Communications 11 Lyric Poems

The poem "maggie and milly and molly and may" by E.E. Cumming is an example of a lyric poem

maggie and milly and molly and may
went down to the beach(to play one day)

and maggie discovered a shell that sang
so sweetly she couldn't remember her troubles, and

milly befriend a stranded star
whose rays five languid fingers were;

and molly was chased by a horrible thing
which raced sideways while blowing bubbles and

may came home with as mooth round stone
as small as a world and as large as alone.

for whatever we lose(like a you or me)
it's always ourselves we find in the sea

TASK:
1. In your OWN words, what is a lyric poem?
2. Find an example of a lyric poem and label these poetic devices: alliteration, personfications, simile, metaphor, rhyme scheme, imagery, onomatopoeia.
3. What is the speaker/poet trying to say?
4. What is the theme of the poem?
5. Why did you choose this poem?
6. Write a lyric poem of your own: http://www.ehow.com/how_2218349_write-lyric-poetry.html
NOTE: set your lyric poem to music.

Socials 9 Tudor/Stuart Research

Do some research on the following jobs during the Tudor and Stuart eras:

Examine the website:
http://www.channel4.com/history/microsites/W/worstjobs/

TASK:
1. Take the test on what job would best suit you (found on home page). Write down your score, your job, and what the score says about you.
1. Summarize one job from the Tudor and Stuart eras (two in total)
2. Explain why you think those were the worst jobs during that time. Be sure to explain how the pink icons (located next to the job title) related to the job.

Continue on with the questions assigned in class.

ESL Reported and Quoted Speech

In English, there are two ways of telling someone what someone else has said.

I. Quoted Speech
Often we may choose to repeat their actual words using a quote structure or quotation, e.g:

"We’re getting married on Saturday!" she said excitedly.

"Are you going to invite your father?" Joe asked.

II. Reported Speech
However, when the information that someone conveys is more important than their actual words, we may want to explain what they have said using our own words, e.g.:

She said that she was getting married on Saturday.

Joe asked whether she was going to invite her father to the wedding.

Examples like these are sometimes referred to as indirect speech or reported speech.

Sentences in reported speech contain a reporting clause with a reporting verb like say or ask, e.g.:

She said…

Joe asked…

This is followed by a reported clause showing someone’s original statement, question or thought, e.g.:

…(that) she was getting married on Saturday.

…(whether) she was going to invite her father to the wedding

English 10 Writing Rubric (6 point scale)

Reading—Making ConnectionsWritten-Response Rubric

6 points
Demonstrates an insightful understanding of the texts at an interpretive level. May make inferences. Mayshow understanding of literary techniques appropriate to genre. Support, explicit or implicit, is thoughtfuland well-integrated. Despite its clarity, response need not be flawless.

5 points
Demonstrates a clear understanding of the texts at an interpretive level. May show understanding of literarytechniques appropriate to genre. Support, explicit or implicit, is convincing and relevant to the task.

4 points
Demonstrates some understanding of the texts at an interpretive level. Response addresses the task in anorganized, straightforward manner, but may miss subtle or complex ideas. Supported by relevant detailsfrom the texts.

3 points
Demonstrates some understanding of the texts at a literal level. Response may be unclear, incomplete orlack detail, but still addresses the task. Ideas are often listed or developed unevenly. Support may consist oflong references to the texts which are not clearly connected to the central idea.

2 Points
Demonstrates a misreading or significant misunderstanding of the texts and/or task. Response may beincomplete or restatements of texts. Support is absent or flawed, with little evidence of relationships orconnections.

1 point
Demonstrates a misreading or significant misunderstanding of the texts and/or task. Response may beirrelevant. No evidence of support or connections between ideas. May be too short to meet therequirements of the task.

0 points
Makes no attempt to address the topic or simply restates the question.

English 10 Review and Test

Click on the first link and choose Jeopardy to review your terms:
http://www.google.com/search?hl=en&rls=HPIB,HPIB:2006-32,HPIB:en&q=literary+terms+test&start=0&sa=N
Open the file. Do NOT save it.

Take the quiz and email it to mssesl@yahoo.ca or print it off.
Write the appropriate terms for the following examples:

1. The doctor's office closed due to illness.
2. The bruise on her arm was purple on top, blue in the center, and the size of a dime.
3. Your homework will rise up and bite you if you put it off.
4. Students are sailors on a journey.
5. Plan ahead: it wasn't raining when Noah built the ark.
6. The more I hate him, the more I love him.
7. I love that glove; where did you get it?
8. Moo! Quack! Nay!
9. Done well, it is a satisfying sensation.
10. The cost-saving program became an expensive economy.

Go through a few Provincial practices. Click on the link and choose an exam to practice the multiple choice selections. Record your results and check them with the answer key provided.

http://www.bced.gov.bc.ca/exams/search/welcome.php

English 10 Provincial Practice

Your task is to examine a reading and decide on a mark to give to the sample papers provided on the E-Assessment link. Follow the instructions:
1. Locate the link - E-Assessment and click on E-Exams Regular Format - Practice Marking.
2. Click on Marking Materials.
3. Click English 10 2007/08 Training Papers.
4. Read the stories: The True Story of Lake Ontario and Sharon Wood: No Limits.
5. Read sample 1, 2, 4, 5, 7, 9 and give a mark on a 6-point scale on a separate sheet of paper, with a brief explanation of your reasoning. DON'T look at the key to determine the marks. You can check it after you are done.

ESL Poetry Unit

May 7th - Library session 1 - Introduction
May 9th - Library session 2 - Find 3 poems and copy them
May 13th - Library session 3 - Poem responses
May 15th - Library session 4 - Create personal poems
May 19th - Library session 5 - Wrap up (if needed)