S3 'The Last Laugh'--over to you!

Today we turned to more creative tasks after having spent some time on a critical essay examining Owen's 'The Last Laugh'.

Your task was to create a poem on the subject of war which uses personification to give power to the war machinery. The aim was three stanzas' worth of fine poetry, and some of you are there already, and in the redrafting stages.

One big thing we learned about was how poets break sentences for effect (remember: no paragraphs in poetry!).

S1 Stargazing 2

Today, along with checking in on Learning and Reading Logs (keep up the good work, everyone!), we took a little look at constellations, which are an important part of the storyline of Underground to Canada, and to the escape of slaves in general.

After examining where and how the Little Dipper/Plough looks in the night sky at the moment, and where the North Star (Polaris) is from there, we learned that what we see in the sky when we think we're looking at the North Star is actually three stars!

We then looked at the first part of this documentary (History Channel), which we found rather challenging at first, and learned a little more about Polaris and how we see stars in the sky. What interesting fact did you write down?

S1 Stargazing

This week, you're all looking out for the Big Dipper (Plough), part of Ursa Major.

Here's a wee spotting guide to help you: Virgin: how to spot star constellations

If you have an app, or another site which is helping you, feel free to tell us all what it is in the comments below!

S1 Underground to Canada Vocabulary

Here are this week's words, folks:

rouse
boll
dusk
timid
stalls
twitch
listless
trough
collard
rattan
shuffle
elegant
tote
cautious
pout
furrow
crinkled
clipped
resemble
exhausted

Same as last time--you need to know how to use and spell these words. They are taken from chapters 6-8. Assessment from 25th November.

Nat 5 Macbeth

Here are the scenes we identified as being most important to our understanding of the play:

1.1: Witches (themes/atmosphere)
1.3: Witches + M
1.5: LM + evil spirits
1.7: LM manipulates M
2.1: M hallucinates/daggers
2.2: D is murdered/consequences
3.4: Banquet
4.1: Witches/apparitions
5.1: demise of LM
5.2: Truth is out
5.5: Tomorrow

Reread these scenes, ensuring your notes are tidy and up to date. You will need them for the essays you will be practising over the next few weeks and months.

Advanced Higher--the chickens

Here's what you were working on today:

The colours chosen for Chauntecleer are taken from heraldry. Some are also liturgical colours used in church services. These choices help us to understand that C is a high status character.

His description follows the rules of rhetoric, in accordance with the ideas of nobility and chivalry. Annotate C & P with the vocabulary used to describe each bird, to emphasise their 'gentil' status.

What point is Chaucer making by the strong contrast between the magnificence of C and the poverty and modesty of his widowed owner? Use this approach, and some of the techniques you noted about rhetoric in the last section. Write your own description of two contrasting figures whose paths cross. Perhaps a politician and Mother Teresa meet at a conference, or a member of a royal family meets a senior citizen in a care home...

S2 'The Raven' Homework

Due 21st November

Write your own stanza which imitates the second stanza of The Raven. Ensure you replicate rhyme scheme, internal rhyme, rhythm, alliteration and patterns of repetition. You should also echo the tone and mood of sadness/melancholy in the poem.

Ah, distinctly I remember, it was in the bleak December,                      A
And each separate dying ember wrought its ghost upon the floor.          B
Eagerly I wished the morrow; vainly I had sought to borrow                  C
From my books surcease of sorrow, sorrow for the lost Lenore.           B
For the rare and radiant maiden whom the angels name Lenore,             B
Nameless here forevermore.                                                                B

S4 National 5 Macbeth

Here is the link to Ian McKellen's exploration of Macbeth's 'Tomorrow' soliloquy. We will finish up with the imagery (and the play!) tomorrow with a view to writing on the whole play next week.

Ian McKellen Macbeth

S1--The Music of Underground to Canada and Homework

Here are some of the songs we worked with over the past two days:

Jimmy Crack Corn/Blue Tail Fly
American/Canadian National Anthems
Let My People Go--Paul Robeson
Let My People Go
Go Down Moses--Louis Armstrong

Homework
Write these words in the back of your jotter. You must learn how to spell and use them correctly. One way to do it would be to first look the words up in a dictionary, then create a sentence for each. You could then employ the learning strategies you know, including 'Look, Cover, Write, Check', to ensure you've learned how to spell them.

tolling
wisp
plodding
clung
abolitionist
stifling
gourd
sullen
sieves
huddle
rumpled
magnolia
frail
drawl
overseer

Task 2:
Research and write down four facts about Quakers.

All due Tuesday 11th November