Trimester 3
July 4, 2014Today in Language and Literature we:Worked on our Media Blitz Campaigns due Monday. Make sure you follow the steps:1. Choose something to promote/sell.2. Determine your purpose and your audience.3. Determine which 2 media would be most effective.4. Research various forms of these 2 media that already exist. Take notes on effective qualities and characteristics of these 2 media.5. Recreate the 2 forms of media for your own campaign.6. Write a rationale that explains the purpose and audience for your media campaign and the 2 media you chose and why you chose it.USE YOUR WORK TIME WISELY TODAY!
July 2, 2014Today in Language and Literature we:1. Speed Dating to discuss our Media Campaign products: what we are selling/promoting; purpose and audience; two forms of media; questions/feedback/suggestions.2. Continue working on Media Blitz projects.Homework:* projects due Monday
July 1, 2014Today in Language and Literature we:1. Continued working on our Media Blitz projects (due Monday)
June 30, 2014Today in Language and Literature we:1. Watched two Media Campaign examples:
2. Worked on our Media Blitz projects while checking in with miss Kerry.3. Follow these steps:1. What are you going to promote/sell?2. What persuasive language will you need to use (based on PURPOSE and AUDIENCE)?3. Which two media will you use for your campaign (consider audio, visual, image, print).4. Thoroughly research published forms of the two media you have chosen. What are the qualities/characteristics of these media forms? Be sure to incorporate them into your media campaign.Homework:* continue working on your Media Blitz projects (due Monday, July 7th)
June 27, 2014Today in Language and Literature we:1. Discussed and debriefed the wikileaks handout and research.2. Activity on Youth, Culture, and Commercialization3. Began our final project (WT 1): Media Blitz

Media Blitz Rubric: Additional questions to consider:1. What are you going to promote/sell?2. What persuasive language will you need to use (based on PURPOSE and AUDIENCE)?3. Which two media will you use for your campaign (consider audio, visual, image, print).4. Thoroughly research published forms of the two media you have chosen. What are the qualities/characteristics of these media forms? Be sure to incorporate them into your media campaign.Homework:* start working on this final project over the weekend; I will give you class time next week to work on it as well
June 25, 2014Today in Language and Literature we:1. Considered the effect of internet on traditional journalism (hand out from Station 3).2. In pairs, created VENN Diagrams in our journals comparing/contrasting traditional journalism with journalism with internet.3. Created large VENN Diagram on the board as a class.4. With new partners, discussed Texts 1 & 2 (from Station 4) and the questions (BLOG).5. Created VENN Diagrams in our journals comparing/contrasting a mainstream newspaper article with a blog article.6. Created large VENN Diagram on the board as a class.Homework:* Text 3 - wikileaks handout* Check out wikileaks.org; find out more about the organization and its founder
June 23, 2014Today in Language and Literature we:1. Engaged in the following 4 stations:Station 1: Consider the Front page news of the following news sources and answer the questions accordingly:
Station 2: discuss the homework questions from your Media-bias homework activity. Write key facts from the reading on the board.
Station 3: Read and highlight The future of news handout.
Station 4: Read and analyze Text 1 & 2 of the BLOG example, and answer the questions.
  • finish the stations

June 18, 2014Today in Language and Literature we:1. Checked homework (see below).2. Discussed Ad Analysis from pg. 174 in pairs.3. Wrote on the board important information from packet that we learned.4. Broadcast media activity on pg. 177.5. Rhetoric - pathos, ethos, logos - activity using the following handout (which includes the link to the power point and video) 5 . Logistics: IOC rescheduling of dates and World Cup Country Representation Photos for ASOBITICOHomework:* finish Ethos, Pathos, Logos handout* media bias handout activity
June 11, 2014Today in Language and Literature we:1. Read Rhetorical Strategies section and take notes/annotate.2. Give me three Activity.3. Read through The power of narrative and take notes/annotate.4. Ad Analysis activity on pg. 174 in pairs.5. Read through Critical study of mass communication section and take notes/annotate.(Please note: you do not need to do the Broadcast media activity.)Homework:* finish all of this by next Wednesday (the next time I see you in class)* prepare for the IOCs
June 9, 2014Today in Language and Literature we:1. Created our CAS outlines.2. Debriefed the broadcasting and ad analyses.Homework:* none - good luck on your Civics exam (see you Wednesday in class)
June 6, 2014Today in Language and Literature we:1. Debriefed pgs. 165-167 of packet.2. Engaged in advertising analyses on page 168. Analyzing a news broadcast in a foreign language - watch, analyze, and present with partner.3. Advertisement analysis - product recall. Follow directions in packet.4. Finished reading, annotating pgs. 169-170.Homework:* ad analysis - product recall* finish annotating pg. 169-170* do the Activity on pg. 170
June 4, 2014Today in Language and Literature we:
1. Checked homework: annotated document and answering two sets of questions.
2. Skimmed through document and answered the following questions with a partner:

  • What does “media” mean?
  • What is mass communication? What are the types/forms of mass communication?
  • How has the definition of mass communication evolved with technology?
  • Create a mass communication timeline that shows its evolution.
  • Describe the 4 types of new media.
  • What is convergence?
  • What is remediation and what does it show?
3. Engaged in two small group discussions on questions from pg. 162 and pg. 164 (switched groups).
4. Continued with next Language and Mass Communication handout. Read through document, annotate, and take notes. Engage in the activities on pg. 165, 166, and 167 - do the three activities as well.

Homework:* Step #4 due Friday
May 30, 20141. Start Part 2: Language and Mass Communication! Read through the entire handout highlighting, underlining, and annotating as you read. Engage in any side activities that the handout specifies.
2. Complete the questions on page 162 in your journals.
3. Complete the questions on page 164 in your journals.
4. Be prepared to discuss findings with the class on Monday.
  • all of the above packet work is due on Monday

May 28, 2014
1. 5 minutes - Review your IOC notes, making sure you are prepared with what you need to discuss. You have 5 minutes to review the notes in order to prepare for the IOC you are about to do.
2. 30-35 minutes - Clear everything off of your desk except for a pen or pencil. Engage in your As I Lay Dying practice IOC. There are two extracts total; half the class will use one extract and the other half will use the other. (Teacher - hand out the IOCs. Students have 20 minutes to prepare for the IOC and then 10 minutes to record themselves doing the IOC. They can leave the classroom to record themselves if they want. The only materials they are allowed is a pen/pencil, the paper you handed to them, extra blank paper if necessary, and a recording device.)
3. 5 minutes - After your IOC, sit down and reflect in your journals by answering the following questions: What went well with my IOC this time? How many minutes did I talk for? What did I improve upon? What do I feel like I still need help with or need to work on?
4. 5 minutes - Get together with the group that engaged in the same IOC as you. Discuss what you discussed during your IOC. Compare your notes and your topics of discussion.

May 27, 2014Today in Language and Literature we:1. Worked on our Final Activity.2. Refreshed ourselves on the IOC.Homework:* Final Activity due Wednesday (e-mail to Miss Kerry by 3pm)* Be prepared for practice IOC on Wednesday during class
May 26, 2014Today in Language and Literature we:1. Checked homework (highlighting significant passages)2. Finish novel in circle. Final Activity (before completing IOC). Homework:* work on Final Activity (due Wednesday)
As I Lay Dying Final Activity
Multi-Media Project (Corresponds with Written Task 1)

Choose a specific character and adapt their situation into a type of media/text.

Step 1: Choose a character
Dewey Dell

Step 2: Choose a form of media/text type that the character will use to express his/her emotions and thoughts:
A group of diary entries
A letter or series of letters
A group of poems
A “how to” explanation (i.e.: how to make a coffin)
A speech or presentation on a certain topic
A persuasive speech, letter, or written piece
Others you can think of?
Eulogy for Addie
Perspective of the burial scene
Monologue/play script
Dream description
Epilogue – continuation of the book
Lost chapter of the book

Step 3: Decide what, specifically you will write about

Step 4: Write your first draft of the media/text type using the character’s perspective

Step 4: Review/edit your first draft

Step 5: Complete your final draft (due Wednesday)

May 23, 2014Today in Language and Literature we:1. Worked on assignments from May 21st post.2. Met for College, Career Preparation; continued research.Homework:* finish work from May 21st post for Monday
May 21, 2014Today in Language and Literature we:1. EbscoHost Mini-Lesson from Mr. Adam.2. Debriefed Addie letters.3. Debriefed homework questions.4. Read next section: chapter 46-52. (DARL/VARDAMAN/DARL/VARDAMAN/DARL/VARDAMAN/DARL)5. Active reading: As you read, highlight significant phrases that reflect Faulkner's unique writing style. (MUN students: just READ.)6. Read the following analysis below (again, courtesy of spark notes) of these chapters; highlight and take notes on important information (MUN students; just READ):
Over time, most of the Bundren narrators become more rational in their recounting of events. Vardaman’s initial frantic outbursts cool into an absorbed perceptiveness more representative of his character. Dewey Dell’s hysteria gives way to a more practical outlook, and Cash progresses from a reticent carpenter into the most even-keeled and reflective voice of all. But Darl, who starts out as the clearest narrator, gradually adopts a style that reflects blind passion and anger. The literary term for this kind of inversion is chiasmus, or the diagonal or crosswise arrangement of elements. The term “chiasmus” comes from “chi,” the Greek word for the letter “X” in the Greek alphabet. The letter “X” represents the simplest form of chiasmus, as the second stroke forming the letter is a perfect inversion of the first stroke. In As I Lay Dying, the most chiastic element is the inversion of the characters’ attitudes after Addie’s death. Whereas Darl’s brothers and sister climb out of an initial period of grief into an acceptance of their loss, Darl himself falls into despair. In As I Lay Dying, the use of chiasmus serves the vital purpose of giving form to a story that might otherwise fail to have a narrative arc. The thoughts and words of the narrators may be jumbled, but the novel itself is not—it focuses on and finds order in the emotions of its protagonists, rather than in the events that drive these emotions.

Darl’s burning of the barn and the changes in his narrative ability are symptoms of deeper changes in his character. Darl’s questioning of Jewel’s paternity reveals the same cruel streak that he displays when they first learn of Addie’s death and Darl sardonically reassures Jewel that Jewel’s horse is not dead. When he rescues Jewel from a brawl with a knife-wielding townsman, however, Darl reveals his concern with both his brother’s safety and dignity. This last action suggests that Darl, even though he burns down a barn—an especially serious crime in the agricultural South of Faulkner’s time, when barns were a key part of industry and personal survival—is moving toward a reconciliation with the living members of his family. Even Darl’s unkind words about Jewel’s father may be a symptom of this reconciliation, as Darl tries to deal honestly with yet another issue haunting the family.

With all the dysfunction plaguing the Bundrens, however, it is no surprise that Darl’s attempt to deal honestly with issues proves to be destructive. The members of the Bundren family have very little to their name in the way of either possessions or dignity. Because they have little else in their lives with which to preoccupy themselves, they adhere inflexibly to their mission to bury Addie in Jefferson. This gesture, however, costs them what little of value they do have: Anse’s mules, Jewel’s horse, and Cash’s leg, the loss of which amounts to the loss of his livelihood. The novel frequently mentions the stench of both Cash’s rotting leg and Addie’s corpse to remind us of the family’s desperate situation. In burning the barn, Darl may be seeking to stop this cycle of putridity. The barn’s flames complete the image of the family stuck in an inferno, but this kind of catharsis is needed to shake the family out of its stupor. Whether or not it succeeds, however, is up for debate. Darl’s burning of the barn does hasten reconciliation between Darl and Jewel, but it also compounds the family’s woes, and the mission to bury Addie is no closer to completion than before.

May 19, 2014Today in Language and Literature we:1. Shared our letters in small groups.2. In bilingual pairs, read the next 5 chapters: WHITFIELD/DARL/ARMSTID/VARDAMAN/MOSELEY and answer the following questions as you read:* We see our first chapter from Whitfield. What do we learn about Whitfield in this chapter? When does this chapter take place? How does Whitfield feel about God's judgment of his affair?* How is Darl omniscient in this chapter?* What is significant about the motif of animals in these chapters (Armstid's and Vardaman's)? How are animals included and why are they important?* What is the store workers' perspective of the Bundren Family?Homework:* Finish above reading and questions for Wednesday.
May 16, 2014Today in Language and Literature we:1. Engaged in a Close Reading of Addie's chapter, focusing specifically on diction, structure, and conventions. Use this sheet as a guide: 2. Answer the following questions about Addie's chapter:- Is she speaking from her coffin? Or, is this in the past, when she was alive? Give textual evidence to support your answer.- What is Addie's overall message and/or the overall purpose behind Faulkner giving her a chapter.3. WT 1 Mini-Assignment: In Addie's chapter, the reader can see her attitude towards each of her children and her husband. Write a letter as though you are Addie to either Anse, Darl, Cash, Jewel, Dewey Dell or Vardaman OR Cora or Whitfield. The purpose of the letter is to share her true feelings with her family member (your choice which family member). Addie is going to tell her family member EXACTLY and HONESTLY how she feels about him/her. Be sure to utilize the work you did in the above activities in order to truly capture Addie's tone, diction, structure, etc. in your letter. Feel free to quote her directly from her chapter and use it in your own letter.Homework:* letter due Monday; typed
May 14, 2014Today in Language and Literature we:1. Share new vocabulary words on board.2. Check Family Voices handout: interview/meet with peers to fill out sheet (cannot look at others' sheets, can only ask and answer questions).3. Write a play-by-play of the river crossing in bilingual pairs.4. Read through the analysis of these sections below (courtesy of SparkNotes). Take notes on what you believe to be important that you can potentially use in your IOC and/or overall analysis of this text.Homework:* read chapter 40 - ADDIE
Chapter 34-39 Analysis:
In these sections, verb tenses fluctuate as each character tells his or her version of the river-crossing in either the present or the past tense. One of the functions of this technique is to separate the immediacy of the Bundrens’ involvement with their plight from the detachment that Cora and Tull experience as observers who are not particularly invested in the Bundrens’ problems. While the Bundrens generally narrate in the present tense, Cora and Vernon Tull usually give their monologues in the past tense. The past tense gives Cora and Tull an air of careful consideration, as if they have had some time to consider and evaluate the entire story before telling it with calmness, rationality, and balance. The Bundrens, on the other hand, do not have the luxury of reflection, as they are trapped in a frenzied and confusing world that allows time only for frantic explanations.

After the bridges wash out and their crossing is foiled, the Bundrens begin to seem more and more like the victims of some cosmic hex. Cash suffers the most in the failed crossing, reinjuring the leg that he first broke after falling off of a church. This injury can be seen as the result of his heroic self-sacrifice in telling Darl to leave the wagon for safety while refusing to do so himself, or it can be read as darkly comic bad luck brought on by forces outside of the Bundrens’ control.

Darl’s language, on the other hand, suggests something less humorous and more apocalyptic. When Darl describes the desolate air that surrounds the wagon as it enters the river, which he compares to “the place where the motion of the wasted world accelerates just before the final precipice,” he employs particularly fatalistic language. Cast in this light, the river becomes a final frontier separating the Bundrens from the next life, and given the circumstances that lead up to this journey, it is hard to gauge whether Addie is being sent off to heaven or to hell.

The crossing of the river is especially fraught with religious references, and in some ways seems like the fulfillment of a long-standing curse of biblical proportions. Cora has already speculated that Vardaman’s strange behavior is a curse on Addie and Anse, and she reiterates this point here, calling Addie overly proud and an idolater, due to Addie’s worship of Jewel. Now the absurd circumstances of the first few sections appear to add up to a colossal punishment for these past sins. This river episode also invokes classical mythology, most notably the legend of the River Styx. According to the ancient Greeks, the River Styx flowed nine times around the underworld, a spiral of poisonous waters that were thought to dissolve any mortal vessel that attempted to make a crossing—a consequence similar to the disastrous effect that crossing the river has on the Bundrens’ mule team and wagon. In classical mythology, however, the damned crossing the river were aided by a boatman named Charon, while the Bundrens have no such assistance, and are left to navigate the river alone.

May 13, 2014
Today in Language and Literature we: 1. Had time to complete the work from Monday (reading, vocabulary, Family Voices handout). 2. College Career Preparation documents on the Bulletin Board (college lists, teacher rec. form, etc.).3. Looked at example college essays (all focusing on the theme of money): http://www.nytimes.com/2014/05/10/your-money/four-stand-out-college-essays-about-money.html 4. Engaged in personal work/research time on CCP related subjects; Miss Kerry met with each student.Homework:* finish As I Lay Dying work for class on Wednesday
May 12, 2014
Today in Language and Literature we:1. Made a visual of our significant phrases on the board.2. Studied and considered our list of significant phrases. Journal entry: based on this compilation of significant phrases, what are the overarching themes and important plot points from this section of the reading.3. Discussed answers in groups of 3.4. Discussed with whole class: What is revealed about Jewel in these chapters? What is going on with Dewey Dell's sexual feelings in these chapters? What is significant about crossing the bridge and Tull's involvement in it?5. Read next section: next 6 chapters (34-39: DARL, VARDAMAN, TULL, DARL, CASH, CORA))Homework:* finish step #5* active reading - list of new vocabulary words from the reading and their meaning* continue working on the Family Voices worksheet: I will give you 30 minutes of class time tomorrow to work on this. This will all be due on Wednesday.
May 9, 2014Today in Language and Literature we:1. Chapter 20-28 analysis: physical and mental reactions of each son/daughter - make a list (assign chapters).2. Each character singles out one issue or object to filter Addie's death...what would you say is it for each character?3. Read next section: chapters 29-33. Active reading assignment as we read: make a list of significant phrases as you read: this can include figurative language, literary devices, strong imagery, stream of consciousness, etc.Homework* finish step #3 (reading and highlighting significant phrases) for Monday
May 7, 2014
Today in Language and Literature we:1. Checked literary devices homework. Made visuals to correspond with the various literary devices. Hung them in the classroom and discussed.2. Read Chapter 5 of the following graduate student thesis paper on Christianity and As I Lay Dying: http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1065&context=masters3. Annotated and took notes as we read. Discussed article contents in a large group.
4. Read chapters 24-28.

  • finish step #4 above

May 6, 2014
Today in Language and Literature we:1. In small groups (5 total), gave a mini-presentation (including visual on the board) that describes how that character deals with the mother's death. Check homework.2. Power point presentation on Literary Devices:https://docs.google.com/a/lapazschool.org/presentation/d/179p8OfmD6gLC3Yv8FzFOTCnDUvDi3KR0AWYsiroVRB0/edit#slide=id.p15Website on literary terms: http://academic.brooklyn.cuny.edu/english/melani/lit_term.html
  • Power point reflection: what literary devices have we seen in the novel thus far? Find examples of each for each and write them down in your journals. (jigsaw the chapters in pair groups)
3. Continue reading Chapters 20-28 and continue filling out Family Voices sheet.
Homework:* finish finding literary devices for your section* read chapters 20-24 (TULL/DARL/CASH/DARL)
May 5, 2014
Today in Language and Literature we:1. Reflected on the reading homework by answering the following question in our journals:* How does Faulkner use structure to link the characters in his novel? How, specifically, does Faulkner link Dewey Dell and Vardaman in the chapters we read for today?2. Read the next chapters: TULL/DARL/CASH/VARDAMAN3. Reflection on the reading from above chapters: How do the Bundren children's reactions to their mother's death vary? Consider Cash, Jewel, Darl, Dewey Dell and Vardaman and explain the various reactions.Homework for Tuesday:* finish steps #2 and #3 above

May 2, 2014Today in Language and Literature we:1. Discussed the stations from Wednesday.2. Continued reading As I Lay Dying; filled out Voices Character Sheet as we read.Homework:* Read VARDAMAN/DEWEY DELL/VARDAMAN* Continue filling out the Character Voices Chart
April 30, 2014Today in Language and Literature we:Engaged in As I Lay Dying StationsStation 1: Chapter 8 Close ReadingThe majority of Tull's chapter is dialogue and observations of what other characters are doing. In your journals, describe Tull's interactions with and perspectives of the Bundren family members in this chapter.
Station 2: Family VoicesStart filling out The Many Voices Worksheet. Follow the directions on the handout.
Station 3: Chapter 9 & 10 Close ReadingRead through Chapter 9 & 10 and answer the following questions in your journals:
Chapter 9 - This is the first chapter we see Anse. Describe his overall tone and mood with respect to his situation. Find specific words and phrases that show his tone and mood.
Chapter 10 - Describe Darl's attitude toward death in general and his mother's death. Describe Darl's attitude toward Dewey Dell and the "truth". What is the truth referring to? Describe Darl's opinion of Dr. Peabody.

Station 4: Chapter 5, 6, and 7 Close Reading Skim through these chapters and answer the following questions in your journals: How is Cora's chapter framed like a picture by the chapter that precede and follow it? How does it connect to the previous chapter (DARL) and the following chapter (DEWEY DELL)? What are the perspective similarities and differences amongst the characters in reference to the same event?

Station 5: Online ResearchStudy the Bundrens' genealogy - http://www.mcsr.olemiss.edu/%7Eegjbp/faulkner/gen-bundren.html Check out and read the novel commentary - http://www.mcsr.olemiss.edu/%7Eegjbp/faulkner/n-aild.html
Station 6: Chapter 11 Close ReadingJournal Entry: Describe Peabody. Describe Peabody's opinion of Anse. Make a list of words/phrases from Peabody's chapter that demonstrate his personality and his attitude toward Anse.
If you have extra time at any station, answer the following question:How does Faulkner play with time in this novel? How is time structured and/or not structured?


  • finish any of the above stations that you did not finish in class

April 28, 2014Today in Language and Literature we:1. Engaged in a small group reading Activity based on the reading homework. 2. Reflection question:
1. In the 3rd paragraph of the opening chapter, Darl seems omniscient. How does Darl have this perspective?
3. Continue reading: CORA, DEWEY DELL, TULL, ANSE, DARL, PEABODY (for Wednesday)

April 25, 2014Today in Language and Literature we:
1. Checked homework (notes on respective articles).2. In our small groups, shared and discussed notes, and created a visual that represents a synopsis of your section. Shared visuals aloud with class.3. Miss Kerry shared/summarized notes on Faulkner and As I Lay Dying.4. Engaged in an introductory power point: http://www.slideshare.net/guest12397a/william-faulkner-introductory5. Started reading the novel: http://blogs.harrisonhigh.org/jasenda_league/As%20I%20Lay%20Dying%20Full%20Text.pdfHomework:* read through the power point and take notes on it, adding to your notes from Friday's class presentations* read the first 5 chapters of the novel - DARL, CORA, DARL, JEWEL, DARL
April 23, 2014Today in Language and Literature we:1. Checked and discussed homework in two groups: Group 1 focused on Text 1 and wrote on the board how the writer used techniques, created a sense of emotion and his overall attitude. Group 2 focused on Text 2 and wrote on the board how the author used methods, the methods' effects, and the general impression.2. Pre-writing Activity: Stream of Consciousness Writing:

3. Small group activity (4 groups). Read through your assigned section. Create a Visual that represents a synopsis of your section:

Group 1: How to read Faulkner? Selene, Nils, Bianca


Group 2: Words of Faulkner (famous quotes) What do his quotes show us about what kind of man/writer he was? Koral, Camila, Kelsey:

Group 3: A Look at William Faulkner: Andrea, Sydney, Kira, Omar

Group 4: Novel Synopsis: Marcony, Jose, Dominic
Homework:* take notes on your assigned section above; we will share with our groups and create our visuals on Friday in class

April 21, 2014Today in Language and Literature we:1. Went over and discussed the IOC evaluation criteria and compared how well we did in relation to the criteria.2. Discussed methods of approaching and preparing for the IOC.3. Reflected on our IOCs from last trimester. What criteria did I perform well? What do I need to work on? What do I feel like I need more practice with?3. Literature critical study practice with analytical text reading.Homework:* finish step #3 above
March 26, 2014Today in Language and Literature we:1. Turned in our books.2. Discussed upcoming IOCs (Friday).3. Engaged in some College, Career Preparation activities.4. Engaged in a Situational Role Play activity as a part of our Wellness Workshops.Homework:* IOC on Friday
March 24, 2014Today in Language and Literature we:1. Discussed how to study for the IOC.2. At 9:30am, listed to a workshop with UCR and UNA representatives.Homework:* study for the IOC* sign up for an IOC time
March 21, 2014Today in Language and Literature we:1. Looked at our notes from Wednesday's article presentations. Reflection: how can we use this information in our IOC?2. Discussed the hurricane articles.3. Analyses of each chapter - how can they help with the IOC?4. Discussion/analysis of Chapter 19.5. Finish the novel together.Homework:* finish steps above* read through the afterword and articles/interview in the back of the book
March 19, 2014Today in Language and Literature we:1. Presented our article synopses; took notes on each presentation.2. Presentation reflection: how can we use this information on our IOC?3. Chapter 17 and 18 analysis in journals.Chapter 17 - Why does Teakcake feel the need to beat her and why does she let him?Chapter 18 - What is the significance of the storm in this chapter? How does it act as a climactic symbol for the entire novel?4. Read the following articles on the Hurricane of 1928:

http://www.pbchistoryonline.org/page/-hurricane5. Read the published analyses of Chapters 17 & 18 and discuss findings. Homework:* read chapter 19

March 17, 2014Today in Language and Literature we:1. Chapter 15 & 16 Reflections (write, pair, share): Chapter 15 - What is the significance of the incident with Nunkie? Why include it? What is it showing? Chapter 16 - What is the significance of Janie's interactions with Mrs. Turner? Why include it? What is it showing?
2. Articles - read, annotate and take notes, discuss, and create a method of presenting the content to your peers:
Females - http://www.womenwriters.net/aug08/Voodoo%20Imagery.htm
Males - http://zoranealehurston.com/resources/guides/a-protofeminist-postcard-from-haiti
3. Reflection - how can we use this information on the IOC?
4. Start reading chapters 17 & 18.

  • read chapters 17 & 18
  • article presentations on Wednesday

March 14, 2014Today in Language and Literature we:1. Checked homework (journal entries on chapter 11 & 12) and discussed in small groups.2. Discussed how black women were portrayed at the time and how Hurston was cutting edge in her character creation of Janie.3. Chapter 13 & 14 IOC practice: 2 minute speeches on the following: symbol, theme, diction, literary devices, imagery, tone (each student assigned a chapter and category to deliver speech on).4. Check out the sources below to help prepare for the IOC:
Homework:* read chapters 15 & 16* check out the above IOC documents/sources!
Today in Language and Literature we:1. Engaged in an IOC reflection activity: Reflect & Write; DiscussWhat went well? What did I struggle with? How did I organize my IOC during the 20 minutes preparation time? What aspects of the text did I talk about? What aspects of the text did I forget to talk about? What do I need to change/do better next time?Hints to remember:* only talk about the extract itself (can talk about the extract in relation to the novel as a whole)* no devices allowed!* make sure your notes are organized* use specific textual examples; have the text in front of you in order to do this* try not to repeat your thoughts/points2. Journal Entry Reflection on Chapter 11 & 12:* How is TeaCake treating Janie? What are some specific examples of what he does for her? How is Janie portrayed as a character as a result of her relationship with TeaCake?* How does the town react to Janie and TeaCake? What are some specific examples of what the town does/says as a reaction? How is Janie portrayed as a character as a result of the town's opinion on her relationship with TeaCake?3. Discuss4. Read chapters 13 & 14Homework:* finish whatever you did not finish from the above list of activities
March 11, 2014Today in Language and Literature we:1. Quick discussion on chapter 7 themes in groups of 3.2. In pairs, shared the extracts and guiding questions we chose for the IOC. Practiced the IOC.3. Independently - read chapters 11 & 12; work on Extended Essays4. Individual meetings with Miss Kerry during whole class.Homework:* read chapters 11 & 12
March 10, 2014Today in Language and Literature we:1. Went over the exchange in chapter 6 (starting on pg. 64). Discussed the argument and the purpose for its inclusion.2. Chapter 7 - Theme of feminism and female degradation. Described how these themes are shown in this chapter. Used quotes to demonstrate how the themes are depicted. Discussed in small groups.3. Listen to or read aloud chapter 8-10. Find an extract in these chapters (40 lines or less) that you believe would function well for an IOC. Also, pick two IOC guiding questions that you think would work well to accompany this passage (see the criteria and sample questions below).Homework:* whatever steps above that you do not finish are due tomorrow (Tuesday)

Guiding questions
In addition to the text for commentary, students should be given a copy of two guiding questions at the beginning of the preparation time. These questions should not be numbered.
Teachers should aim to set one guiding question on what is happening or being discussed in the text, and one question on the language used. The questions should:

  • offer a possible starting point for the commentary
  • relate to one of the most significant aspects of the text
  • refer to general details only, not to specific details in a particular line of the text
  • allow the student to explore independently all significant issues dealt with in the text
  • encourage the student to focus on interpretation of the text.

  • Some examples of guiding questions are provided below. These questions, however, should not be chosen at random. There should be a clear relationship between the questions and the text.
  • How does the structure correspond to the overall meaning of the text?
  • What elements of style are used to convey ideas, attitudes and feelings?
  • How does the narrator’s point of view influence the reader’s understanding of the text?
  • What type of audience is this text aimed at?
  • What does this text tell us about the relationship between X and Y?
  • What is the main theme or idea in this text, and how has it been developed?
  • What atmosphere is the writer trying to create in the text?

March 7, 2014Today in Language and Literature we:1. Discussed descriptions of Eatonville and Hurston's connection with Eatonville.2. Chapter 4 and 5 analysis - picked out quotes from the chapter that act as a microcosm for the chapter events.
3. Listen to Chapter 6 - pay attention to the verbal exchange: why did Hurston write this exchange in her novel? What are these men arguing about?

Homework:* read chapter 7
March 5, 2014Today in Language and Literature we:1. Engaged in a Close Reading debrief activity - verbal IOC practice. Talked for 10 minutes about the Close Reading (not allowed to read directly from your notes).2. IOC Example Reflection: What did you notice about these IOCs and the moderators' comments? What questions remain for you with the IOC and its process?3. Chapter 4 analysis - picked out quotes from the chapter that act as a microcosm for the chapter events.4. Read and annotate the following article:
After reading the above article, describe Eatonville and Hurston's connection to it (may be typed or hand written)
Homework:* finish all steps above* read Chapter 5

March 3, 2014Today in Language and Literature we:1. Conducted a close reading of the last passage in Chapter 3.(Online text of this book can be found here:
2. Continued discussing and taking notes on the rules and regulations of the IOC.3. Discussed and analyzed the example IOCs.Homework:* read chapter 4* if you haven't already, listen to the sample IOCs and read the evaluator feedback
February 28, 2014Today in Language and Literature we:1. Discussed chapter 2.2. Looked at and took notes on the IOC - Individual Oral Commentary:
Homework:* read or listen to chapter 3 of our novel* listened to samples of IOCs and read through evaluator feedback (these can be found on the left hand side of the link above)Please note: our IOC will be on Their Eyes Were Watching God.
February 26, 2014Today in Language and Literature we:1. Participated in Chapter 1 stations: 2. Discussed and shared stations work.3. Listened to chapter 2 via the audio version: http://nelsonica.pbworks.com/w/page/25869035/Their%20Eyes%20Were%20Watching%20God%3A%20AudioHomework:* finish reading chapter 2
February 25, 2014Today in Language and Literature we:1. Collaborated with our other groups members; organized important notes for a class presentation.2. Presented our notes on the article; all students took notes on each section.3. Handed out and started reading the novel together.4. Mini-lesson on in-text citations with Mr. Adam:

How to block longer quotes:
Homework:* Finish reading Chapter 1
February 21, 2014Today in Language and Literature we:1. Engaged in packet discussions and activities to reflect on the packet contents.2. Discussion on Hurston's connection to Harlem Renaissance.3. Biographical and Historical Context: read the text below, divided into groups and presented important notes on each topic.
http://www2.uncp.edu/home/hickss/taal/hurston/Homework:* Read your section of the article above. Take notes and be ready to present the information on Monday.YOU WILL NOT BE IN CLASS ON MONDAY (CAS FIELD TRIP), SO THIS WILL BE DUE ON TUESDAY.
February 19, 2014Today in Language and Literature we:1. Written Tasks - read partner's; share 2 positives and 2 pieces of constructive criticism. Turn in.2. Discussed our Harlem Renaissance Critical Responses as whole class. Turn in.3. Read through and annotated documents on novel study.Homework:* finish annotating and completing packet work for Friday
February 14, 2014Today in Language and Literature we:1. Met with Miss Kerry to discuss first drafts of Written Task 2.2. Worked on the following: Read through the following websites and then answer the questions below in a typed, critical response based on your research.




What is The Harlem Renaissance and how was it born? What are the major social issues facing Americans during this time period? Who are the influential writers and musicians of this time and how were they influential (talk about 2-3 in each category)?
Homework:* Final draft of Written Task 2* Harlem Renaissance Critical Response

February 11, 2014Today in Language and Literature we:1. Worked on our Written Task 2 - first draft typed and double spaced for Friday.2. Worked on our Extended Essays.Homework:* No class on Wednesday; come to class on Friday with a first draft of your Written Task 2. Click on this link to see Written Task 2 examples and evaluations. Examples 11, 13, and 15 are all Written Task 2 examples (the ones we looked at in class).
http://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1402_1_e&part=4&chapter=16 (power and privilege examples)

February 10, 2014Today in Language and Literature we:1. Checked Written Task 2 outlines.2. Participated in 3 stations where students read the example written task and assessment (step 1 - read the written task; step 2 - evaluate it; step 3 - read through the evaluator's comments/evaluation).3. Participated in 1 station where students check their outlines with me.4. Worked on written tasks.Homework:* Final draft (typed) of outline due Tuesday
February 7, 2014Today in Language and Literature we:1. Checked and shared all homework.2. Discussed and took notes on the rules, regulations, and requirements of Written Task II (pg 50 in the guide).3. Looked over examples of Written Task II on the OCC: http://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1402_1_e&part=4&chapter=16 (power and privilege examples)4. Discussed our own Written Tasks on power and privilege.Homework:* outline of Written Task II due Monday

This outline must be completed in class time and must include:

  • the prescribed question that has been chosen
  • the title of the text(s) for analysis
  • the part of the course to which the task refers
  • three or four key points that explain the particular focus of the task.

February 5, 2014Today in Language and Literature we:1. Checked in on text book packet.2. Checked in on Play Reflection.3. Listened to Act III. Close Reading/Active Listening activity as we listened.Homework for Friday:* Close Reading of Act III* Annotate and answer questions from the packet* Casa de los Espiritos reflection (printed out or hand written to turn in to me during class)
January 31, 2014Today in Language and Literature we:1. Shared our journal entries in pairs.2. Shared our Dialogue and character activities in small groups.3. Completed next sections of IB Text Book Drama/Theater study.4. Finished Act III.Homework for San Jose:* Finish Text Book packet - activities on soliloquy/aside, plot/action, tragedy/comedy* Play Reflection - as you watch the play, focus on setting the scene, stage directions, dialogue and character, soliloquy and aside, the speech/diction, plot and action, tragedy and comedy. How are each of these used in the play and what effect do they have on the execution of the performance?
January 29, 2014Today in Language and Literature we:1. Presented our Victorian Era mini-lessons. Took notes on each other's presentations.2. Journal Question: From what you've just learned about the Victorian Era, what elements of this time period are evident in The Importance of Being Earnest? Use specific examples.Homework for Friday:* complete journal entry* complete Dialogue and Character activity
January 27, 2014Today in Language and Literature we:1. Shared our Close Reading activity.2. Discussed Act II.
3. Jigsaw activity with Victorian Era: victorianweb.org - research your section and share.
Homework:* mini presentations on Victorian Era for Tuesday
January 24, 2014Today in Language and Literature we:1. Stage Directions Brainstorming web.2. Importance of Being Earnest Close Reading; Act II; Part I.3. Activity with Victorian Era: victorianweb.org - research your section and share (we will do this on Monday).Homework:* finish the Close Reading activity* finish reading Act II
January 22, 2014Today in Language and Literature we:1. Analysis activity discussion in pairs (speed dating).2. Quote analysis sharing - whole class.3. Stage directions analysis activity.Homework:* bring Stage Directions activity* go over Close Reading document from January 17th.* Read Act II up to:
[Enter Jack slowly from the back of the garden. He is dressed in the deepest mourning, with crape hatband and black gloves.]

January 20, 2014Today in Language and Literature we:1. Read the follow up text to the activity Drama: setting the scene.2. Shared our 5 categories from the beginning of The Importance of Being Earnest.3. Analysis activity from the beginning of The Importance of Being Earnest. Homework:* finish the analysis activity for Wednesday* finish reading the first act (there are only about 15 more lines)
January 17, 2014Today in Language and Literature we:1. Follow up discussion on the homework: activity with the 5 categories we took notes on; discussion of journal questions.2. Discussed the "Close Reading" handout. 3. Conducted a close reading of the opening scenes from The Importance of Being Earnest.
http://www.gutenberg.org/ebooks/844audio version of the play:
Homework:* read up to Algernon's line:

"It is awfully hard work doing nothing. However, I don’t mind hard work where there is no definite object of any kind."

  • take notes on the 5 categories:
setting; creation of atmosphere; characters' relationships; significance of stage directions; significance of language

January 15, 2014Today in Language and Literature we:1. Defined and followed up on our activity with Figurative Language. Practiced writing Figurative Language.2. Discussed the "Approaching Texts" document on how to analyze general texts. 3. Text Activity: Drama; setting the scene.Homework for Friday:* finish taking notes on the two texts (focusing on setting; creation of atmosphere; characters' relationships; significance of stage directions; significance of language)* answer the questions at the end of Text 2 in your journals. Be sure to use specific textual references to help support your thoughts/ideas.

January 13, 2014Today in Language and Literature we:1. Mini-lesson on using the program Zotero to help with essays and the extended essay.2. Activity in Figurative Language:

Homework:* take notes on the Key Words in your journals* take the Quiz on Figurative Language on the website
January 10, 2014Today in Language and Literature we:1. Shared our responses in our small groups.2. Formed mixed groups (with each topic represented) and shared our journal entries.3. Created visuals that represented our poetic analysis.4. Museum walk with our poetry analysis visuals.
January 8, 2014Today in Language and Literature we:1. Discussed the goals, objectives and texts for Part 4 of the course (see below).2. Participated in a Critical Study/Reading of the poem Dover Beach by Matthew Arnold. Homework:* For Friday, you must write down the notes from your Group Discussion on your topic (Literary Devices, Critical Response or Historical Context) in your journals, which I will check on Friday* For Friday, you must also write your Personal Response to the poem in your journal.* Be sure to use the above document "Dover Beach Analysis activity" as your guide/explanation!
* Explore literary works in detail. Points to be considered could include:

– understand the explicit and implicit meanings in a text
– identify and situate a text or an extract in the context of a larger work
– respond to the key features of texts such as language, characterization and structure.

* Analyse elements such as theme and the ethical stance or moral values of literary texts. Issues to be considered could include:
– identify the evidence in the text for a particular stance
– consider point of view in different literary genres

* Understand and make appropriate use of literary terms. Examples could include:
– imagery
– persona
– tone
– metaphor
– irony

December 3, 2013Today in Language and Literature we:1. Turned in our written tasks.2. Reflected on the written tasks, paper 1 and the trimester: 3. Whip of academic highlights from the trimester.Homework during the vacation:* WORK ON YOUR EXTENDED ESSAY!!!!
December 2, 2013Today in Language and Literature we:1. Conferenced with Miss Kerry and worked on our Written Tasks.Homework:* Written Tasks due tomorrow - Rationale, Task and Works Cited printed out for class at 10:45am.
November 29, 2013Today in Language and Literature we:1. Peer and self edited our Written Tasks using this document: 2. Conferenced with Miss Kerry.Homework:* Next draft of Written Task due Monday (final draft due on Tues)
November 27, 2013Today in Language and Literature we:1. Checked and shared Style Models2. Worked on Written Tasks (first draft due Friday at 8am in class)3. Discussed the following:* extended essays - finalize topic, question and meet with your teacher mentor before break - work on essay during break

  • conferences - CCP style with Miss Kerry and parents* escorts and hosts for Night of the ArtsHomework:Written Task 1 First Draft due Friday - remember to include the actual task, the rationale and the works cited page. Use bibme, easybib, noodle bib to help with your MLA formatted Works Cited page. Also remember that your word count must be between 1,000-1,300 words (including your task and the rationale but not your Works Cited page).
November 25, 2013Today in Language and Literature we:1. Checked our proposal forms.2. Conferenced with Miss Kerry about the proposal forms.3. Continued working on our WT 1 - tweaking proposal form and starting on Style Model.Homework:* Next step in WT 1 - Style Model due on Wednesday.
November 22, 2013Proposal Forms are due Monday at the beginning of class!
November 20, 2013Today in Language and Literature we:1. Went over some additional notes on Written Task 1: 2. Looked at a Written Task 1 sample.3. Started our Language and Identity Written Task 1: 4. Worked on our Proposal Forms.Homework:* Proposal Forms are due Friday even though we will not have class. I will come to your Math class at 8am to collect them.
November 19, 2013Today in Language and Literature we:1. Get together in small groups with students who wrote about the same texts. Discuss your main points and what you compared/contrasted.2. Reflection in Journals: 1. What went well for you? 2. What did not go well for you? 3. What can we do in class to help us be more prepared? What do you want more practice with? 4. How did the time management go? 5. What do you have questions or doubts about? 6. What (if anything) will you do differently next time?3. Took notes on the Written Task 1.
November 18, 2013Today in Language and Literature we:1. Engaged in the Paper 1 exam (practice).
November 15, 2013Today in Language and Literature we:1. Checked homework and shared with two partners.2. With this information (notes on each text and comparing/contrasting the texts), made a brief outline (summary underneath each paragraph heading of what you will write about in that paragraph, etc.) to show how you would structure this essay.3. Compared your thoughts with two other people on the outline, etc.4. Handed out sample student work.5. Compared your work to the sample student work.6. Noted the differences and made any changes in your own work.7. Final questions? Paper 1 exam will be on monday from 8-10am.
November 13, 2013
Today in Language and Literature we:
1. Share thoughts from homework (thesis, main points, and textual examples in the sample paper)
2. What are your thoughts on this paper and the examiner's comments?
3. Paper 1 Practice Skills. Look at each text and consider the following:
4. Read the two texts and then re-read the two texts and mark them up as you read.
5. Answer the following questions on each text:

  • What is the genre or text type?
  • Who is the intended audience?
  • What is the purpose?
  • What literary technical or stylistic features do you notice and, most importantly, how do these affect meaning?
6. Make some notes on Text 1 and Text 2 separately.
7. Make some notes on how you would compare these two texts.

  • finish whatever steps from above you did not finish in class (for Friday)

November 11, 2013
Today in Language and Literature we:
1. Went over the process of another Sample Paper 1 (looking at texts, criteria, sample paper, etc.)

  • Finish reading through the Sample Paper and the examiner's comments. Determine and write down the following:
  • the thesis
  • the main points (how text 1 and text 2 are compared and contrasted)
  • the textual examples used from each

November 8, 2013
Today in Language and Literature we:
1. Discussion of Paper 1 assessmenthttp://xmltwo.ibo.org/publications/DP/Group1/d_1_a1lan_tsm_1105_1b/pdf/ex01_SW_en.pdf
2. Go over and takes notes on the following:

  • Q & A with Paper 1
  • Preparing for Paper 1
  • Sample Paper 1 (stimuli, sample paper, feedback/comments from the OCC and the book)
  • HL Paper 1 example

November 6, 2013
Today in Language and Literature we:
1. Discussed the homework: what features, patterns, ideas, attitudes, linguistic features, etc. we discussed in our text analyses.
linguistic features - personification, allegory/parable, oxymoron, similes/metaphors, lyrical, irony, paradox, slang, juxtaposition, colloquial vs. popular, descriptive
attitudes/feelings/tone - aggressive, prideful, superficial, grim, historical, resentful, confident, persuasive
ideas/themes - empowerment, "the struggle", sorrow, connection to society, pop-culture, depression
patterns - rhyming, sentence length, repition
2. Now analyze the third text using new ideas from class discussion.
3. Discussion Point from 3 text assignment in two small groups.

  • Pick one of the three textual analyses (where you answered the questions) and send it to me in an e-mail to be graded.

November 5, 2013
Today in Language and Literature we:
1. Analyzed our Racial Profiling compare/contrast written responses. (Individually, with a partner, with whole class)
2. Analyzed our language and identity: dialect, region, vocabulary and culture. What language would we use for: someone good-looking; if you're really hungry; if you really like something; as a reaction when you drop or run into something.
3. Activity with three different texts. Questions, analyses, and comparisons.

  • finish analyzing and answer questions on the 2 texts (the third one we will do tomorrow in class)

November 4, 2013
Today in Language and Literature we:
1. Refreshed ourselves on language used to describe and analyze visual texts (looking at previous notes).
2. Considered the following topics and sub topics:

* language and the individual (multilingualism/bilingualism, language profile/identity)* language and communities (nation/region, subcultures)* language and social relations (social and professional status, race)* language and belief (religious discourse, mythology)
3. Pick one of the above to focus on as you compare/contrast these two visual texts.


  • Finish Written Response on Racial Profiling texts (due tomorrow, Tuesday)

November 1, 2013
Today in Language and Literature we:
1. Share personal word labels (homework).
2. What is the connection between word labels and personal identity? What is the connection between word label and our social relations? Consider these questions as you read the following article:

2. Answer the question in your journal.
3. Group Discussion: what is the connection between word labels and personal/group identity?

October 30, 2013
Today in Language and Literature we:
1. “The more words you know, the more thoughts you can have” debate. Go over debate process and follow the format below:


  1. First Affirmative Speaker (2-3 minutes) (AGREE)
  2. First Negative Speaker (2-3 minutes) (DISAGREE)
  3. Second Affirmative Speaker (2-3 minutes)
  4. Second Negative Speaker (2-3 minutes)
  5. Affirmative Rebuttal (1 minute)
  6. Negative Rebuttal and/or Summary (1-2 minute)
  7. Affirmative Summary (1 minute)
  8. Negative Summary (1 minute)

Do the following in your journals:

  • If words and language help to define a culture, how do words help define individuals? What are some words you would use to describe and label your own personal identity? Write them down in your journals.
  • Where did these personal labels come from? Next to each word you use to label yourself, describe why and how you came to the conclusion that you would use this world to label your own personal identity.

October 28, 2013
Today in Language and Literature we:
1. Heard a synopsis of the MUN trip.
2. Discussion of the homework question (or working on the homework question).
3. Read the article:
In a journal entry, explain why you agree or disagree with the following statement: "the more words you know the more thoughts you can have". Explain why you agree or disagree.
4. Thriller practice!

  • finish step #3 above for Wednesday

October 25, 2013
Today in Language and Literature we:
1. Discussed words "lost in translation" and read the articles below.

  • Answer the journal entry below using specific examples from the articles:

What insight do the above articles provide into the intersection of language and culture?

October 23, 2013
Today in Language and Literature we:
1. Further discussed the idea of language and culture using the following activity:
Language, as we have discussed, is uniquely connected to ideas of culture. Much of culture is implicit, meaning it follows unsaid rules that reflect on value and belief systems, ideas about gender and sexuality, and many other concepts and ideas (see "cultural iceberg"). It becomes difficult, then, when translating texts from other languages to fully capture the nuances of authorial style, which is of course shaped by the culture he or she inhabits. Below see a side-by-side-by-side comparison from Chekhov’s “The Lady with the Dog," courtesy of Kate's Book Blog.

From Ivy Litvinov’s translation:
From Constance Garnett’s translation:
From Richard Pevear and Larissa Volokhonsky’stranslation:
He was not yet forty but had a twelve-year-old daughter and two sons in high school. He had
been talked into marrying in his third year at college, and his wife now looked nearly twice as old as he did. She was a tall woman with dark eyebrows, erect, dignified, imposing, and, as she said of herself, a "thinker." She was a great reader, omitted the "hard sign" at the end of words in her letters, and called her husband "Dimitry" instead of Dmitry; and though he secretly considered her shallow, narrow-minded, and dowdy, he stood in awe of her, and disliked being at home. He had first begun deceiving her long ago and he was now constantly unfaithful to her, and this was no doubt why he spoke slightingly of women, to whom he referred as the lower race.
He was under forty, but he had a daughter already twelve years old, and two sons at school. He had been married young, when he was a student in his second year, and by now his wife seemed half as old again as he. She was a tall, erect woman with dark eyebrows, staid and dignified, and, as she said of herself, intellectual. She read a great deal, used phonetic spelling, called her husband, not Dmitri, but Dimitri, and he secretly considered her unintelligent, narrow, inelegant, was afraid of her, and did not like to be at home. He had begun being unfaithful to her long ago -- had been unfaithful to her often, and, probably on that account, almost always spoke ill of women, and when they were talked about in his presence, used to call them "the lower race."
He was not yet forty, but he had a twelve-year-old daughter and two sons in school. He had married young, while still a second-year student, and now his wife seemed half again his age. She was a tall woman with dark eyebrows, erect, imposing, dignified, and a thinking person, as she called herself. She read a great deal, used the new orthography, called her husband not Dmitri but Dimitri, but he secretly considered her none too bright, narrow-minded, graceless, was afraid of her, and disliked being at home. He had begun to be unfaithful to her long ago, was unfaithful often, and, probably for that reason, almost always spoke ill of women, and when they were discussed in his presence, he would say of them: “An inferior race!”

Which translation do you prefer -- and why?

Beyond considerations of style and the "art" of translation, consideration must also be given to the fact that some words simply do not translate easily from one language to another. Quickly read through the following:

Tongue and Tech: The Many Emotions for Which English Has No Words

15 Wonderful Words With No English Equivalent

The bittersweet taste of Japanese words

What insight do the above articles provide into the intersection of language and culture?

October 22, 2013
Today in Language and Literature we:
1. Watched our videos from our FOAs.
2. Wrote our reflections based on the description on the FOA Project Sheet (see below).

  • FOA Reflection typed and double spaced for Wednesday
In addition to presenting the FOA, each student is required to write a 400-500 word reflection on their own performance once the oral has been completed. This reflection will be sent to the IB examiner, along with your teacher’s marks and comments. In your reflection you are expected to comment on your performance and the progress you made in achieving the aims of the further oral activity.

Your reflection should answer the following questions:

  • Which texts did you analyze and who wrote them?
  • Who was your intended audience?
  • What were your aims in the FOA?
  • What understanding of the topic and text did you intend to communicate to your audience and how did you do this?
  • To what extent did you achieve these aims? Refer back to your performance to substantiate your claims, using specific examples.

October 18, 2013
Today in Language and Literature we:
1. Presented our FOAs.

October 14, 2013
Today in Language and Literature we:
1. Worked on our scripts and practiced our FOAs (see specifics below).

  • continue to work on the FOAs due Friday (you will have 50 minutes of class on Wednesday to work as well)

October 11, 2013
Today in Language and Literature we:
1. Discussed that we must have our focus text (1-2), research articles, and our script for our FOA.
2. Conferenced with Miss Kerry on our proposals.
Please remember to focus on analyzing the following:

  • Analyze how audience and purpose affect the structure and content of texts
  • Analyze the impact of language changes
  • Demonstrate an awareness of how language and meaning are shaped by culture and context
  • Demonstrate your knowledge and understanding of both the text(s) AND topic chosen for the oral activity
  • Show an appreciation of how language and style is used to particular effect in the text
  • Show an understanding of the way language is used to create meaning
  • Demonstrate your ability to organize your ideas in a logical manner
  • Use language effectively and accurately to communicate your ideas
Also, please remember to focus on the qualities and characteristics of your PRESENTATION STYLE: this needs to be clearly defined.

  • Monday - scripts due by the end of class
  • Wednesday - practice and tweak our scripts/FOA (last 20 minutes, one group will present)
  • Friday - presentations/performances

October 9, 2013
Today in Language and Literature we:
1. Mini-lesson: further information regarding the FOA.
2. Continued working on and finalizing our Proposal Forms.
3. Had individual/group meetings with Miss Kerry to approve Proposal Forms and discuss next steps.
3. Began researching and engaging in next steps.

  • create a detailed plan for next steps and continue working on FOA

October 8, 2013
Today in Language and Literature we:
1. Received the assignment for the FOA and discussed.
2. Received the Proposal Form for the FOA and discussed.
3. Set ourselves up in groups and decided on topics.
4. Began filling out the Proposal Forms.

  • continue filling out the Proposal Form (we will finish them in class on Thurs.)

October 7, 2013
Today in Language and Literature we:
1. Discussed our captions of the school girls eating a lunch or snack in groups of 3. Shared with the class.
2. Picked our own image and created another caption. Discussed.
3. Started discussing the Further Oral Activity

October 4, 2013
Today in Language and Literature we:
1. Discussed the Material World photo in two small groups using accurate vocabulary and terminology. Also discussed the photo as it relates to
Language and the Individual (personal identity, language, culture).
2. On the noodletools document, we looked at the photograph with the caption/description (the toy in the desolate area).

  • Create a caption/description to connect to the photo of all the school girls eating a lunch or snack (in the noodletools document after the section on "intertextuality").

October 2, 2013Today in Language and Literature we:1. Checked notes on the Noodle Tools document and discussed important aspects of the notes:* Elements: angle, line, scale, shape, texture, patterns, light* Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity* Image - tone, style, structure, medium, genre* Intertextuality - connections amongst a variety of texts* Movement - that can be seen or felt in the image* Context Created - culture, symbols, background, social, political, economic* Context Embedded in - newspaper, magazine, website, children's story, etc.* What meanings do we infer? icons, symbols, metaphors, signs* What is the relationship between creator and viewer?Consider:ethos - credibility of author/creator (pathos - emotional appeal of the author designed to influence the audiencelogos - logical appeal of the author designed to influence the audience2. Using these questions , analyze the Material World photograph.Homework:* finalize your answers to the questions on the Material World photograph and be prepared to discuss your answers in a group setting on Friday.* Consider the topic Language and the Individual (personal identity, language, culture) and how it relates to the photo. Be prepared to discuss this as well.
September 30, 2013
Today in Language and Literature we:
1. CAS activities (reflections, video, b-ball tournament)
2. Activity from Visual Literacy homework handout.
(Text Features to consider: timelines; maps; graphic aids; index; captions; illustrations; photos; bulleted list; title; glossary; headings; sidebar; print type; table of contents; colors; images)
3. Read over this additional document on Visual Literacy:
4. Go through and engage in the activities on the following power point:

  • Continue reading through the Noodle Tools document and taking notes
  • Notes on this document are due on Wednesday

September 27, 2013
Today in Language and Literature we:
1. Discussed our text type analyses, focusing on what we analyzed and terminology we used.
2. Completed an additional text type analysis.

  • Send Miss Kerry the best of your 3 text type analyses
  • Read through the following chapter on Visual Literacy. (You can skim through it, but familiarize yourself with the concepts in it; I suggest you take notes on it as you read.):

September 25, 2013
Today in Language and Literature we:
1. Visual on the board - defining the relationship of language and culture.
2. Text Type Lesson/Discussion: make a list of all the text types that you can think of (including images).
3. Check out these links to see additional text types:

4. Make a comprehensive list of all the text types in your journals.

5. How do we analyze texts? Check out these links and take notes on the step by step process of analyzing texts. You will then use these notes to analyze various texts:


6. Using these links as a guide, analyze and write a response to various text types (text type stations).
- image:

- recipe:
http://theshiksa.com/2011/01/05/falafel/ (pay attention to the text and images)
- advertisement:
- editorial column:

September 24, 2013
Today in Language and Literature we:
1. Went over the IB two year Internal Calendar.
2. Discussed language and culture questions from last week's class.
3. Read two additional articles on language and culture:

4. Final discussion/reflection: What is the relationship between language and culture? In your answer, cite most of the language articles we have been reading/looking at.
5. Written Task grades (Vacation Assignment). Look over and discuss.
FAQs on Written Tasks:
Helpful Written Task booklet published by a fellow IB school:

September 20, 2013
Today in Language and Literature we:
1. Shared and discussed "The Word" poem.
2. Engaged in and discussed thought writing stations: With Language I...; The history/evolution of the English language tells us...; Language and the individual means...; Language and social relations look like...; Language and belief are connected because...
3. Shared text type journals from home.
4. Analyze text type food packages and text types in the room.

  • Let's continue with our overarching theme for this part of the course - LANGUAGE AND CULTURE
Definition courtesy of Google:
cul·ture /ˈkəlCHər/
The arts and other manifestations of human intellectual achievement regarded collectively.
Maintain (tissue cells, bacteria, etc.) in conditions suitable for growth.
noun. cultivation - civilization
verb. cultivate - grow - raise

We will focus on CULTURE as a NOUN. Answer the following questions in your journal after looking over this document:
The Iceberg Concept of Culture
and after reading these articles:


1. Elaborate on the basic definition of "culture" from above using your own words.
2. What makes up a "culture"? Provide specific examples.
3. Can we separate language and culture?
4. How does culture inform our reading of text?

September 18, 2013
Today in Language and Literature we:
1. Before we discuss our extended journal answer to the question What accounts for the "success" of the English language?, let's take a look at our responses.
- Go through your response and highlight or underline all of your textual examples/references/quotes from the 6 sources that I assigned you to look at for today's class.
- Please make sure that you have a textual example/quote/reference from each of these texts. If you do not, take a look at the source again and find an example/quote/reference that can help support your opinion/argument/answer to this journal entry question.
- Write or type in any additional textual examples/quotes/references that you add to your response.
- Be sure you include which source the example/quote/reference is from!
2. Now we can discuss! Please arrange yourselves in two small groups and discuss the question. Be sure to back up your opinion using textual examples/references/quotes.
3. Share MUN (Model United Nations) opportunity at UWC (United World College). If you are interested in being one of the 5 students that gets to attend, please send a persuasive letter to Miss Kerry by tomorrow explaining why you would be a good candidate to attend.

  • MUN letters (for Thursday)
  • Text type activities (for Friday): please find a text type in your house and answer the following questions:
What are the several types of writing that you see on this container?

What is the purpose of each of these types of writing?

Who is the audience for each of these types of writing?

What is the overall purpose of this packaging?

Reading the text on this package makes me want to…

Reading the text on this package makes me never want to…

September 13, 2013
Today in Language and Literature we:
1. Discussed our journal homework question in small groups.
2. Discussed goals/objectives of LAL class.
3. For homework (due next Wednesday):
English as a Global Language:
Read through/watch the following. From these texts, form your own opinion on the following essential question:
What accounts for the "success" of the English language? Consider all perspectives mentioned in these articles in order to form an educated opinion. Type or write your answer using textual references, quotes, examples, etc.
1. A fairly short but dense (but interesting!) article about an American in Paris and the idea of English as the international language. There are a lot of ideas to unpack here.
2. A glimpse ahead? (short video on the global dominance of English).
3. Lastly, can we link the rise of global languages with the demise of local languages? Can the two coexist?

What's Lost When A Language Dies
Vanishing Voices
Disappearing Languages
UNESCO Interactive Atlas of the World’s Languages in Danger

September 11, 2013
Today in Language and Literature we:
1. Introduction activity - translating Chaucer (Canterbury Tales extract)
2. Koral and Camila - supplemental presentation from yesterday
3. Other groups finish their presentations.
4. Readings that focus on the splintering of language: the following texts discuss how to approach various dialects and forms of English. Please read the texts and answer the following question in your journal:
How do imperialism, colloquialism, and colonialism affect the various dialects and forms of English around the globe?

Thanks Much! On the Geography of Language

Appalachians Are Finding Pride in Mountain Twang

Creoles, Pidgins and the Evolution of Languages (this is pretty dense, but skim over the first two sections as they provide a nice overview about questions of "legitimate" vs. "illegitimate" branches of language and the intersection of imperialism/colonialism, race, and language)

September 10, 2013
Today in Language and Literature we:
1. Planned with our partner for our mini-lesson on our period in the English language's history/evolution.
2. Started our presentations and took notes.

  • we will continue with our presentations tomorrow

September 9, 2013
Today in Language and Literature we:
1. In small groups, created a visual that represented our answers from the homework.
2. Shared and reported out about our visuals.
3. The History of the English Language Activity. Become an expert in your English Language History (assigned) area - pre Old English; Old English; Middle English; Early Modern English; Late Modern English - by reading/watching the following texts:



  • present your lesson on your portion of the English Language History for Tuesday
  • If you're interested in furthering our study on language vs. communication, check out these articles based on children and development: Other theorists have suggested that while universal grammar may be innate, it must be activated within the first few years of life. That is, children must be surrounded by language in order to develop language. According to the "critical period" theory, a child raised in isolation would not necessarily develop language spontaneously. Ethically it is impossible to test such a theory; instead linguists have studied feral or abused childrenas well as deaf children to see whether this theory has merit (don't feel compelled to read both articles in detail; each is worth skimming but were mainly included to get you thinking about these wider issues of language acquisition). A good, short overview of the current debate can be found here.

September 6, 2013
Today in Language and Literature we:
1. Discussed the syllabus and course outline.
2. Discussed the NPR stories on language.
3. Engaged in additional activities based on our initial essential question:
How is it that humans can move their mouths around and produce noises that are then given complex meaning?

The NPR stories provide a broad overview of our evolutionary history as humans but how exactly is language passed on from one generation to another? Is language innate? One popular theory suggests that humans are born with "universal grammar," which helps explain how babies are able to develop language. Watch or read the transcript of this short (3 minutes) video hosted by Steven Pinker, whose book The Language Instinct is featured in the IB course companion:


Of course not all language is verbal. Sign language is a specialized, rich form of communication, for instance. Also consider those other little physical quirks that go along with language, like raising an eyebrow, flaring a nostril, or hunching one's shoulders: this is body language, the power of which is explained in this (21 minute) TED talk:
And then there is subtext, or the things we say without really saying them. For example, when a student asks whether they can get an extension on an essay and I say, "Hmmmm, I'll have to think about that": I'm really saying "probably not." This is a short (10 minute) but vivid explanation of this aspect of communication, once more delivered by our good friend Steven Pinker:


Answer the following questions in your journal based on the multi media pieces you have just read/listened to:

1. Is language uniquely human?

2. Should we distinguish between language and communication? If so, what are the similarities and differences?

3. Based on your impressions of the resources/videos/articles we have read and looked at on the wiki, describe the benefits/limitations of the following for each of the following modes of communication (if you want, you can make a t-chart for each method of communication, considering the benefits on one side and the limitations on the other.

- a telephone conversation
- a Skype conversation
- a text exchange
- an email
- an in-person conversation
- a handwritten letter
- a translated novel
- a televised address to the nation

Homework for Monday:
Finish all the above activities

September 4, 2013
Today in Language and Literature we:
1. Discussed Monday's entry cards.
2. Shared advice/experience from IB students in San Jose.
3. Shared my San Jose observations.
4. Discussed vacation work in book groups: book discussion, assignment discussion (Task 1).
5. Discussed course syllabus and subject outline:
6. Language Essential Question: How is it that humans can move their mouths around and produce noises that are then given complex meaning? Read the transcripts and/or listen to the podcasts from NPR that aim to explain just that (around 7 minutes each):

From Grunting To Gabbing: Why Humans Can Talk

Singing, Singing, Speaking: How Language Evolved


  • bring your vacation reading novels back on Friday
  • e-mail me your vacation assignment (if you haven't printed it out) today (Wednesday)
  • finish the above activities that we did not finish in class