtful writer, attentive listener, and
persuasive speaker. Throughout the semester, we will use
both fictional and non-fictional literature to initiate
discussion of values and to focus thinking for written
assignments. English 30-2 places greater emphasis on
functional writing, technical writing skills, visual literacy,
and speech.
Outcomes
The aim of English Language Arts is to enable
each student to understand and appreciate
language, and to use it confidently and
competently in a variety of situations for
communication, personal satisfaction and
learning. To achieve this, students will use the six
language arts strands, which include listening,
speaking, reading, writing, viewing and
representing.
Tentative Course Content
• Survival and Justice Theme (Short Stories, Poetry, Film,
Non-Fiction)
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Castaway (film)
The Cabin Door
Butterfly
Shackleton
A Matter of Balance
The Shawshank Redemption (film)
• Novel Study
– Night
– The Pianist (film)
– Various Poems
Tentative Course Content
• Modern Drama
– On Golden Pond
– On Golden Pond (film)
– Various Poems
• Film Study (If there is time)
– The Green Mile
• Diploma Exam Prep
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Grammar
Terminology
Review of: Literary Exploration, Persuasive piece, Visual Response
Reading Comprehension
Evaluation
• The final mark for English 30-2 is an average of the
school-based mark and the mark achieved on the
provincial diploma examination.
– School-based Evaluation: 50%
• Each unit will have a variety of evaluation methods, including:
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Comprehension questions, worksheets
Major & Minor Writing Assignments
Creative Projects & Oral Presentations
Quizzes & Unit Exams
– Provincial Diploma Examination: 50%
• PART A: Written Response
• PART B: Reading Comprehension
Ashley’s Behaviour and
Coursework Expectations
YOU ARE HERE TO LEARN! In order to obtain the greatest learning experience from this
class, you must cooperate with the following classroom procedures:
BE RESPECTFUL:
- Every student has the right to a safe and secure classroom; you do not have the right to
impede or jeopardize that in any way. Be respectful of yourself, your environment, your fellow
classmates, and your teacher.
BE HERE AND BE ON TIME:
- Punctual attendance is vital to your success in this class.
BE PRODUCTIVE:
- You will be provided time in class to work on assignments. Challenge yourself to be
productive. You are here; use your time wisely.
- Cell phones are not permitted in class.
BE PREPARED:
- You must come prepared to class each and everyday with a binder & loose-leaf, textbook,
and pens & pencils.
Ashley’s Behaviour and
Coursework Expectations
BE RESPONSIBLE:
- YOU are responsible for getting any assignments and
handouts missed upon your return.
FOOD of any kind is NOT permitted. Drinks are permitted
but make sure you put bottles/containers in the garbage or
recycling box.
CHEATING OF ANY KIND WILL NOT BE
TOLERATED.
*** Act rationally; choose wisely. Recognize your own role in
building a fun and productive community of learners.
Understand there will be consequences, both good and bad,
for your actions***
Diploma Exam
• Part A: Written Response
– Assignment 1: Visual Reflection (10%)
– Assignment 2: Literary Exploration (25%)
– Assignment 3: Persuasive Writing in Context (15%)
• Part B: Reading Comprehension
Past Diploma Exam Literary Exploration Topics
(link to Survival and Justice)
June 2013
Discuss the idea(s) developed by the text creator in your chosen text about an individual’s capacity for selfsacrifice in the face of compelling circumstances.
January 2012
Discuss the idea(s) developed by the text creator in your chosen text about the impact of an individual’s
ambition on self and others.
June 2011
Discuss the idea(s) developed by the text creator in your chosen text about the role adversity plays in
shaping an individual’s identity.
June 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals
take responsibility for themselves or others.
January 2010
Discuss the idea(s) developed by the text creator in your chosen text about the ways in which individuals
pursue or compromise their happiness.
• Define:
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Survival
Determination
Courage
Adaptability
• How do we use DETERMINATION, COURAGE, &
ADAPTABILITY to survive?
• What are the different types of survival?
– Emotional and Physical?
• What are some survival stories that you are aware of?
Cast Away
A FedEx executive must
transform himself
physically and
emotionally to survive a
crash landing on a
deserted island.
Terms to Know
• Define:
– Foreshadowing
– Symbolism
As you watch Cast Away, answer the questions in
your booklet.
• Define:
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Survival
Determination
Courage
Adaptability
• How do we use DETERMINATION, COURAGE, &
ADAPTABILITY to survive?
• What are the different types of survival?
– Emotional and Physical?
• What are some survival stories that you are aware of?
Visual Reflection
Diploma Exam Review
How to write a Visual Reflection
When you get your diploma exam booklet, you
will open to the visual response and will find the
following:
A picture and a caption or title
Instructions: 30 – 40 minutes
How to write a Visual Reflection
Spend time examining the photo closely – any details are
there on purpose
Read the assignment closely
What ideas and impressions does the photograph
communicate to you? (the instructions are always the
same)
When examining the photograph, think
about...
Composition – the arrangement of visual elements
within a picture.
Focal point – the area in a picture where the eye is
immediately drawn.
Be sure to...
1. Identify the purpose of the visual and the genre
(ad, photograph, poster, etc.) to which it belongs. Is
the artist trying to appeal to your feelings, your
senses, your intellect?
2. Read any text accompanying your work –
captions, titles, explanatory notes, etc. This can yield
valuable information. The title of the work may tell
you something about its intended message. How
does the text contribute to the meaning of the work?
Brainstorm...
• Reflect on the image by brainstorming:
• 5 W’s
– who
– what
– when
– where
– why
– how
Questions
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What is the picture about?
What can the viewer see?
Who are the characters in the picture?
What is happening to the characters in the
picture?
• When and where was the picture taken.
• Why was the picture taken?
COLOURS
(and the symbols behind them)
WHITE
• purity, snow, peace,
innocence, cleanliness,
simplicity
RED
•Passion, strength, energy,
fire, love, arrogance, danger,
blood, and war
BLUE
Seas, skies, peace, unity,
harmony, tranquility,
calmness, coolness,
confidence, loyalty, royalty,
and nobility
GREEN
•Nature, spring, fertility,
youth, environment, wealth,
good luck, and envy
YELLOW
•Sunlight, joy, happiness,
earth, optimism,
intelligence, summer, and
hope
PURPLE
•Envy, sensuality, spirituality,
creativity, wealth, royalty,
and nobility
ORANGE
• energy, balance, heat, fire,
enthusiasm, and autumn
BROWN
•Calm, depth, natural
organisms, nature, richness,
dirt, dullness, and filth
BLACK
• mysterious, sophisticated;
gloomy and threatening
Select a Prose Form...
What is prose? Anything but poetry
– letter;
– memoir;
– essay;
– journal entry;
– speech;
– story;
– travel journal entry;
– screen play;
– eulogy;
– newspaper article.
Ideas for Format
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Could you be a character in the picture?
Write a letter to explain the picture.
Use the picture as the visual in a news article.
What story is the picture telling?
Include the visual as part of a diary entry.
Produce an essay explaining the picture.
Why was this picture taken – theme, moral.
What statement is the picture making?
Discuss Ideas & Impressions
• Ideas
– 1. opinion: a personal opinion or belief
– 2. suggestion: a thought to be presented to others
• Impressions
– 1. what stays in somebody’s mind: a lasting effect,
opinion, or mental image of somebody or
something
– 2. general idea: a belief about or understanding of
something
Respond critically, personally or
creatively
• Critically: write an essay...
– Make sure it has a...
• Beginning
– Thesis (the opinion you are going to prove)
• Body
– Prove thesis with details/specific examples from your
own life or from events around the world (history)
• Conclusion (a summary of what you believe)
Respond critically, personally or
creatively
• Personally: write an essay...
– Make sure it has a...
• Beginning
– Thesis (the opinion you are going to prove)
• Body
– Prove thesis with details/specific examples from your own life
only. Perhaps the visual reminds you of your favourite
childhood memory or difficult events in your life. Regardless,
be sure to be very clear about every detail so that the reader
understands your reflection.
• Conclusion (a summary of what you believe)
Respond critically, personally or
creatively
• Creatively: write a story, journal entry, script etc...
– Make sure it has a...
• Beginning, Middle & End
• Explain ONE event that reflects the visual specifically
with strong detail and information
• Be careful NOT to make too much happen; write only
1 journal entry
• Focus on the picture and the moment
• Don’t be too short OR too long
• MAKE IT BELIEVABLE & REALISTIC
How will I be marked?
Ideas and Impressions
/5
• When marking IDEAS and IMPRESSIONS, the marker
should consider
• The quality of the ideas generated by the student to
explore the visual test(s) and the impressions that the
student has formed to reflect upon the visual text(s)
– How original are your ideas? Are they insightful?
• The effectiveness and consistency of the support provided
– Are your ideas explained really well? With a lot of specific
detail that does not leave the reader asking why?
Excellent The student’s perceptions are insightful and carefully considered. Support is
precise, purposefully chosen, and strongly connected to the student’s ideas and
impressions.
Proficient The student’s perceptions are thoughtful and considered. Support is
relevant, detailed, and clearly connected to the student’s ideas and impressions.
Satisfactory The student’s perceptions are appropriate but may be generalized. Support
is adequate and generally connected to the student’s ideas and impressions.
Limited The student’s perceptions are superficial or ambiguous. Support is imprecise,
unclear, and/or vaguely connected to the student’s ideas and impressions.
Poor The student’s perceptions are underdeveloped or incomprehensible. Support is
lacking, inappropriate, or unrelated to the student’s ideas and impressions.
Insufficient is a special category. It is not an indicator of quality. Assign insufficient
when…
 The marker can discern no evidence of an attempt to fulfill the assignment OR
 The writing is so deficient in length that it is not possible to assess Ideas and
Impressions
How will I be marked?
• Presentation
/5
• When marking PRESENTATION, the marker should consider
• The effectiveness of voice and its appropriateness to the intended
audience of the prose form that the student has chosen
• The quality of language and expression
Are your writing skills APPROPRIATE to the type of work you
selected? Slang may be appropriate in journal entries, but
would not be in newspaper articles etc.
• The appropriateness of development and unifying effect to prose form
Is your response plausible? Does it follow a logical, natural order?
Or is it choppy, unorganized, not believable and difficult to
understand?
(E) The student’s voice is engaging and the tone is confident. Stylistic choices are precise
and effective. The writing is skillfully developed, and the unifying effect is confidently
sustained.
(Pf) The student’s voice is distinct and the tone is well considered. Stylistic choices are
specific and frequently effective. The writing is coherently developed, and the unifying
effect is capably sustained.
(S) The student’s voice is matter-of-fact and the tone is appropriate. Stylistic choices are
adequate and occasionally effective. The writing is generally clearly developed, and the
unifying effect is appropriately sustained.
(L) The student’s voice is inconsistent and/or the tone is inappropriate. Stylistic choices
are inappropriate, imprecise, and often ineffective. The writing is unclearly or
incoherently developed, and the unifying effect is not sustained.
(P) The student’s voice is confused and/or there is no discernible attempt to address the
intended audience. Stylistic choices are ineffective and/or impede communication. The
writing is ineffectively developed, and/or a unifying effect is absent.
Types of Images...turmoil
Types of Images...human spirit
Types of Images...success
Types of Images...political
Types of Images...cultural
Types of Images...ordinary
Types of Images...comparison
Types of Images...Magazine Covers
One more thing...
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DOUBLE-SPACE your work
Use size 12 font, Times New Roman
Do NOT forget a TITLE
Use complete sentences
EDIT for missing
words/typos/spelling/punctuation
• Do NOT waste any time; stay focused and write
Diploma Exemplar
• Exemplar
– Look at the visual
– Read the student writing
– What grade would you give it and why?
– Go over as a class
Example Paper #1
Score: Satisfactory
Read Why
Example Paper #2
Score: Excellent
Read Why
• First part of class will be planning
• Second part of class will be completing Visual
Reflection.
Survivor Drifting
Etching by David Blackwood
David Blackwood is one of Canada's leading printmakers
and visual storytellers. His iconic etchings illuminate
Newfoundland's history, legends, and society.
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What do you see in the painting?
What does the image represent?
What types of survival does this painting represent?
What is the mood of the painting?
How do the colors contribute to this mood?
Remember to…
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DOUBLE-SPACE
Use 12 font, Times New Roman
Do NOT forget a TITLE and YOUR NAME
Use complete sentences
EDIT
Stay focused and write
Once you are done, print it off and hand in
Short Story Terms
&
Elements of Fiction
The Short Story
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Fictional (imaginary) episodes or events
Can usually be read in one sitting
Involves fewer characters than a novel
Action begins early in the story with little
exposition or introduction
Two Types of Fiction
• Escape Fiction: fiction intended
chiefly to entertain, providing little
or no insight and usually
emphasizing plot and action
– helps readers escape from the
problems of the real world
– is meant to give readers pleasure
– provides a false or illusionary view of
life
Two Types of Fiction
• Interpretive Fiction: fiction
intended both to entertain and to
offer some insight into humanity or
society
– takes readers deeper into the real
world and its troubles
– is meant to give readers pleasure and
an increased understanding of life
– tries to clear up illusions and depict
reality honestly
5 Elements of Fiction
1.
2.
3.
4.
5.
Character
Plot
Setting
Theme
Point of View
Five Elements of Fiction
1.Character
How Does a Writer Reveal Character?
1. What a character does – the actions of a
character, the most obvious method
2. What a character says – to reveal what a person
is like show what they say
3. What a character thinks – the thoughts of a
person reveals character
How Does a Writer Reveal Character?
4. How others react to the character – much can be shown about a
character by the way others react to him, by what others say about him
5. How a character reacts to his/her surroundings – look at how a
character reacts to his/her surroundings, the people, places and things
that a character comes in contact
6. Direct description or explanation by the writer – by how much the
writer reveals, he/she can control the development of the character
Characters
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Protagonist – the main character (the one we are most concerned with – does not have to
be the good guy)
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Antagonist – the person or force working against the protagonist (does not have to be the
bad guy)
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Static Character – one that doesn’t change throughout the story
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Dynamic Character – one that changes from the beginning to the end of the story
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Flat Character – one that we don’t know much about
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Round Character – one that we know a lot about
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Stock or Stereotype character – a character that fits the picture we have in our head (the
nutty professor, the wicked stepmother)
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Character Foil – placing two characters side by side so that we can see how different they
are (Fred and Barney from the Flintstones)
Protagonist
 The main character
who is struggling
against other
characters or forces to
achieve his/her goal.
The protagonist is the
one we are most
concerned with — does
not have to be the
good guy
Antagonist
 The person or force working against the
protagonist (does not have to be the bad guy)
Character Development
Round Character - reader gets many details.
- Has many sides to his/her personality. (Faults, virtues,
doubts, fears, dreams.)
- Example: Katniss Everdeen is a round character. She is well
described and explained. We know where she comes from,
what she looks like, and what she is feeling and thinking.
Flat Character – reader gets only a few details.
- Serves as a contrast to the round character.
- Example: Prim Everdeen is a flat character. She is a flat
character because we only know a little about her.
Character Development
• Static vs. Dynamic – unchanging vs. one who
undergoes change.
– Example of Dynamic: Katniss Everdeen is a dynamic
character. She is dynamic character because she
changes in the story.
– Example of Static: Gale Hawthorne is a static
character. He is a static character because he doesn't
change throughout the story.
• Stereotypical character – typical, cliché character.
– Example: the evil stepmother.
Character Foil
 Placing two characters side by side so that we
can see how different they are
 Ex: Fred and Barney from the Flintstones
Direct and Indirect
• Direct Characterization: the author directly describes the
character.
• Indirect Characterization: the author reveals the character's
personality through that character's thoughts, words, or
interactions with others, allowing the reader the freedom to
create the character in their mind.
Direct Example: Bob was a selfish boy and quite a bully.
Indirect Example: Even though Bob had already had one
cookie, he stole 5 more from the other boys in his class.
Five Elements of Fiction
2. Plot
Rising Action, Exposition (Introduction), Climax,
Denouement (Resolution), Falling Action, Initial Incident
Plot
• Definition: A logical sequence of events
• These events are frequently arranged in
chronological order. But authors sometimes
use other ways to order events. These might
include “flashbacks” and “stream of
consciousness.”
Exposition or Antecedent Action
• Provides background information about
setting, atmosphere, character and theme.
Initial Incident
• Introduces a problem which constitutes the first
link in a chain of events leading to the climax.
The initial incident marks the beginning of the
rising action.
Rising Action
• A sequence of events, arranged in escalating
order of importance, leading from the initial
incident to the climax. This is the part of the
short story which creates suspense as the
protagonist struggles to achieve his/her goal.
Climax

The highest point of the story that represents the
final, decisive confrontation between the protagonist
and the individual or forces which oppose him/her.
Falling Action
 This short phase of a short story follows
immediately after the climax. Its purpose is to
show the reader the immediate consequences
of the decision reached in the climax.
Dénouement
 This short section at the end of a work of fiction
resolves the “problem” which the protagonist
struggled to overcome. It also ties up any loose ends
and reinforces the theme and tone of the selection.
Indeterminate Ending
• Where we are left without
an ending to a story — we
don't know how it ends
Flashback and Foreshadowing
• Flashback – a technique used in which a character
remembers a point in the past and the reader gets to read
about it
• Foreshadowing – when the author gives hints of what is to
come
• Stream of Consciousness – a literary technique that presents
the thoughts and feelings of a character as they occur. It
creates the impression that the reader is eavesdropping on
the flow of conscious experience in the character’s mind,
gaining intimate access to their private “thoughts”.
Elements of Fiction
3. Setting
Setting
• The actual place that the story is set
• How the character lives and what he/she does
for a living
• The time period that the story takes place in
• How long the story goes on for (time span)
Setting
“Setting” refers to the time and space that the action takes place
in.
1. Time Setting: When the action takes place. “Time span”
refers to the time between the beginning of the short story or
novel and the closing action. This may vary from several
hours or days to many years.
2. Physical Setting: the physical locale of the action. Where does
the story take place?
Setting
3.
4.
Emotional setting refers to the atmosphere or emotional
feelings which are evoked by the setting. It could be ominous
or threatening, or romantic and hopeful.
Social setting – includes a person’s social status, what he/she
does for a living, economic well-being, gender etc. Everything
that makes up where a person fits into society.
Elements of Fiction
4.Theme
Theme includes...
 The author's view of life. The reader knows
what the author thinks about people or life in
general after they have read the story
Theme – Implied
• the reader figures it out from the story
Theme – or it is expressed
 The author comes right out and states his/her
view of life. This is different from main idea.
Theme
The theme involves the lesson or concepts
learned as a result of the story. The theme is the
message of the story.
Example: Hunger Games
- Inequality between rich and poor
- Suffering as entertainment
- The importance of appearances
Elements of Fiction
5. Point of View
Point of View
• This refers to the perspective from which the events of the
short story are narrated. You know from your own personal
experience that an account of an event can vary greatly,
depending on the point of view of the person describing it.
• There are many variations of point of view, and sometimes
writers will use several points of view in one work.
Point of View
The Narration of the story – Who is telling the story?
• First Person Participant
• Third Person
– Limited Omniscient
– Omniscient
– Objective
First Person Participant
 The use of the pronoun “I, me, we,” etc…
 An example is the Twilight Saga by Stephanie
Meyers. These books are written from the view point
of Bella Swan and all plots revolve around her.
 While first person point of view can allow a reader to
feel very close to a specific character's point of view, it
also limits the reader to that one perspective. The
reader can only know what this character knows. It
becomes difficult to analyze the truth of the story as
no other perspectives are given.
Third Person Limited Omniscient
Told from a narrator’s point of view (as though
someone outside of the story was telling it )
Narrator knows only the thoughts and feelings of a
single character and does not give thoughts of any
other character. The story is limited to this one
person’s experiences, and the narrator tells the
story through this one character’s eyes and mind.
Ex: "When Billy got out of bed, he tripped on the
cat.”
Third Person Omniscient
“All knowing,” a narrator tells the story and we get
to know what everyone is thinking and feeling
 Example: From the classic story Hansel and Gretel
 “Hansel walked ahead of Gretel; after all, he knew he belonged in the front because
Gretel was just a girl. Gretel dropped breadcrumbs behind her as she went, knowing
that her bumbling brother couldn’t be counted on to find his way home from the
outhouse, let alone from the middle of the woods.
 Ahead of them, an old witch waited, her stomach rumbling at the thought of what a
delicious dinner the two plump children would make.”
 In this example, the writer is fairly liberal with her knowledge of all the
characters. However, this doesn’t necessarily need to be the case. Some narrators may
reveal the thoughts of all the characters but one, which raises the mystery and significance
of the “unknown” character.
Third Person Objective
 Narrator does not reveal the thoughts of any character in the
story. The narrator is a mere spectator of events.
 One way to imagine this POV would be to think of the
narrator as a roving movie camera. Like a camera it follows the
characters, recording only what is seen and heard.
 Examples: Hansel and Gretel from the objective POV
– “Hansel walked ahead of Gretel. Gretel dropped
breadcrumbs behind her as she went. Ahead of them,
an old witch waited.”
– No thoughts or feelings are included at all.
Conflict
• Internal – man v. himself – the struggle is internal. A
character must overcome his own natures or make a choice
between two or more paths - good and evil; logic and
emotion.
• External – man v. man, man v. nature, man v. society –
these conflicts happen externally. Man v. man involves
stories where characters are pitted against each other. Man
v. nature positions the hero against an animal or a force of
nature. Man v. society may face conflict with the values of
society or society at large as a result of an idea that he
espouses or an action that he has committed.
Main Idea
• What the story is about. The main idea comes from
the characters and the plot of the story.
• Example: Hunger Games
– People can create a destructive world.
– People can overcome their problems.
Mood
• Mood is the general atmosphere created by the
author’s words. It is the feeling the reader gets from
reading those words. An example of mood could be
romantic or suspenseful.
The Cabin Door
• Complete vocabulary
• Read as a class
• Complete comprehension questions
• Plot Diagram Assignment
Poetry
• What is Poetry?
– The art of rhythmical composition, written or spoken, for
exciting pleasure by beautiful, imaginative, or elevated
thoughts.
– Think of how music can make us feel things - angry,
irritable, peaceful, sad, triumphant. Poems work in the
same way, but instead of sound and rhythm created by
instruments, they use the sound and rhythm of words. In
songs with good lyrics, the melody combines with the words
to create an intense feeling. Similarly, in poetry, the sound
of the words works together with their meaning for more
emotional impact.
Alliteration
• the repetition of the same first sound in a group
of words.
– Example:
Peter Piper picked a
peck of pickled peppers,
A peck of pickled peppers
Peter Piper picked.
If Peter Piper picked
a peck of pickled peppers,
Where's the peck of pickled
peppers Peter Piper picked?
Assonance
• the repetition of similar vowel sounds in words
close by each other.
– Examples:
“The fat cat sat on a mat”
“Hear the mellow wedding bells” by Edgar Allen Poe
“Try to light the fire”
“I lie down by the side fo my bride”/“Fleet feet sweep by sleeping
geese”/“Hear the lark and harden to the barking of the dark fox gone to
ground” by Pink Floyd
Consonance
• the repetition of similar consonant sounds
within words.
– Example:
“cat” and “bit”
“link” and “rank”
“Rap rejects my tape deck, ejects projectile
Whether Jew or Gentile, I rank top percentile,
Many styles, More powerful than gamma rays
My grammar pays, like Carlos Santana plays” by Lauren Hill
Connotation
• an added meaning that suggests something
positive or negative, what comes to mind.
– Example:
The different connotation between the two words
“house” and “home”
• A house is “just a building”
• A home is a safe place of warmth, comfort, family, and
affection
Free Verse
• poetry that does not have a regular pattern.
– It does not rhyme
Feelings, Now:
Some kind of attraction that is neither
Animal, vegetable, nor mineral, a power not
Solar, fusion, or magnetic
And it is all in my head that
I could see into his
And find myself sitting there.
Copyright © 1996 by Katherine Foreman.
Onomatopoeia
• sound effect words.
– Example:
“clip, clop…”(for the sound of a horses’ hooves)
Simile
• a comparison using like or as.
– Example:
My love is like a red, red rose.”
Personification
• when non-human things (animals, objects or
ideas) are described as if they were human.
– Example:
“The leaves danced in the courtyard.”
Hyperbole
• an extreme exaggeration.
– Example:
“He was so hungry he could have eaten a horse.”
Imagery
• a technique that poets use to describe and
appeal to the senses, words that create pictures
in the mind.
– Example:
“Yellow matted custard dripping from a dead dog’s eye” (John
Lennon)
Metaphor
• a comparison between two things, saying
something is something else (does not use like
or as).
– Example:
“My love is a red rose.”
Rhyme
• the repetition of sound in different words,
especially at the end of lines. A main
technique used in poetry.
– Example:
………………………….…cat -a
…………………………….fire -b
…………………………….bat -a
…………………………….liar-b
Rhyme Scheme
• the pattern of end rhymes used in a poem.
• Ex. “a/b/a/b” or “a/a/b/b”, etc.
Bid me to weep, and I will weep
While I have eyes to see;
And having none, and yet I will keep
A heart to weep for thee.
A
B
A
B
Rhyme Scheme
• Here's an example of an abcb rhyme scheme.
The itsy bitsy spider
Went up the water spout
Down came the rain
And washed the spider out
• What would this rhyme scheme be?
Little Miss Muffet
Sat on a tuffet
Eating her curds and whey.
Along came a spider
And sat down beside her
And frightened Miss Muffett away.
This one's aabccb
a
b
c
b
Stanza
• A stanza is a popular term within poetry that
refers to a smaller unit within a poem or a
verse within a song.
– the groups of lines in poetry, the paragraphs in
poetry
Stanza
The Road Not Taken by Robert Frost.
Stanza #1
Two roads diverged in a yellow wood, (line 1)
And sorry I could not travel both (line 2)
And be one traveler, long I stood (line 3)
And looked down one as far as I could (line 4)
To where it bent in the undergrowth; (line 5)
Stanza #2
Then took the other, as just as fair (line 6)
And having perhaps the better claim, (line 7)
Because it was grassy and wanted wear; (line 8)
Though as for that, the passing there (line 9)
Had worn them really about the same, (line 10)
Stanza #3
And both that morning equally lay (line 11)
In leaves no step had trodden black (line 12)
Oh, I kept the first for another day! (line 13)
Yet knowing how way leads on to way, (line 14)
I doubted if I should ever come back. (line 15)
Stanza #4
I shall be telling this with a sigh (line 16)
Somewhere ages and ages hence: (line 17)
Two roads diverged in a wood, and I (line 18)
I took the one less traveled by, (line 19)
And that has made all the difference. (line 20)
What is a symbol?
Common symbols:
– Hope (rainbow, dove)
– Love (heart, red rose)
– Life (tree, sun, water)
The Butterfly
• Background: the poem was written by a teenage Jewish
boy who lived in a Ghetto near Prague during the
Second World War. He died in Auschwitz in 1944.
– Connation: the associated or secondary meaning of a word
or expression in addition to its explicit or primary meaning.
• Read poem as a class (find figurative language)
• The poem’s central symbol is the _________ that
escapes confinement in the __________.
I am Poem Assignment
• What would you use to symbolize yourself in a
piece of writing?
• Using simile, metaphor, connotative words and
vivid imagery to create a poem where you revel
aspects of your personality by describing
yourself as an OBJECT.
Your poem should:
– Be at least 14 lines in length
– Be titled with your first name
– Be submitted in a creative manner on unlined
paper
– Use figurative language (similes, metaphors, etc…)
– Provide a rationale defending and explaining how
and why the objects selected describe you
Show exemplars
Narrative Writing:
writing that tells a story
Jargon:
- the language used for a particular activity or by a
particular group of people
- confused unintelligible language
- a strange, outlandish language or dialect
Shackleton
• Vocabulary
• Complete Comprehension Questions
• Memoir Assignment
Memoir
• Memoir: a record of events written by a person
having intimate knowledge of them and based
on personal observation.
– Usually, memoirs:
• an account of one's personal life and experiences;
autobiography.
• a biography or biographical sketch.
Tim McCarthy
• He was a cheerful, young Irish
sailor.
• He was an optimist, who was
often heard saying “It's a grand
day.”
• McCarthy was one of the six
men who made the journey
from Elephant Island to South
Georgia on board the James
Caird, though he did not cross
South Georgia, instead staying
with Vincent and McNish who
were not well enough to move.
• He was one of the youngest
members of the expedition.
Writing has a voice if…
•
•
•
•
•
It shows the writer's personality
It sounds different from everyone else's
It contains feelings and emotions
The words come to life
It comes from the heart
You need to become the voice of Tim McCarthy!
Use specific examples from the essay of things that
happened to the men.
http://www.quickanddirtytips.com/education/grammar/understanding-voice-and-tone-writing
- Have you ever been a victim of stereotyping?
- What factors help to create the images,
stereotypes, and impressions that we have in
our minds about certain groups?
- What is flashback? What purpose do
flashbacks serve?
A Matter of Balance
• Vocabulary
• Read as a class
– What point of view is this story written in?
• third person limited omniscient: told from a narrator’s point
of view (as though someone outside of the story was telling it).
Narrator knows only the thoughts and feelings of a single
character and does not give thoughts of any other character.
• Complete reading comprehension
Justice
• What is truth?
– factual information
– do you think Andy is telling the truth?
• What is justice?
– relies on other people’s interpretations of the truth.
Reactions to perceptions of the truth.
– Do you think justice has been served in regards to Andy’s
case?
• How is justice used in our society?
• What factors influence justice?
• Do intentions (experiences, values and beliefs) influence
one’s sense of justice?
Shawshank Redemption
Two imprisoned men
bond over a number of
years, finding solace and
eventual redemption
through acts of common
decency.
Complete the questions as we view the film.
Assignment #2:
LITERARY EXPLORATION
Diploma Exam
Value: 25%
How to write a Literary Exploration
1. Read the topic in the little box
2. Then read the topic again and think about the
literature or film you are going to use.
3. Choose ONE text and recall the facts about the
piece that you are going to use and the character
you are going to talk about.
How to write a Literary Exploration
• You MUST answer the initial planning sections in
order to help the marker understand your response
• Spend a little bit of time PLANNING what you say
in response to the topic
Write your INTRODUCTION
1.
2
.
3.
Write your INTRODUCTION
General Topic Sentence
(Introduce the topic)
Motivator
(Definition & Example)
Controlling Idea
(use the template
provided)
Controlling Idea Template
• In the excerpt “
,” my personal
experience and the (short story, novel, film),
one understands that …
Be sure to answer the question provided
in your controlling idea.
Sample Controlling Idea
Question:
What is your opinion about the idea regarding the
consequences of our actions?
Excerpt: WHITE CIRCUS
Controlling Idea:
In the excerpt “ White Circus,” my personal
experience and the film, The Shawshank Redemption,
one understands that humans suffer through difficult
moments as a consequence of their actions.
Write your BODY PARAGRAPHS
&
talk about the CONTROLLING IDEA in each one (be specific)
#1
#2
#3
How to write a Literary Exploration
• Plan how to support your controlling idea with details
from:
– The excerpt
– Your own life (personal experience)
– The film/literature
Confused?
• If you do not understand the excerpt, choose a
secondary character from the literature/film and write
about that in your first body paragraph.
– Secondary Character from LITERATURE/FILM
– Personal Experience
– Main Character from LITERATURE/FILM
Still Confused?
• If you do not have a personal experience but
understand the excerpt, choose a secondary character
from the literature/film and write about that in your
second body paragraph.
– A. The excerpt
– B. Secondary Character from LITERATURE/FILM
– C. Main Character from LITERATURE/FILM
Practice
What is your opinion about the
idea that people need something
that creates comfort and security in
their lives?
Practice
What is your opinion about the
idea that confronting our fears
provides us with a sense of
achievement?
Topic Sentence – Introduce the literature
Give background information using the 5ws
Point 1, 2, 3 - Proof - Discussion
Be detailed & specific
Concluding Sentence / Transition
Write the CONCLUSION
&
relate it to the CONTROLLING IDEA
1
2
3
Write the CONCLUSION
&
relate it to the CONTROLLING IDEA
Re-state your
controlloing
idea
Summarize your
three paragraphs
(one sentence each)
A comment on the General
Topic
REQUIREMENTS
a)
b)
c)
d)
e)
f)
no slang “u” “i” “lol” etc..
no contractions – can’t = cannot etc…
quotations and paraphrasing
effective title
required paragraph number and structure
only use “I” “we” “us” in personal
paragraph
g) do NOT use you – use 3rd person = “one”
How I would set up my paragraphs…
Introduction
Body 1: Discuss the reading provided
Body 2: Relate to a short story, novel, film, etc…
from class
Body 3: Relate to a personal experience
Conclusion
Exemplars
• Read the first exemplar given to you. What
grade would you give it? Why?
• Read the second exemplar given to you. What
grade would you give it? Why?
Part B:
Reading
Diploma Exam
Value: 50%
Be able to demonstrate reading comprehension skills
without the use of a dictionary or thesaurus.
In the Readings Booklet, you will read selections from a
variety of texts, such as poems or songs, essays, drama,
short stories, novels, and visual texts. The reading
selections are not taken from the reading list for your
course of studies.
In a separate Questions Booklet, you will read and answer
multiple-choice questions about each reading selection.
The questions ask you to form literal understandings, to
infer, apply, and analyze, and to assess and form
generalizations about the texts provided. Some questions
require you to consider more than one reading selection.
Multiple-Choice Questions
Each set of multiple-choice questions is designed to progress logically and
sequentially through the reading selection. Therefore, it is strongly
recommended that you answer the questions in the order in which they
appear.
• The initial questions in a set will usually address the beginning of the
reading and may alert you to important ideas or details that will help you
to understand the whole text. For example, such questions may ask about
a character’s emotions or the impact of the setting or atmosphere.
– The following is an example of an early question on a poem:
The details in lines 1 to 4 establish the gopher’s
A. desperation to find food
B. instinctive lack of caution
C. awareness of the human presence
D. resentment of the human presence
• The middle questions within a set address specific
elements of the selection. For example, there may be
questions about characters such as their motivation,
behaviour, relationships, attitudes, traits, conflicts, and
feelings. There may also be questions on vocabulary,
figures of speech, the writer’s attitude or tone, and the
effect of the writer’s choices.
– The following is an example of a middle position question
from a novel excerpt:
The fact that “They were face to face now” (lines 68
to 69) supports the idea that the relationship
between Fine Man and the horse is based on
A. conflict
B. equality
C. courage
D. eagerness
• The final questions in a set often require you to consider
the reading selection as a whole. For example, these
questions may focus on main idea(s), context, theme,
writer’s purpose, or intended audience.
– The following is an example of a final position question
from a novel excerpt:
In lines 99 to 100, the writer suggests that, like
water, the horses are symbolic of
A. life
B. death
C. stillness
D. confinement
Suggestions
• Read the selections in order. The sequential placement
of passages in the Readings Booklet is intended to help
you. In addition, reading passages and answering
questions out of sequence dramatically increases the
possibility of making an error on your multiple-choice
answer sheet.
• Read the entire selection before attempting the
questions. When you read each selection, consider the
title, as well as any introductory comments and
footnotes. This information will help you understand the
reading selection and may also be required to answer
one or more questions correctly.
Suggestions
• As you answer the questions, be sure that you understand
what is being asked. You may want to underline or highlight
important aspects of the reading or of the questions to help
you stay focused.
• Pay particular attention to factors in each question that will
limit the possible correct answer. When direct quotations are
included in a question, use the line references provided and
reread the quotation within its context in the reading.
• Try to save enough time to go back to questions that you
found difficult or were uncertain about. Use all your acquired
reading skills to reconsider the question, its context, and the
“answer.” However, if you cannot think of a valid reason why
you should change an answer, do not do so. Trust your
instincts and your reading comprehension skills.
Revisions
• Look at the examples given to you.