Monday, April 30

Read article (for those who were absent today in class, you should read introduction in your text) and take notes in two columns.  One column for what you learned.  One column for what you thought about.  At least 15 bullet points for each. Start working on reflective statement.

Note on Reflective Statement

As mentioned in class, if you think you have a good start at an Ibsen essay and may write your final paper on it, I would STRONGLY suggest going back now and reworking your Reflective Statement to include more of a personal revelation of your development rather than a summary of the information. Everyone seemed to answer the question, "what did you learn", as opposed to "how has your understanding developed".  Cut out meaningless phrases from introduction (learned a lot, very interesting, deeper understanding) and dive into your original biases/perceptions and the growth that occurred through learning.  Address where you started and what about the information provoked new insight into your own experience as a reader.  The reflective statement is worth 12 of your total IB points - don't waste them!  Because I believe no one in the class would score higher than an 8 out of the 12 points at this time, I am changing its value in ESIS.  I will only be awarding "did you do it" points for this reflective statement (out of 3).  I will expect your next reflective statements to more accurately address the development and will then be graded as such.

Bring Lorca Tomorrow - We will have time to start reading after the supervised writing

Reflective Statement

How has your understanding of culture and contextual considerations of the work developed through the interactive oral?

A personal statement that is most likely to be written in the first person and should be an honest account of the evolution of understanding.

The reflective statement on the same work as the student’s final assignment (essay) is submitted together with the assignment for assessment.

300-400 words.  If the limit is exceeded, assessment will be based on the first 400 words. (In the rubric it says that 1 mark will be deducted if the word limit is exceeded.)

The reflective statement is awarded a mark out of 3 using assessment criterion A.

Criterion A: Fulfilling the requirements of the reflective statement

To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral?

Marks	Level Descriptor
1	Reflection on the interactive oral show superficial development of the student’s understanding of cultural and contextual elements.
2	Reflection on the interactive oral shows some development of the student’s understanding of the cultural and contextual elements.
3	Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

Wednesday, April 25 + Thursday, April 26 + Weekend

Homework for Wednesday, April 25

• Read Act 4. 
• Bring to class a list of your three motifs with 5 quotes for each one and space below each section to reflect and write. 
• Journal #2:  How does Ibsen use the motif of decay, disease, illness, etc and to what effect?  Use at least three quotes in the defense of you claim. 
• Thesis statement: we will be sharing our thesis statement from the end of last class about Ibsen's use of realistic content; consider polishing it until you are proud of it.  For example: "Ibsen uses terse verbal exchanges between husband and wife to show the often unnoticed consequences of secrets kept.  This is done to reveal that there are always consequences for the decisions we make about what, when, and how much we reveal about ourselves to others."

Homework for Thursday, April 26

• Reminder that your Reflective Statement is due tomorrow.
• Read Act 5 
• Journal #3: Consider which characters are at fault for the events that are unfolding and why? Is there a character without blame?  Why or why not? Is there a character who should carry more of the blame?  Do any of the characters take responsibility? 

Homework for Friday, April 27

• Read all of Blood Wedding by Lorca
• Complete 1st reading handout

Monday, April 23

Reflective Statement is due on Friday (see blue sheet for full details)

Finish Act 2 and Read Act 3 for class on Wednesday

Bring Cornell notes to class for the discussion on Wednesday and Thursday (sections for notes, discussion pre/talking points, possible paper topics, and one additional section of your choosing - half of discussion prep section should be filled out prior to class)   

Tragedy Journal #1: You may choose one of the following two prompts

• Option 1: Characters constantly face boundaries in literature.  These boundaries can take many shapes: internal or external, physical or emotional, real or imagined... Consider what types of  boundaries Ibsen creates.  Who faces what type of boundary, how (stylistic aspect) does the author establish the boundary,  and how do the characters respond to the boundary? 
• Option 2: Examine how characters perceive themselves or others.  Who has false conceptions of him/herself?  Who has misconceptions of others?  Who recognizes the facades created by other characters?  Does the character embrace the facade, ignore it, or confront it?

Ibsen on The Wild Duck

From Ibsen's notes and letters to friends.
"The metaphor of the wild duck: when they are wounded they sink straight to the bottom, the stubborn devils, and hold on with their beaks -; but if you have a good dog, and the water is shallow, then -
Hedvig as a wild duck -
Gregers’ experiences of children’s first, deepest pain. Not the sorrows of love; no, family pain, - what is painful in home situations - "

"I now have the pleasure of informing you that I completed the draft of my new play yesterday. The play is in five acts and as far as I can see will consist of about 200 printed pages, or possibly a little more.
So now the fair copy remains to be done, and I shall start on that tomorrow. As usual, however, this will not be a mere copy of the draft, but rather a re-writing of the dialogue. So this will take some time; but I take it for granted that as long as nothing unforeseen happens, the complete manuscript should be in your hands by the middle of September.
This play does not deal with political or social or public issues at all. It has entirely to do with family life. It will doubtless cause some discussion, but it will not offend anyone. "

"With this letter I am enclosing the manuscript of my new play «The Wild Duck», which has occupied me for the past four months, so that I shall miss it to some extent after having to part with it. In spite of their many weaknesses, the characters in this play have become dear to me after having to do with them daily for such a long time; but I hope they will also find good, kind friends, among the large reading public and not least among the acting community in that they all, without exception, offer rewarding tasks. "

"In some ways this new play has a place of its own in my dramatic production; the method differs in various respects from my earlier method, but I will not go into this in more detail. The critics will find these differences, I hope; at any rate they will find a great deal to argue about, and a great deal to interpret."

Weekend: Finish preparations for interactive oral

To use in small group: A hook + visuals + key information + questions

To turn in to Mrs. Wecker (all should be typed, thought out, and neat):

1. Annotated Bibliography

2. Your hook written out and defended

3. Your visuals

4. The questions you will ask with clarification on where you intend each question to take the group 

Graded using the IOP Rubric

*Knowledge and understanding: how well have you researched, have you clearly thought about and do you understand the information, have you made your own evaluations and connections with the research, can you reveal how the research is relevant to the play (Annotated Bibliography and Questions)

*Presentation: how much attention has been given to making the delivery effective and appropriate to the presentation (Visuals and Hook)

*Language: how strong is your vocabulary and terminology in regards to your topic, how confident are you about your preparation, how interested are you in what you are saying (Questions and Teaching)

Close reading of 130-145 with cornell notes set up for the discussion and one category identified as "Discussion Talking Points" and filled out.

Continue to work on your interactive oral. Keep in mind it will be graded with IOP rubric.

What to expect tomorrow: Discussion will start as soon as the bell rings (be prepared) and last for 30 minutes. You will be directing the discussion based on your preparation from the night before and are expected to take notes and contribute in a meaningful way. The remainder of the time will be devoted to your interactive oral prep. There is an assembly, so class with be shortened. You homework over the weekend will be to finish preparations for interactive oral.

Interactive Oral Clarfications

Some of the clarifications that came up as I was asked questions during class...

About the Question Portion of the Assignment:

* Your four carefully chosen questions should be woven into your presentation and help your peers connect your information to the text.

For example: Now that we have talked about women's roles in domestic settings, why do you think Ibsen made the child in the play female?

*You do not have to explain to the group why you are asking the question - that part is for me and will be turned in - but you need simply ask your group the question at the appropriate time.

*You are responsible for helping the question along and guiding a discussion on it in your group

*Clarify the type of questions you are asking your group in the paper you turn in to me. Some different types of questions (refer to Blooms taxonomy online)

-Knowledge Level: The recall of specific information

-Comprehension Level: An understanding of what was read

-Application Level: The converting of abstract content to concrete situations

-Analysis: The comparison and contrast of the content to personal experiences

-Synthesis: The organization of thoughts, ideas, and information from the content

-Evaluation: The judgment and evaluation of character, actions, outcomes, etc...

About the Visual Portion of the Assignment:

*This will look a bit like the process you went through with the dystopian project, although less intense. You should have a visual that is richer than simply a printed out picture from the internet. You might include a printed or manufactured picture but you should add your own interpretation.

For example: You might draw a picture of what a stage set up would have looked like and include bright glossy pictures from magazines of all the little details a playwright would have suggested - a green lamp, a cracked teacup, etc. This would lead to a discuss on why modernist playwrights insisted on certain details to authentically portray a middle-class situation

Example: One image might be a map of Europe on top of which you have added printed pictures of art of the time period and placed them around the map according to where they came from. This could be used to lead into a lecture on the absence of influence in Norway and Ibsen's subsequent self-exile.

Example: you might draw a venn diagram for a lead character in our play and the other play you read, you could write some of the similarities and difference, and then draw the similarities and difference that are worth noting and highlight a certain trend/theme.

Example: One page might be a comic strip in which you related the story line of the play, the history of Norway, etc. This should require you to pick out key events and lead to a discussion on their role.

About the Annotated Bibliography:

*This is purely for turning-in purposes. You do not need to talk about these with your group. Of course the articles will inform everything you are teaching but you don't need to read bibliography.

*Not all of you information with connect directly to Wild Duck but you research should be tailored to point toward at least the ideas and an understanding of the play and/or Ibsen.

IB English + Shakespeare

"A number of students have asked me about taking both IB English and Shakespeare next year.

Students must choose either one or the other as their English credit. However, students who forecast IB English as their English credit may put Shakespeare down as an alternate. Once the Shakespeare sections have been filled with students taking the course for English credit, some students who have Shakespeare as an alternate may be added for elective credit to fill sections."

Matthew Wilson

Wild Duck Interactive Oral

Step #1: Pick one of the four possible categories for research and exploration by leaving a comment on the blog (unless you already see your name below). Seven people per category.

A. 19th century theater: Philosophy and Practice: realism, staging, terminology (proscenium arch stage, etc)

{3 spots available + Matt, Tristy, Olivia, Rachel}

B. Norwegian history, culture, and language and Parallel movements in philosophy, art, science, literature, etc. (Origin of species, modernism)

{0 spot available + Brian, Anna, Margaret, Trevor, Jake, Serena, Mark}

C. Social structure of 19th century Europe: views on illegitimacy, middle class values, etc.) and Gender roles: social, economic, emotional, etc

{1 spot available + Philip, Harrison, Quinn, Donna, Jazmin, Isabella}

D. Additional Ibsen biography and play (A Doll’s House, Hedda Gabler, etc.)

{5 spots available + Tyler, Brian}

Step #2: Find 5 reliable sources of information and bring research to class. This should be done tonight (Wednesday) or at the very least started so that you have something to work with in class. If you are reading an additional play (option D above) you only need 2 sources plus the new play.

Step #3: Prepare to teach a small group.

A. Annotated Bibliography of your five sources: Properly documented sources + evaluation of source + what learned from source

B. 5 hand designed slides: more image heavy than word heavy, used to guide your teaching, could be children’s book style, graphic novel, collage with print and original art

C. 4 thought provoking and relevant questions to be used during your teaching + explanation of what you hope to accomplish with each question

D. Hook

Step #4: Convey your information effectively.

A. 10-20 minutes of teaching to a group of 4

Additional Information

A. If you have questions please leave them as a comment here and I will address them in class as they come up. This is a learning experience for me as well so I could use your help to iron out the wrinkles.

B. You may choose to prepare for your teaching assignment with a small group (no more than 3 total). You will each produce your own work but may collaborate on the process. You may also decided that working alone is the most effective way for you, which is also fine. I will give you around 30 minutes during class Thursday and Friday but other than that it will be done outside of class.

C. Keep your IOP rubric in mind as you prepare this assignment. I will use it to grade your work.

• Knowledge and understanding: how well have you researched, have you clearly thought about and do you understand the information, have you made your own evaluations and connections with the research, can you reveal how the research is relevant to the play
• Presentation: how much attention has been given to making the delivery effective and appropriate to the presentation
• Language: how strong is your vocabulary and terminology in regards to your topic, how confident are you about your preparation, how interested are you in what you are saying

Read Act 4 + Green Packet 98% Complete

Plays

I apologize for the lack of translator information for those who have already bought the plays. Here are the details if you would like to go ahead and purchase your own (the Anouilh play will probably have to be purchased online).

Author: Henrik Ibsen

Play: The Wild Duck

Translator: Rolf Fjelde

Author: Federico Garcia Lorca

Play: Blood Wedding

Translator: Michael Dewell and Carmen Zapata

Author: Jean Anouilh

Play: Antigone

Translator: Lewis Galantiere

(Suplemental Text)

Author: Sophocles

Play: Antigone or Oedipus the King

Translator: Robert Fagles

We group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 14/15

B. Appreciation of the writer's choices: 12/15

C. Visuals: 15/15

D. Language: 14/15

You produced a nice variety of engaging and creative pieces. Your strongest asset was the unity created by your interactive character, Olivia, and her use of the metronome, scale, and ability to answer questions insightfully. The headshots, glass state, and shaped face did a good job of looking at the details of text as well as the more global concepts. You topicality piece needed a lot of more analysis attached to it. Was the computer animation of the ink droplet your creation? It should have been, or at the very least been documented and the creator given credit in your artist statement.

1984 group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 12/15

B. Appreciation of the writer's choices: 11/15

C. Visuals: 12/15

D. Language: 15/15

Nicely done. I really enjoyed the exploration of irony with your Hidden Control piece. Your artist statements failed to talk about the details of each work and the layers of consideration and details that should be contributing to the whole. I liked your awareness of the colors you used but needed to see more analysis of why you made the choices you did.

Brave New World group members' final grade is entered. As for your project you scored:

A. Knowledge and understanding: 14/15

B. Appreciation of the writer's choices: 10/15

C. Visuals: 13/15

D. Language: 14/15

Overall, a great job. I loved the chair and your analysis of the word pneumatic. Very interesting and insightful. I also found your visual manipulation of the cross into a T clever and on point. I would have like to have seen more focus on stylistic elements of the novel in your art works and more unity between the pieces.

Final Announcements of Third Quarter

* If your final grade is 1.5 points away from the next letter you may rewrite your essay for a CHANCE to bring up your grade. I will post on the blog when final grades are in (by tomorrow at 11 am) and the rewrites will be due Monday by 11 am (not much time, so don't procrastinate if this is you). If you did not pick up your paper today after second you can stop by tomorrow morning. I will be here from 8:30 to 11:00 although I may step out of the room for periods during the morning.

* Bring your ID Monday or buy Anouilh's Antigone, Lorca's Blood Wedding, and Ibsen's The Wild Duck

* Enjoy your long weekend and come ready to start a new quarter!

Types of Questions to Consider for Group Discussion

WORLD CONNECTION QUESTION:

Write a question connecting the text to the real world.
Example: If you were given only 24 hours to pack your most precious belongings in a back pack and to get ready to leave your home town, what might you pack? (After reading the first 30 pages of NIGHT).

CLOSE-ENDED QUESTION:
Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a "correct" answer.
Example: What happened to Hester Pyrnne's husband that she was
left alone in Boston without family? (after the first 4 chapters of THE
SCARLET LETTER).

OPEN-ENDED QUESTION:
Write an insightful question about the text that will require proof and group discussion and "construction of logic" to discover or explore the answer to the question.

Example: Why did Gene hesitate to reveal the truth about the accident to Finny that first day in the infirmary? (after mid-point of A SEPARATE PEACE).

UNIVERSAL THEME/ CORE QUESTION:
Write a question dealing with a theme(s) of the text that will encourage group discussion about the universality of the text.

Example: After reading John Gardner's GRENDEL, can you pick out its existential elements?

LITERARY ANALYSIS QUESTION: Write a question dealing with HOW an author chose to compose a literary piece. How did the author manipulate point of
view, characterization, poetic form, archetypal hero patterns, for example?

Example: In MAMA FLORA'S FAMILY, why is it important that the story is told through flashback?