Welcome to the lab!
Standard: ELA10W3, Subheading 3: The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades to other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, etc.
Learning Target: Students will continue working on their Pick Three! Project and hone their writing skills in various media genres.
Activator: Spam spam spam spam
Today is our last day in the lab before next Tuesday, when your Pick Three! Project is due!! Our goal today is to get basically done with the project (and some of you already are!) so that next Tuesday, on the due date, you just have to do final finishing touches. I’m really excited to see your projects!
- Call me around to your computer as you finish up, and I’ll grade you right there!
- Remember that this project is worth a really large portion of your grade – fifteen percent of your total grade in the class! That’s a lot, so use this lab time wisely and don’t get stuck hurting your grade or having to do everything at home!
- Remember to be creative on this project! I love seeing things like King Arthur talking smack on Sir Ector’s Facebook page 🙂 You guys are really good at this, so make this project count!
- Here is a picture of a dolphin:
Morning, everyone! I hope you guys had a great weekend 🙂 I spent my Sunday at the Georgia Renaissance Festival, which was AWESOME. Remember, 15 points extra credit on your Pick Three! Project if you bring me a picture of you at the festival! 🙂
Learning Target: Students will finish watching their example satire, and then finish writing their parody stories.
Activator: We will finish watching Monty Python and the Holy Grail that we started on Friday.
Welcome to Monday! Today we’re going to kick it off by finishing the movie we started on Friday – I think we were all at the Knights Who Say Ni scene. This is definitely a classic movie, the sort of thing that everyone watches in their lifetime, so I really hope you’re all enjoying it, or at least finding it a little funny 😛
After the movie, we’ll continue to write our own parody stories. Remember:
- You are sending someone modern back in time to King Arthur’s Court. What happens when they get there?
- You are making a parody – that means you’re being funny and imitating someone else’s style or work.
- If you want to elevate your work to the realm of satire, you need to add a layer of social commentary to it – what are you trying to say about modern society by how Camelot reacts to someone from our time?
…and that’s everything! Tomorrow we’ll be back in the lab, so you guys should be relatively close to finishing up your Pick Three! Project after that, because it’s due next Tuesday, May 1st!
Standard: ELA10LSV2, Subheading 1: When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:
- Analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.
- Evaluates the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.
- Analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic
Learning Target: Students will continue their study of satire and parody by finishing their reading of “A Connecticut Yankee in King Arthur’s Court” and watching the first half of Monty Python and the Holy Grail.
Activator: We’re skipping the daily video today in favor of our movie!
Welcome to class! Today’s MOVIE DAY!!! And food day 😀 I hope you guys are excited for a fun party day! Huzzah!
…But, that makes for a very short blog 😛 We’re going to finish reading the story we started yesterday, and then watch the first half of our movie, Monty Python and the Holy Grail. Here’s the IMDB entry on the movie, and if you were curious, here’s what the movie poster looks like:
This is the only day this week where we’re really gonna have a lot to get through, so I really appreciate you guys buckling down and working your butts off!
Standard: ELA10W2, Subheading 3: The student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion
Learning Target: Students will read a selection from the textbook about King Arthur, and begin writing their own parody or satire.
Activator: Daily video!
A Connecticut Yankee in King Arthur’s Court
This is our last selection from the books, and it’s a more modern story, written by Mark Twain. It’s called “A Connecticut Yankee in King Arthur’s Court.” We read chapter 5, using the partner-pause-card strategy we worked with at the beginning of the semester
After reading Chapter 5 (I think that’s enough reading for today, don’t you?) we sat down to work on our own parody writing! Today we’ll be brainstorming ideas, but we may also have time to get started on writing. Here’s the skinny:
- You’re going to write a short story (minimum 2 paragraphs, maximum 2 pages, unless you’re Breyonna, who writes the size of Texas)
- This story should star a modern character – someone from Osborne High School, perhaps!
- This character should travel back in time to Camelot, in King Arthur’s court!
- What to the Knights of the Round Table think of an OHS student?
- What does a typical OHS student think of the knights?
- How to they interact with each other?
- Remember, a parody is supposed to imitate another author’s style, so when we imitate Mark Twain’s plot, we’re making a parody of his work. If you want to take this into the realm of satire, you should be making some kind of criticism, either of Camelot, or of OHS.
…Sound like a lot? Well don’t freak out, because today is just brainstorming! We’ll write more on Monday 🙂 So we’ll go over brainstorming strategies today, pick our favorite, and roll with it!
Welcome to Wednesday! It’s all downhill from here, right? And you know what? After this week, only four more weeks until finals, and then SUMMER VACATION!!!
(wow, really? Four more weeks? Daaang…)
Standard: ELA10W2 The student demonstrates competence in a variety of genres.
Learning Target: Students will complete reading “Morte d’Arthur” and then learn about parodies and satires in preparation for tomorrow and Friday’s texts.
Activator: Heavy Hits! Jousting!
So, today we’re going to finish reading the poem we started yesterday, and then talk about parodies. Excited yet? I am 🙂
The reason we’re learning about parodies is because we’re going to be studying two of them! The first was written by Mark Twain, and it parodies the King Arthur legends by having a “modern” person go back in time and expose the absurdity of some of the things from medieval times. The story was written a while ago, so the characters aren’t really modern anymore, but it’s still fun to read! Friday we’ll be watching another very famous parody – Monty Python and the Holy Grail.
So, without further ado, here’s a nifty PowerPoint on satire and parody! I likes me some PowerPoints lately, don’t I? Anyway, we need to get some background information on what a parody is, because after we read and watch a couple, we’re going to write a little parody of our own! I think you guys have done a good job with this so far (I’ve seen some awesome Facebooks for King Arthur) but we’ll do something a little more formal 🙂 See you guys Thursday!