Mr. Hutchison

Eng 112 Eng 123 Econ 120

Posted: March 21, 2017

World of the Play Research Project

You will be responsible for researching the playwright and the ―world‖ he/she lived in during the time he/she wrote the play. You will present your ―world of the playwright‖ report to the class with an oral presentation accompanied by at least one visual aid and also turn in a written outline or report. This information will be vital in our interpretation of the characters and the play.

Your research should include:

1. A brief background and history of the playwrights life and career (5 points)

2. A description of the world surrounding the playwright, specifically the historical, social, political and cultural influences of this time. Your report may include but not be limited to: wars/revolutions/political upheavals, change in government, scientific/religious/philosophical theories or discoveries, change in class structure, trends in gender roles, sexual identity, cultural influences such as entertainment, fashion, etc, as well as personal challenges or life changing events in the playwright's life. (10 points)

3. How did these factors affect the playwright and specifically influence his/her writing of this particular play (5 points(

 

Points will be taken off for mechanics, spelling etc.

Due Monday March 27

 

Posted: February 15, 2017

2nd way to deconstruct children’s books!

 

i. From whose perspective is the story told? How might the story change if it were told from the perspective of: a) the wolf? b) the grandmother? c) the mother? d) the woodsman/huntsman? FOR THE BOOK YOU CHOOSE APPLY THIS TO ALL OF THE MAIN CHARACTERS
ii. Who are the privileged characters in the story? What makes them so?
iii. Who is marginalized? How?
iv. What ideologies/biases are in place? How do these affect the outcome of the story?
v. Note the gender roles in the story. What roles do they play in the development of the plot? What message could they be portraying? What might these roles reflect upon the values of the society in which this story is published?
vi. How do the illustrations impact the reader? What messages are the styles/colours, etc. sending to the reader?

Posted: February 7, 2017

Children’s Book Questions:

 

Go to Tumble books

 

Login: WRESREADS

Password: books

 

1.   What is the author's point of view? What is the illustrator's point of view? What is your evidence?

2.   What biases (cultural, linguistic, gender, ability, sexual orientation, religious etc. values and beliefs) do you, as the reader, bring to the text?

3.   What assumptions, beliefs and values does the author bring to the text? What is your evidence?

4.   What assumptions, beliefs and values does the illustrator bring to the text? What is your evidence?

5.   What assumptions, beliefs and values does the author make about the reader? What is your evidence?

6.   What assumptions, beliefs and values does the illustrator make about the reader? What is your evidence?

7.   Why has the author chosen to convey the main message or theme as they have? What is their purpose?

8.   What role does the publisher play in perpetuating messages in the text?

9.   What other questions might you, as a critical consumer, ask of the text?

 

Posted: February 3, 2017

Parents of students enrolled in Eng 12 periods 1,2,3 and 4 please read.

 

Mr. Derek Hutchison BA, B.Ed, M.Ed.

 

Derek.Hutchison@nbed.nb.ca

 

506-778-6078 (James M. Hill)

 

 

 

Welcome to Mr. Hutchison’s classroom. It is my goal this year that all my students become involved in an engaging learning experience. You will notice that we will be innovative in the class while still maintaining the core principles of classroom structure.  In order for us to accomplish our goal this year there are several things you should know about the procedures of this classroom.

 

The Humanities Department 5 “Ps” of success

 

 

 

·         Be PREPARED- Be ready for class- Bring all materials and be on time. Students will not be permitted to leave class during the first 15 minutes of class or last 15 minutes.

 

·         Be POLITE to each other- Respect is key to a healthy classroom environment and every student and teacher will respect the opinions of others.

 

·         PARTICIPATE in class- students will be expected to guide the learning through discussion. They will participate in presentations, group work, projects and other learning activities.

 

·         Be PROMPT- Pass in materials on due dates at the start of class and not the end of class. Passing in at the end of class is considered late- The teacher will give enough time for each student to finish their work. If a student is unable to hand in assignments on the due date, they must talk with their teacher before the due date to request an extension. (Extensions will not be given if a student has not used the allotted time in a productive way.)

 

·          Late work will be deducted 20% for the first day it is late. After 1 day late a mark of 0% will be assigned.

 

·         Late work also includes be absent when an assignment is due.  With technology there is no excuse. For example, if you are absent and an assignment is due......... it is your responsibility to email it to the instructor.( on the due date!)

 

·         Be PRODUCTIVE- Stay on task to maximize learning time. Cell phones and other distractions will not be tolerated in the classroom. The teacher may use these personal devices for learning activities because they are tools that help students. However when they are not in use for a learning activity, cell phones should be put away. Staying on task is an important key to success.

 

 

 

  I acknowledge that I have read and understand the principles that will be upheld in this class:

 

 

 

Student Name (print)________________________      Student Signature________________________

 

 

 

Parent Name (print)_________________________      Parent Signature_________________________

 

Posted: January 20, 2017

Periods 1,2,3 and 4.

Here is a " hint" for your exam:

 

1.       Symbol: Many of the pieces we read this term contained strong symbols.  Choose TWO  that stood out for you, clearly describe each, and explain what it represents.  Comment on how the use of these symbols added to the overall meaning of the text, as well as the effectiveness of the choice.

 

 

 

Reading Outcome

9-10

7-8

5-6

3-4

7.2 Recognize how artful use of language and text can influence the reader

- explain how symbolism creates meaning  and engages the audience

- offer unique perspectives

-explain how symbolism creates meaning  and engages the audience

 

-identifies accurate symbols; some evidence may not be relevant; explanation may not be clear

 - identified symbols are accurate; explanation inaccurate

Writing Outcome

9-10

7-8

5-6

3-4

8.1  Use writing to reflect  on experiences with a range of texts and issues

 

 

Symbol #1

-  analysis directly supports main idea

-elaborates on the main idea with 6 relevant details

- analysis directly supports main idea

- elaborates with 4 relevant details

 

- analysis directly supports main idea

- elaborates with 2 relevant details; some details may not be relevant to thesis

 

 

- analysis is attempted, but may not support main idea

- minimal details

Writing Outcome

9-10

7-8

5-6

3-4

8.1  Use writing to reflect  on experiences with a range of texts and issues

 

 

Symbol #2

- analysis directly supports main idea

 

-elaborates on the main idea with 6 relevant details

-analysis directly supports main idea

- elaborates with 4 relevant details

 

analysis directly supports main idea

- elaborates with 2 relevant details; some details may not be relevant to thesis

 

 - analysis is attempted, but may not support main idea

- minimal details

 

Posted: January 18, 2017

Eng periods 1,2,3 and 4:

 

Exam Review  Eng 112

Do 4 of 6 Questions

1.       Symbolism Powerpoint  on Mr Hutchison’s web page

2.       Question on Characters from 2 novels you read

3.       An Author question

4.       Modify the ending of a novel or short story you read this term

5.       An Opinion question

6.       Deconstruct a cartoon

 

Posted: January 17, 2017

Eng periods 1,2,3 and 4.

Here is a powerpoint on symbolism in LOTF( might help for the exam!)

AttachmentSize
Office presentation icon lotf_symbolism.ppt235.5 KB

Posted: January 10, 2017

Eng periods 1,2,3 and 4 look up all terms tonight for LOTF chapters 7-10.

Posted: December 15, 2016

Periods 1,2,3 and 4. Final Project for LOTF.

DUE JAN 16/17

AttachmentSize
Microsoft Office document icon lotf_final_project.doc31 KB

Posted: December 14, 2016

Periods 1,2,3 and 4 Test will now occur on Thursday December 15. Chapters 4,5 and 6

Pages

Image Galleries

Added: Fri, Nov 13 2015