Romeo and Juliet is finally here! I wanted to share a few wonderful resources to keep you on track during our reading, including a few winners from last year’s Shakespeare’s World Research presentations (hint hint). As you may remember, there is a veritable slew (slew!) of information to keep track of. It’s all worth it though! Remember, we don’t agree with Plato – art isn’t useless! Look at what Lady Gaga pulled off in yesterday’s Super Bowl:
Theatrical skills can really pay off later! These great four links help fill in general knowledge of Shakespeare’s life and works. Also, although it’s a little early to be thinking about it, you can expect some potential Unit Test items below…
Here’s a link to a brief timeline of the life of Stratford’s most famous son:
This YouTube video takes a humorous look at introducing Shakespeare (make sure you stick around until the ironic, slow open is over):
Of course, here’s the Canadian Folio copy of the play we use in class:
And, because why not, more awesomeness relating to the Bard from a 2012 TEDxTalk:
The Readiness is All!
Freshmen! Welcome to theater. We begin this week in, er, the Beginning! The Ancient Greeks are credited with the invention of modern theater, and you are learning all about ’em this week through the City Dionysia packet. To complete the prompts, visit the most excellent resource of ARTSEDGE, the Education in Arts wing of the Kennedy Center.
Visit the site, which opens up in your first section: Prologue.
Due at the end of the week, this is your first chance in Semester 2 to earn KLEOS – TO GLORY!
A new week, a new unit! Now, I know all of you loved Macbeth ever so much (almost at dashing-brains-on-the-floor levels), but it’s time to move into our needlessly overpacked third unit — the Enlightenment, Restoration, and Romantic Eras in 6 weeks or less!
As promised, I have included today’s content-opening overview so that you may review the years, terms, and personalities that you might explore in your Unit Projects.
Hey, hey Wednesday! I’ll be brief, as your Remind text probably sent you here while you should be getting ready for school. Skim through these notes while you slug that skim milk.
Just kidding – no one should drink skim milk:
9th: Important goings on in class today! But first: Werewolf socks!
Okay, now that that’s covered – your own Wolf Week continues in class today, involving group collaboration to synthesize (Vocab! see the board’s Thinking Strategy poster) some article pieces from the Casper Star Tribune in 2015.
There are photos and links to help each group, but especially pertaining to those of you in Group 3 for the Timeline, which has a much larger version available through the article.
12th: It’s your final official work day for Unit 1 Projects, so make some magic happen! Or else.
1010: Today’s the day for your Town Hall! Unless you want to do it tomorrow. Whatever works – it’s your class. Just live in that character card, keep your manners clean, and don’t be throwing anything besides carefully considered arguments and objections.
It’s mid-October again! Time to repost some “Magicke Moste Foule”. Sadly, I won’t be with you in this most wonderful week – what with 9th graders contending with wolves, Brit. Lit. finishing their pilgrimage to Canterbury, and the 1010 peeps playing Devil’s Advocate – out am I making conferencing! Just because I can’t be with you doesn’t mean I’m not here to help. All week, I will send you updates from my conference, and give you an opportunity to check in with me about assignments and other nonesuch. Be good to your sub, and check in every day for bonus items and reminders.
It’s the season of suspenseful storytelling, with an emphasis on imaginative yarns and wanderings through folklore. Here are some of the resources from class, by your request, that captured through digital wizardry (a most mysterious magic) the senses, tales, and spine-tingling thrills of the school year in October.
9th – Intro to Literature: This week, you’ve got suspenseful wolf texts to read and watch. All worksheets and reading notes will be due at the end of class Thursday. Today it’s “The Interlopers” – if you don’t finish in class, you can find the story online or pick up a print copy in the classroom. Also, because it’s the song you can’t escape from, no matter how far the river takes you, here’s “The Bottom of the River” by Delta Rae. Look for the wolves in the lyrics!
Perhaps one of the greatest music videos out there, not least of which in the terrible joy of ambiguity.
Brit. Lit: You’re finishing Unit 1 this week, with an emphasis on what this unit does for our class. Why study Early and Middle English? Answer this question with your impressive project, due Thursday. In today’s class you met Death – don’t incur another visit by turning in that project late! Remember: project reflective essay, rubric. All due Thursday!
For those of you looking for more Chaucer inspiration, here’s “The Canterbury Tales: Part I”, from Christmas Films, Pizzazz Pictures, and Right Angle.
These episodes aired on the BBC in 1998-2000, excerpting highlights from Chaucer with inventive animation swings. Not for the faint-hearted or tidy-minded, but then, a lot of the fun stuff from different historical eras isn’t.
Part II: https://youtu.be/9i97vbwSSMM
Part III: https://youtu.be/4pG5G45m6dg
ENGL 1010: Oh, my eggheaded darlings. I haven’t forgotten you. If you think I have, let’s play Devil’s Advocate about it! That’s your goal this week, and to help you poke holes in arguments you don’t like, we won’t just shout “WRONG!” or console ourselves with “That’s your opinion”. Get logical! Here’s the link to our favorite Book of Bad Arguments. Sometimes the best way to be right is simply being less wrong – point out those fallacies in your content this week!
Tomorrow I’ll send you an update from the AECT in fabulous Las Vegas, Nevada. Teachers don’t have it all bad, I suppose. Now, get to work!
Every year, the last week in September becomes the focal point for a concerted effort to celebrate the freedom to read. In this country, the First Amendment’s right to free speech must contend with a long history of censorship – promoted by individuals, organizations, and government. Banned Books Week is organized by the American Library Association (ALA), the National Council of Teachers of English (NCTE), and a host of non-profits, publishers, and legal defense funds. It is supported by myself, among much of the reading world, and, through this week’s Extra Credit opportunity, by you!
(Check out this cool infographic to learn more: courtesy of Electric Literature)
To receive Extra Credit for Banned Books Week, you must choose one of the following options, and use professional images, symbols, designs, or media:
A) Create a Poster to celebrate the week, using the three requirements below:
- Include the title Banned Books Week, in flashy color/font to catch the attention of passerby
- Include a quote about censorship from one of these videos: #I Read Banned Books – Teens Speak Out & 13 Authors Speak Out
- Include suggestions on how to celebrate Banned Books Week in school or at home
B) Create a Handout to share information about banned and challenged books, using these criteria:
- A list of frequently challenged books (Here’s a resource from the ALA)
- Reasons why books are often challenged (Resources from the Huffington Post, in 2012 and 2014)
- A checklist of frequently challenged books – check off as many as you’ve read!
C) Compose a 1 page essay (typed – 12pt font, TNR, double-spaced) on To Kill a Mockingbird as a challenged book. Why (and where/when) has it frequently been challenged? What might be ironic about wanting this book censored? What is your reflection on reading the book – how might you oppose or defend a challenge to this book at our school?
Whichever option you choose, it must be submitted by the end of the week, Friday, September 30. To be eligible, you must follow the requirements for each option, as well as aim for professional quality (Mom would put it on the fridge, and so would I!). Successful efforts will be awarded 20pts, and above-average efforts 30pts (each option is worth more than a homework assignment!). If nothing else, you can celebrate this week by finishing TKAM, and moving on to a new book which, having been published, probably has found someone to challenge it by now!
Hello student new to Mr. Earnshaw’s class (and a few of you who, ya know). This year, we will be taking many quizzes and other assessments online through Google Classroom! To help familiarize you with the quiz form – made in Google Forms – this week we have a starter quiz, to be completed as another grade for orientation. To complete the quiz, you will follow this link to the form.
You will need to know your school Google log in – it’s your email@example.com, and a password that you might need to reset. Check in with the office or Mr. Kinstler to get this password sorted out.
After you have logged in and successfully completed the 3-question quiz, you will be entered into a drawing for the year’s first giveaway!
There will be two winners – a student from the freshmen class and one from the senior – chosen at random on Thursday! Yay!
Don’t forget that Thursday is also the Gameshow Quiz over Week 1 – more fabulous prizes to be won!
Ain’t back to school grand?
Can you believe it?! Not much sense in thinking backwards now – so let’s go ahead and get started! Here is the welcome back slideshow airing in the Back to School evening event. Only those present will hear the soulful tunes and receive the wicked handouts, but all can be redeemed when school officially tarts next week. See ya then!