- We walked to the Public Library and read. (Some people made a detour to the coffee corner first.)
- We went over what the HISTORICAL approach is, and what the BIOGRAPHICAL approach is. I handed out Allison's paper as a way of showing some specific ways to connect the historical time, or the life of an author, to his or her work. I handed back everyone's connections, and hopefully people are more clear now about how to do this, and that you need a specific textual example to support your point.
- Here's a copy of the handout I gave in class. Allie and Allison, please make sure you check out these websites and are able to answer these questions verbally on Monday.
Saying Good-Bye to Charles Dickens (For Now)
We need to mark the closing of our time with A Christmas Carol in some way.
Today, I’d like you to do some perusing and contextualizing. I’d like you to go to the following website, then click on the links I have listed below. I want you to read the material—it’s good stuff!—and I want you to discuss it with your group. Please answer the questions I asked under each link.
I expect you to have a good time with this and learn some things. But I also expect you to take the assignment seriously and learn from it.
On Monday, we will have a test over A Christmas Carol and Victorian times. At the end of the block today, you make ask me any question you like about what will be on the test.
I expect you to make the most out of this, in spite of it being Friday. J Than you in advance for your perserverance.
Read all of the material here, and discuss it with your group.
· What did you already know about the Victorian Era?
· What surprised you?
· How was it different from the Romantic Era?
· What was a typical week in the workhouse like, do you think?
· Why could you be sent to a workhouse?
· What were some of the rules students had to follow?
· What was a typical day like in a Victorian classroom?
Basic Website with all kinds of good information!
- Brittany read her villanelle, since we didn't hear it yesterday.
- Jackie directed (and very finely, I might add) a dramatic rendition of a Victorian classroom, complete with lining up by height, bowing, curtseying, and "yes ma'am" all around. This is how I will expect everyone to behave in class from now on. :-)
- We played the chair game for the last fifteen minutes.
- Check the wiki, please. I'll post it by Saturday morning.
- We picked up the new section of the textbook.
- We wrote for ten minutes, on whatever topic was on our minds.
- I talked about the importance of trust and the golden rule.
- I handed out expectations for small group sharing.
- I handed out a prep sheet for people to record the three pieces they're reading today, and why.
- All three groups went their separate ways to share--we had about thirty minutes for that.
- Prompt Word Poem--we wrote down two of everyone's Death of Language lists on page 27. I'll explain what to do with them on Monday.
- Playing w/Words: Connotations (p. 29)--as a class we did numbers 2, 3 and 4. Everyone seemed to get a hang of the idea that words can have connotations unconnected with their dictionary meaning.
- Journal #2--two pages minimum, typed, on any topic;