1. Many stage productions of MacBeth omit Act I scene i. Is this scene necessary? How does it prepare us for important themes in the play? What is the effect of this scene's setting? What does the line "Fair is foul, and foul is fair" (line 10) mean?
In the play MacBeth, directors keep omitting the scene of act 1 scene i, but however, Act 1 scene i, this scene is importiant. First off, if it wasn't, shakespeare wouldn't have put it in the book, and secondly, this secene draw the audiences attention. They start wondering who the witches are. The effect of this scene's setting is again, getting the audiences attention, the scene is about the witches talking and it gets poeple wondering why there's witches. Witches are bad, why are they in this play? What I believe "Fair is foul, and foul is fair" means is that Good is bad, and bad is good. What I thinks this means it's like the yin and yang symbol, the black part is bad and the white is good. But, in the black there's a white dot, which is the good in the bad. For the white side, there's a black dot, which is the bad in the good. What I'm trying to say with this is there's good in every bad person and bad in every good person.
2. For questions 2-4, consider the classical definition of tragedy from Aristotle's Poetics: a drama about a noble hero with a tragic flaw that causes his/her downfall. The tragic hero's fate evokes pity and terror and creates a catharsis (an emotional release or purging) for the audience.Describe MacBeth's character. Is he completely a villain? Does he have a conscience? What are his admirable qualities? What do the wounded captain's comments (I. ii.) reveal about MacBeth's character? What is his tragic flaw? Is MacBeth aware of his flaw?
Macbeth is brave, he's a Scottish general that gets wicked thoughts from three witches. Macbeth isn't a villain, he only seems like one because of what the witches do to him. He also seems quite curious because of the fact that he does what the witches tell him. He has conscience, when the witches tell him something he gets curious then does whatever is said. Macbeth's admirable qualities are his loyalty to the towns people, and to the king and his friends. He's also ambitions because of the fact that he wants the titles the witches call for him. Macbeth wounded captain's comments are the fact that Macbeth is courageous, and he never gives up, although it may be a tough task. Macbeth's tragic flaw is the fact that the witches have completely taken over his head and Macbeth wants these higher titles. Macbeth is aware of his flaws, this is because of the fact that Macbeth keeps going for what he wants, no matter if people have to die because of it.
3. A tragic hero should provoke our sympathy. Do you sympathize with MacBeth? Why or why not? Does his downfall evoke pity and terror? Does he fit Aristotle's definition of a tragic hero?
As Shakespeare wrote this play, the main thing all writer do is make you sympathize the main character. As Macbeth is the main character, I do sympathize him. I sympathize Macbeth because of him wanting more, although he already has everything. His downfall surely evokes pity and terror, this is because Macbeth is extremely greedy, he always wanted more, which led to it not being Macbeth's fault, then you feel pity for him. This is all mostly Lady Macbeth's fault, she pretty much forces/ brainwashes Macbeth into killing the King. Once he kills the King, Macbeth is terrified, and you feel extremely bad for him. You also feel terror as he kills the King, all you can think is "What's going to happen to Macbeth?" or "Can he actually keep this a secret, or will he get caught?". Macbeth fits Aristotle's definition of tragic hero because he had one flaw, which was his ambition. He was a man of higher standings, but still wanted more. His one flaw sent Macbeth to his downfall, which then lead to Macbeth eventually dying. He dies because he realized the mistakes he had made and said he would take his life in return.
4. What are the forces that determine MacBeth's destiny? To what degree are the witches responsible for MacBeth's downfall? What roles do fate and free will play in MacBeth's destruction?
The forces that determine Macbeth's destiny are the witches, Macbeth's greed, and lady Macbeth. The witches were fully responsible to Macbeth's downfall, because they were the ones that told Macbeth he can have more, and be King. Then, lady Macbeth liked the idea of Macbeth becoming king, and she brainwashed Macbeth into killing Duncan. Then, there was Macbeth's greed that played along with this, he wanted to rule the kingdom, he wanted to be king. The roles that free will and fate play in Macbeth's destruction are that Macbeth was brought down by his own ambition, therefore being free will. Macbeth wasn't forced into making these decisions, but he was sort of brainwashed by his greediness and lady Macbeth. So, it was more free will than fate.
5. Blood is mentioned over 100 times in MacBeth. What are the most significant references to blood in the play? As a psychological symbol, what does blood represent for MacBeth and Lady MacBeth?
In my opinion, the most significant references to blood in the play are when Macbeth sees blood all over his hands and dagger after killing Duncan, then Lady Macbeth has blood all over her hands and she constantly rubs them trying to get the blood off. What I believe that blood represents for Macbeth and Lady Macbeth are, for Macbeth's (having the blood on his hands and dagger), to me the blood symbolizes the guilt that Macbeth and Lady Macbeth feel after the killing of Duncan. Since the blood on Lady Macbeth's hands cannot be washed away, I believe it represents the fact that the killing of Duncan can't be undone, and that both Macbeth and Lady Macbeth both feel guilty, because they had killed Duncan due to their greed.
6. How are storms, omens, and prophecies used as psychological symbols in the play?
Storms in the play are used as psychological symbols whenever the witches are shown, this is due to the fact that it creates mysterious, and dark feelings. The storms symbolize that something bad is bound to happen, or something bad is happening. Omens are used as psychological symbols whenever something bad is going to happen as well. An example of an omen is when Macbeth imagines the dagger. Omens are usually a phenomenon predicting the future. Prophecies are used by the witches throughout the play, which is the main cause for Macbeth's downfall. Prophecies use visions, whether they're real or not and they pass on knowledge. Without all these elements throughout the play, Macbeth wouldn't be the character he is.
7. Discuss the following characters as doubles of Macbeth: Duncan, Malcolm, Banquo, the Thane of Cawdor, and the King of England. How would you compare each character to Macbeth? If we interpret these characters as reflections of various facets of Macbeth's personality, what facet would each character represent?
Duncan- Macbeth is actually a good man until he makes a bad decision. They are alike due to the fact that they are both kings in this play and they are both show pride in who they are. Macbeth and Duncan have different personalities due to Duncan being older and Macbeth being a younger man. Both men are born in nobility, but later on in the play Macbeth is not noble anymore. If Duncan were part of Macbeth's personality I think it would be his nobility.
Malcolm- they both fight for what they believe in, and they also both have equal rights to become king after the passing of Duncan, and nothing is stopping them from becoming king. Both have ambition, courage, and greed to some sort of degree. If Malcolm were a part of Macbeth's personality I believe he would be Macbeth's ambition. Due to them both having high ambition.
Banquo- Macbeth becomes king and Banqo's children will become king as well. This shows Macbeth's nobleness because he's noble to his relatives, before and after he had killed Duncan, not during. Banquo and Macbeth are similar due to the fact that they both believed in the witches prophecies. If Banquo were a part of Macbeth's personality, I believe he would be his naivety, because both of them believed in the witches prophecies.
Thane of Cawdor- Thane of Cawdor betrayed his king, as did Macbeth. Macbeth took his position as Thane of Cawdor. The Thane of Cawdor got hung after he was called a traitor. Macbeth was also somewhat a traitor, due to him betraying king Duncan. I believe if the Thane of Cawdor were a part of Macbeth's personality, it would be his traitorism.
King of England- Due to Macbeth's ambition, he will do anything in his power. As does the king of England, because he wants to serve his country with pleasure. If the King of England were part of Macbeth's personality it would be his ambition.
8. Consider the use of the dream/sleep motif in Macbeth. Bad dreams and disturbed sleep often represent psychological turmoil. What examples of disturbed sleep do you find throughout the play? What do Lady Macbeth's dreams in the famous sleepwalking scene (V. i.) reveal about her character?
An example of disturbed sleep throughout the play is when Macbeth dreams about Banquo's son coming after Macbeth, killing him, and taking the crown from him. Macbeth then becomes restless, then sends men off to go kill Banquo and his son. Also, another example of bad dreams in the play "Macbeth" is when Lady Macbeth sleepwalks in the scene (V.i). What this reveals about her character is that she's restless, probably because of the fact that she can no longer sleep due to the fact that Macbeth is a guilty man for killing all these people and no one knows the truth about Macbeth.
9. What is the purpose of the Porter scene (II. iii. 1-45)? Does it seem out of place in the play? How does this comic scene reflect the play's darker themes?
The purpose of the Porter scene is to make people in the audience laugh, it was used for humor. To me, the scene doesn't seem out of place in the play because it makes the audience aware of the devil and hell. This scene reflects on the play's darker themes because it again talks about hell and the devils, and it's humorous due to the fact that Shakespeare wanted a different mood to be set other than suspense and fear throughout the play.
Thursday, 27 February 2014
Sunday, 23 February 2014
Weekly Blog 4
This week was honestly complete shit. Stressing out for our English presentation, then my bio quiz, and then on top of that trying to study and understand everything in chemistry for the upcoming test next Monday. I guess the English presentation went well. We were the first ones to present., so we didn't really know what to expect. But, I think we did pretty good considering the fact that we didn't know what we were doing.
Then there was the biology quiz and baby projects that we due. The baby project was a project (obviously) that we had to pick a partner and make a baby with them (not a real baby). Anyways, we had figured out how our baby would look like according to our genes and what not and the baby didn't look like me at all. It was black, I had a black baby. I wanted a cute blonde hair and blue eyes baby, but whatever. I mean I'm not trying to be racist but come on, how cute is blonde hair and blue eyes? So, I had to make a whole scrapbook for this project and it took me 4 hours... I was so pissed off. While I was making this scrapbook I also had to study for a bio quiz. I was stressing a la max.
Next problem of the week was chem. I had to do a chem lab, and there was a quiz which Kumahor never marked so I don't know what I'm doing. Honestly, I would drop chem if I could, but I don't want to close any doors. I hate how I'm practically forced to make the decision on what I want to do for the rest of my life right now. Like I'm 16, I don't even know what clothes to put on in the morning.
Then there was the biology quiz and baby projects that we due. The baby project was a project (obviously) that we had to pick a partner and make a baby with them (not a real baby). Anyways, we had figured out how our baby would look like according to our genes and what not and the baby didn't look like me at all. It was black, I had a black baby. I wanted a cute blonde hair and blue eyes baby, but whatever. I mean I'm not trying to be racist but come on, how cute is blonde hair and blue eyes? So, I had to make a whole scrapbook for this project and it took me 4 hours... I was so pissed off. While I was making this scrapbook I also had to study for a bio quiz. I was stressing a la max.
Next problem of the week was chem. I had to do a chem lab, and there was a quiz which Kumahor never marked so I don't know what I'm doing. Honestly, I would drop chem if I could, but I don't want to close any doors. I hate how I'm practically forced to make the decision on what I want to do for the rest of my life right now. Like I'm 16, I don't even know what clothes to put on in the morning.
Saturday, 22 February 2014
Weekly Blog 3
So this Friday (February 21st) we're supposed to play Vankleek Hill at our tournament at Clarence creek arena. Everyone's been waiting for this moment. This is because there's rivalry between the two schools. Girls on the RDHS team started making game plans on who they want to hit on the VCI team, which is quite funny if you ask me. I'm sure VCI was doing the same.
However, Friday came around AND IT WAS A SNOWDAY. Honestly, I was so mad. We've been waiting to play VCI since December and it's a friggen Snowday?! Now we have to wait until March 4th to play them, and apparently VCI can't make it on that day.
Apparently there's a boys make up tournament on the same week, hopefully SMurray will change the dates so VCI can make it. Honestly, if we have to wait until next year to play them I'll be so mad. Plus, the girls on our "hit list" are graduating this year. Also, girls school hockey is non-contact so this is going to be a pretty interesting game. Honestly, being nice is not an option during this tournament.
Tuesday, 11 February 2014
Weekly Blog 2
Waking up early, tired, and having the same meals every day. This is because my mom left to Switzerland for two weeks, so it's just my dad and I. Honestly, I've never been so sick of frozen pizzas and pasta. Once there was no more frozen pizzas in the freezer I was extremely happy. All I could think to myself was "Yes, no more frozen pizzas for dinner!" But, one day I came from school to realize my dad stacked up on frozen pizzas, the freezer was pretty much stuffed with frozen pizzas. I was sooooo mad, and the sad part is, my dad gets excited whenever we eat pizza. "Yes! Now we get to eat our Canadian pizza and tomorrow we'll eat the Chicken Deluxe one!" All I can think to myself when he says that is "I hate my life" or "I can't wait until mom comes home."
Oh, and that's not the worst of it. Every morning he would make eggs for breakfast. But, no sometimes I'd be making pasta for dinner and my dad would ask "Can we make eggs too?!" Like no dad. First off that's disgusting and secondly I'm tired of eating eggs every morning thank you very much. Another thing that pisses me off is when I make dinner and my dad praises me, he says things like "wow Megan this is so good, I can't believe you made this." or "Why are you so good at cooking?". He honestly treats me like a handicapped person, like oh yeah dad, I'm really incapable of putting pizza in an oven and setting a timer, it's not like it says exactly what to do on the back of the box.
On top if all that, my dad wakes me up 20 minutes earlier than my mom usually does. If I'd try to say in bed a bit longer, he would come in my room and literally drag me out of bed. The only good part of it is that my dad still makes my lunches every day, and also the fact that he lets me sleep in his king sized bed while I make him sleep in my tiny twin bed. Also, I barley have to do anything around the house and I don't get annoyed all the time, except for when my sister is home.
Oh, and that's not the worst of it. Every morning he would make eggs for breakfast. But, no sometimes I'd be making pasta for dinner and my dad would ask "Can we make eggs too?!" Like no dad. First off that's disgusting and secondly I'm tired of eating eggs every morning thank you very much. Another thing that pisses me off is when I make dinner and my dad praises me, he says things like "wow Megan this is so good, I can't believe you made this." or "Why are you so good at cooking?". He honestly treats me like a handicapped person, like oh yeah dad, I'm really incapable of putting pizza in an oven and setting a timer, it's not like it says exactly what to do on the back of the box.
On top if all that, my dad wakes me up 20 minutes earlier than my mom usually does. If I'd try to say in bed a bit longer, he would come in my room and literally drag me out of bed. The only good part of it is that my dad still makes my lunches every day, and also the fact that he lets me sleep in his king sized bed while I make him sleep in my tiny twin bed. Also, I barley have to do anything around the house and I don't get annoyed all the time, except for when my sister is home.
Unit 1 Activity 1.9
Task 1: Read the conversation below, then write down what you think the Cockney Rhyming Slang words mean. Its written twice, once as it was really said, and then with the whole rhyme to make it easier to understand. Write a Canadian English translation on your blog.
"I'm gonna be late back to the gates tonight. Me and me ole chinas are goin' out for a few pig's. I won't be back for Joe, and as long as I stay off the Jack I won't get Elephant's and start readin'. I 'ope this bus gets 'ere soon, this Andy's running down me bushel ... if I'm not careful I'm gonna catch a Cheltenham."
"I'm gonna be late back to the gates of Rome tonight. Me and me ole china plates are goin' out for a few pig's ears. I won't be back for Joe Skinner, and as long as I stay off the Jack Dandy I won't get Elephant's trunk and start readin and writin'. I 'ope this bus gets 'ere soon, this Andy Cain's running down me bushel and peck - if I'm not careful I'm gonna catch a Cheltenham Bold."
Canadian English Translation:
"I'm going to be late tonight. My friends and I are going out for a couple of beers tonight. I won't be back for dinner, and as long as I stay off the Jack Daniels I won't get drunk and start fighting. I hope this bus gets here soon, this rain is running down me from head to toe- if I'm not careful I'm going to catch a cold.
Task 2: It's now time for you to invent your own Rhyming Slang. You are going to have to write out a short script (Cockney Rhyming Slang is a spoken dialect). First, write down ten words associated with teenage life - these can be school words, words to do with hobbies etc. You should get a list with things like this: teacher, homework, television (TV), pen, friends, party... and so on.
1. Party- silly smarty
2. Soccer- hard Rocker
3. Pen- smelly hen
4. Teacher- nasty creature
5. Homework- House work
6. Phone- From Rome
7. Hockey- very cocky
8. Twitter- really bitter
9. Food- very rude
10. Bus- a fuss
Task 3: Now write down the names of 5 of your friends and 5 of your teachers. No insults!
1. Alexis- the sexiest
2. Michelle- from hell
3. Elias- is rebellious
4. Matt- Fat Cat
5. Amy- The lamey (not an insult if Amy calls herself this)
6. Mr. Barton- milk carton
7. Mr. Harry- is scary
8. Mr. Murray- The Furry
9. Ms. Smith- the locksmith
10. Ms. Bird- Who heard
Summative Task: Now that you have practiced making up slang you are ready to make up your script. Imagine you and your best friend can only speak in rhyming slang, but have to go and see one of your school's scariest teachers, and explain why you have not handed in your homework assignment! Make your excuses as wild as possible, inventing new rhyming slang if you need to. Don't forget to follow the rules for writing a script ... ask your teacher if you are unsure.
Mr. Murray: Elias and Matt, where is your project?
Elias: My hen broke and I couldn't write down ideas, then I asked a creature for a new one and they didn't have a hen.
Matt: Then we tried to finish our neglect after school but we didn't have vapor, a hen, or a scooter to finish it!
Ms. Barton: You guys should both have dimensions for not having your neglect handed in on time!
Matt: Carton and Furry, we are so sorry!
Elias: Please forgive us, we will have our neglect handed in by 11:30 today!
My. Murray: Okay, cat and rebellious, this is a morning, next time you'll both get dimensions!
Matt and Elias: Thank you very much, Furry!
Glossary:
Computer- Motor Scooter
Project- Child Neglect
Matt- Fat Cat
Elias- is rebellious
Teacher- Nasty Creature
Pen- Smelly Hen
Detention-Fourth Dimension
Ms. Barton- Milk Carton
Mr. Murray- The Furry
Warning- beautiful morning
Paper- Water Vapor
"I'm gonna be late back to the gates tonight. Me and me ole chinas are goin' out for a few pig's. I won't be back for Joe, and as long as I stay off the Jack I won't get Elephant's and start readin'. I 'ope this bus gets 'ere soon, this Andy's running down me bushel ... if I'm not careful I'm gonna catch a Cheltenham."
"I'm gonna be late back to the gates of Rome tonight. Me and me ole china plates are goin' out for a few pig's ears. I won't be back for Joe Skinner, and as long as I stay off the Jack Dandy I won't get Elephant's trunk and start readin and writin'. I 'ope this bus gets 'ere soon, this Andy Cain's running down me bushel and peck - if I'm not careful I'm gonna catch a Cheltenham Bold."
Canadian English Translation:
"I'm going to be late tonight. My friends and I are going out for a couple of beers tonight. I won't be back for dinner, and as long as I stay off the Jack Daniels I won't get drunk and start fighting. I hope this bus gets here soon, this rain is running down me from head to toe- if I'm not careful I'm going to catch a cold.
Task 2: It's now time for you to invent your own Rhyming Slang. You are going to have to write out a short script (Cockney Rhyming Slang is a spoken dialect). First, write down ten words associated with teenage life - these can be school words, words to do with hobbies etc. You should get a list with things like this: teacher, homework, television (TV), pen, friends, party... and so on.
1. Party- silly smarty
2. Soccer- hard Rocker
3. Pen- smelly hen
4. Teacher- nasty creature
5. Homework- House work
6. Phone- From Rome
7. Hockey- very cocky
8. Twitter- really bitter
9. Food- very rude
10. Bus- a fuss
Task 3: Now write down the names of 5 of your friends and 5 of your teachers. No insults!
1. Alexis- the sexiest
2. Michelle- from hell
3. Elias- is rebellious
4. Matt- Fat Cat
5. Amy- The lamey (not an insult if Amy calls herself this)
6. Mr. Barton- milk carton
7. Mr. Harry- is scary
8. Mr. Murray- The Furry
9. Ms. Smith- the locksmith
10. Ms. Bird- Who heard
Summative Task: Now that you have practiced making up slang you are ready to make up your script. Imagine you and your best friend can only speak in rhyming slang, but have to go and see one of your school's scariest teachers, and explain why you have not handed in your homework assignment! Make your excuses as wild as possible, inventing new rhyming slang if you need to. Don't forget to follow the rules for writing a script ... ask your teacher if you are unsure.
Mr. Murray: Elias and Matt, where is your project?
Elias: My hen broke and I couldn't write down ideas, then I asked a creature for a new one and they didn't have a hen.
Matt: Then we tried to finish our neglect after school but we didn't have vapor, a hen, or a scooter to finish it!
Ms. Barton: You guys should both have dimensions for not having your neglect handed in on time!
Matt: Carton and Furry, we are so sorry!
Elias: Please forgive us, we will have our neglect handed in by 11:30 today!
My. Murray: Okay, cat and rebellious, this is a morning, next time you'll both get dimensions!
Matt and Elias: Thank you very much, Furry!
Glossary:
Computer- Motor Scooter
Project- Child Neglect
Matt- Fat Cat
Elias- is rebellious
Teacher- Nasty Creature
Pen- Smelly Hen
Detention-Fourth Dimension
Ms. Barton- Milk Carton
Mr. Murray- The Furry
Warning- beautiful morning
Paper- Water Vapor
Unit 1 Activity 1.8
Task 1: Read the following sentences aloud to a partner. They have been written phonetically, so the spelling attempts to show the speakers' accents. Can you work out what they should sound like and what they mean?
1) "S'appnin? Mah' dojigger be Isaac. I live in Kin'staan. S'coo, bro'. Where d'ya live?"
"What's happening? My name is Isaac. I live in Kingston. It's cool brother. Where do you live. What this sentence means is it's two people talking. One's name is Isaac, and is telling the other person that he lives in Kingston. Then asks where the other person lives.
2) "Owright, mate. Ya ahright'? It's me berfday nex week, I'll be fir'een."
"Alright, mate. Are you alright? It's my birthday next week, I'll be fifteen." What this sentence means is it's a conversation between two friends. One is asking the other if they're aright and then saying it will be his birthday next week.
3) "G'day cobber, ows it goin? Havn a shindig over at muh sheila's this arvo, reckon its gonna be a rippah!
"Good day friend, how is it going? Having a get together over at my sister's this evening, I sat it's going to be crazy!' What this sentence means is it's a conversation between two friends, and one friend is saying how his sister is going to have a party, he's really excited.
Task 2: Write out how you would speak to someone your own age. Load it with slang, and set it out phonetically.
"Yo man, how you doin' todai? Dat's guud, I'm feelin' pretty guud miself."
The television character, Ali G, has created his own dialect. Below are examples of how he speaks. Read them, then re-write them using Standard English. How does Ali G say these words: my, the, to, he?
My: Me
The: Da
To: A
He: Him
1) "For real, it is like brain food for da mind to read quillions of books."
Read lots of books, it helps your brain grow and develop.
2) "Him be me mate Dave. He said wot he would borrow me his trainers."
He is my friend Dave. He said I could borrow his trainers.
3) "Me went a school yesterday, and we did have a well wicked English lesson."
I went to school yesterday, and we had an awesome English lesson.
4) "Me hasked da man to chill, but him still kept bangin'"
I asked him to relax, but he kept going.
1) "S'appnin? Mah' dojigger be Isaac. I live in Kin'staan. S'coo, bro'. Where d'ya live?"
"What's happening? My name is Isaac. I live in Kingston. It's cool brother. Where do you live. What this sentence means is it's two people talking. One's name is Isaac, and is telling the other person that he lives in Kingston. Then asks where the other person lives.
2) "Owright, mate. Ya ahright'? It's me berfday nex week, I'll be fir'een."
"Alright, mate. Are you alright? It's my birthday next week, I'll be fifteen." What this sentence means is it's a conversation between two friends. One is asking the other if they're aright and then saying it will be his birthday next week.
3) "G'day cobber, ows it goin? Havn a shindig over at muh sheila's this arvo, reckon its gonna be a rippah!
"Good day friend, how is it going? Having a get together over at my sister's this evening, I sat it's going to be crazy!' What this sentence means is it's a conversation between two friends, and one friend is saying how his sister is going to have a party, he's really excited.
Task 2: Write out how you would speak to someone your own age. Load it with slang, and set it out phonetically.
"Yo man, how you doin' todai? Dat's guud, I'm feelin' pretty guud miself."
The television character, Ali G, has created his own dialect. Below are examples of how he speaks. Read them, then re-write them using Standard English. How does Ali G say these words: my, the, to, he?
My: Me
The: Da
To: A
He: Him
1) "For real, it is like brain food for da mind to read quillions of books."
Read lots of books, it helps your brain grow and develop.
2) "Him be me mate Dave. He said wot he would borrow me his trainers."
He is my friend Dave. He said I could borrow his trainers.
3) "Me went a school yesterday, and we did have a well wicked English lesson."
I went to school yesterday, and we had an awesome English lesson.
4) "Me hasked da man to chill, but him still kept bangin'"
I asked him to relax, but he kept going.
Unit 1 Activity 1.7
Task - Part 1: Now look up the following words below, and for each, post to your blog:
• What part of speech it is.
• What the plural is.
• The definition.
• The etymology.
Potato
Balaclava
Prefix: Grammar . an affix placed before a word, base, or another prefix to modify a term's meaning, as by making the term negative, as un- in unkind, by signaling repetition, as re- in reinvent, or by indicating support, as pro- in proabolition. Compatible prefixes can work together, as un- and re- in unrefundable.
Suffix: Grammar . an affix that follows the element to which it is added, as -ly in kindly.
Root: a part of the body of a plant that develops, typically, from the radicle and grows downward into the soil, anchoring the plant and absorbing nutriment and moisture.
• What part of speech it is.
• What the plural is.
• The definition.
• The etymology.
Potato
- Noun
- Potatoes
- A starchy plant tuber which is one of the most important food crops, cooked and eaten as a vegetable
- Mid 16th century: from Spanish patata.
- Noun
- Luddites
- A member of any of the bands of English workers who destroyed machinery, especially in cotton and woollen mills, which they believed was threatening their jobs (1811–16).
- Perhaps named after Ned Lud, a participant in the destruction of machinery.
- Noun
- Habits
- A settled or regular tendency or practice, especially one that is hard to give up.
- Middle English.
- Noun
- Gypies
- A member of a travelling people with dark skin and hair, traditionally living by itinerant trade and fortune telling. Gypsies speak a language (Romany) that is related to Hindi and are believed to have originated in South Asia.
- Mid 16th century.
- Noun
- Gangs
- An organized group of criminals.
- Old English.
- Noun
- Thugs
- Violent person, especially a criminal.
- Early 19th century.
- Noun
- Autobiographies
- An account of a person’s life written by that person.
- Old English.
- Noun
- Horses
- A solid-hoofed plant-eating domesticated mammal with a flowing mane and tail, used for riding, racing, and to carry and pull loads.
- Old English hors.
- Noun
- Dogs
- A domesticated carnivorous mammal that typically has a long snout, an acute sense of smell, non-retractile claws, and a barking, howling, or whining voice.
- Old English.
- Noun
- Papers
- Material manufactured in thin sheets from the pulp of wood or other fibrous substances, used for writing, drawing, or printing on, or as wrapping material.
- Middle English.
- Noun
- Woods
- The hard fibrous material that forms the main substance of the trunk or branches of a tree or shrub, used for fuel or timber.
- Old English wudu.
- Noun
- Pencils
- An instrument for writing or drawing, consisting of a thin stick of graphite or a similar substance enclosed in a long thin piece of wood or fixed in a cylindrical case.
- Middle English.
Balaclava
- Noun
- Balaclavas
- A close-fitting garment covering the whole head and neck except for parts of the face, typically made of wool.
- Late 19th century.
- Noun
- Wellingtons
- The capital of New Zealand, situated at the southern tip of the North Island; population 179,463 (2006). It became the capital in 1865, when the seat of government was moved from Auckland.
- Capital of New Zealand
- Noun
- Sandwiches
- An item of food consisting of two pieces of bread with a filling between them, eaten as a light meal.
- Mid 18th century.
Task - Part 3: Look up and then post the definitions of the words 'prefix', 'suffix' and 'root'.
Prefix: Grammar . an affix placed before a word, base, or another prefix to modify a term's meaning, as by making the term negative, as un- in unkind, by signaling repetition, as re- in reinvent, or by indicating support, as pro- in proabolition. Compatible prefixes can work together, as un- and re- in unrefundable.
Suffix: Grammar . an affix that follows the element to which it is added, as -ly in kindly.
Root: a part of the body of a plant that develops, typically, from the radicle and grows downward into the soil, anchoring the plant and absorbing nutriment and moisture.
Task - Part 4: Autobiography' is a useful word to examine when trying to understand words' prefixes, suffixes and roots. It shows how some words are developed by using 'blocks' (morphemes) of existing words. What does the prefix 'auto' mean? And 'bio'? Lastly, what is the definition of 'graphy'? Post the answers to your blog.
Auto: Self
Bio: Life
Graphy: descriptive science
Task - Part 5: New inventions and technology always give rise to new words being created. Investigate the origin of the word 'car', and see if you can also find out why they were also named 'automobiles'. Similarly, use an etymological dictionary to explain how the word 'television' was created. Post the answers to your blog.
Car: late Middle English.
Cars were also called automobiles because it originates from the word carriage, as in horse and carriage.
Task - Part 6: Trade, travel, exploration, new technology and media communication have all been responsible for influencing the growth and diversity of the English Language. Look at the list of words below; use an etymological dictionary to find out where they originated, then try to explain how they entered English
Boomerang Juggernaut Malady Calypso Candy Anorak Pyjamas
Boomerang: This word i from the 1880s. 1827, adapted from an extinct Aboriginal languages of New South Wales, Australia. Another variant, perhaps, was wo-mur-rang. This word most likely entered the English language from the Aboriginals, who lived in Canada.
Juggernaut: 1630s, "huge wagon bearing an image of the god Krishna," especially that at the town of Puri, drawn annually in procession in which devotees allowed themselves to be crushed under its wheels in sacrifice. This word most likely entered the English language from the Europeans.
Malady: late 13c., from Old French maladie "sickness, illness, disease" (13c.), from malade "ill" (12c.), from Latin male habitus "doing poorly, feeling sick," literally "ill-conditioned," frommale "badly". This word may have entered the English language through the French, from their word 'maladie'.
Calypso: sea nymph in the "Odyssey," literally "hidden, hider" (perhaps originally a death goddess) from Greek kalyptein "to cover, conceal," from PIE *kel- "to cover, conceal, save," root of English Hell. This word most likely entered the English language through the Greek.
Candy: late 13c., "crystalized sugar," from Old French çucre candi "sugar candy". Candy most likely entered the English through the French, from their word "cucre candi".
Anorak: Eskimo's waterproof, hooded jacket, 1924, from Greenland Eskimo anoraq. Applied to Western imitations of this garment from 1930s. In British slang, "socially inept person" (Partridge associates it with a fondness for left-wing politics and pirate radio) by 1983, on the notion that that sort of person typically wears this sort of coat. Anorak most likely entered the English language through the Eskimos, whom the English interacted with.
Pyjamas: 1800, pai jamahs "loose trousers tied at the waist," worn by Muslims in India and adopted by Europeans there, especially for nightwear, from Hindi pajama, probably from Persianpaejamah, literally "leg clothing," from pae "leg" (from PIE *ped- "foot," see foot (n.)) + jamah "clothing." Modern spelling (U.S.) is from 1845. British spelling tends towardpyjamas. Pyjamas most likely entered the English language through the Muslims whenever the Muslim culture was accepted by the Europeans.
Boomerang: This word i from the 1880s. 1827, adapted from an extinct Aboriginal languages of New South Wales, Australia. Another variant, perhaps, was wo-mur-rang. This word most likely entered the English language from the Aboriginals, who lived in Canada.
Juggernaut: 1630s, "huge wagon bearing an image of the god Krishna," especially that at the town of Puri, drawn annually in procession in which devotees allowed themselves to be crushed under its wheels in sacrifice. This word most likely entered the English language from the Europeans.
Malady: late 13c., from Old French maladie "sickness, illness, disease" (13c.), from malade "ill" (12c.), from Latin male habitus "doing poorly, feeling sick," literally "ill-conditioned," frommale "badly". This word may have entered the English language through the French, from their word 'maladie'.
Calypso: sea nymph in the "Odyssey," literally "hidden, hider" (perhaps originally a death goddess) from Greek kalyptein "to cover, conceal," from PIE *kel- "to cover, conceal, save," root of English Hell. This word most likely entered the English language through the Greek.
Candy: late 13c., "crystalized sugar," from Old French çucre candi "sugar candy". Candy most likely entered the English through the French, from their word "cucre candi".
Anorak: Eskimo's waterproof, hooded jacket, 1924, from Greenland Eskimo anoraq. Applied to Western imitations of this garment from 1930s. In British slang, "socially inept person" (Partridge associates it with a fondness for left-wing politics and pirate radio) by 1983, on the notion that that sort of person typically wears this sort of coat. Anorak most likely entered the English language through the Eskimos, whom the English interacted with.
Pyjamas: 1800, pai jamahs "loose trousers tied at the waist," worn by Muslims in India and adopted by Europeans there, especially for nightwear, from Hindi pajama, probably from Persianpaejamah, literally "leg clothing," from pae "leg" (from PIE *ped- "foot," see foot (n.)) + jamah "clothing." Modern spelling (U.S.) is from 1845. British spelling tends towardpyjamas. Pyjamas most likely entered the English language through the Muslims whenever the Muslim culture was accepted by the Europeans.
Unit 1 Activity 1.6
"Ours was the marsh country, down by the river, within, as the river wound, twenty miles of the sea. My first most vivid and broad impression of the identity of things, seems to me to have been gained on a memorable raw afternoon towards evening. At such a time I found out for certain, that this bleak place overgrown with nettles was the churchyard; and that Philip Pirrip, late of this parish, and also Georgiana wife of the above, were dead and buried; and that Alexander, Bartholomew, Abraham, Tobias, and Roger, infant children of the aforesaid, were also dead and buried; and that the dark flat wilderness beyond the churchyard, intersected with dykes and mounds and gates, with scattered cattle feeding on it, was the marshes; and that the low leaden line beyond, was the river; and that the distant savage lair from which the wind was rushing, was the sea; and that the small bundle of shivers growing afraid of it all and beginning to cry, was Pip."
Task 1: Answer the following questions on your blog
a) In the passage above, underline any words that you do not know, and look up their meaning in a dictionary. Define them in the glossary section of your blog.
Bleak- lacking vegetation and exposed to the elements.
Aforesaid- spoken of or referred to previously
Leaden- lacking liveliness or sparkle; dull:
b) In your own words, write out a short explanation of the excerpt. Include the following details: who is talking; where is he; whom was he visiting; what is he doing and why?
Pip is talking, he's remembering his past with Magwitch, and his family.
c) Although Dickens wrote in Late Modern English, there is one thing about Nineteenth Century writers' work, which makes it quite difficult for Twenty-first Century readers to understand - the length of their sentences! Read and highlight the one that begins, "At such a time...". How many words are in this sentence?
There are 124 words.
d) What piece of punctuation does Dickens use a lot to allow himself to write such long sentences?
Dickens uses a lot of semi-colons and commas.
e) Research the several hobbies and pastimes of the Victorians. Compare the things they did at home in the evening with the kind of things you do - does this explain why Victorian authors wrote long, complex novels with verbose language? Explain why or why not.
Several pastimes of the Victorians reading, writting, sewing, and children played with dolls. This does explain why Victorians wrote such long, complex novels. This is because that was their hobby, and they spent all their time writting, and reading.
Task 1: Answer the following questions on your blog
a) In the passage above, underline any words that you do not know, and look up their meaning in a dictionary. Define them in the glossary section of your blog.
Bleak- lacking vegetation and exposed to the elements.
Aforesaid- spoken of or referred to previously
Leaden- lacking liveliness or sparkle; dull:
b) In your own words, write out a short explanation of the excerpt. Include the following details: who is talking; where is he; whom was he visiting; what is he doing and why?
Pip is talking, he's remembering his past with Magwitch, and his family.
c) Although Dickens wrote in Late Modern English, there is one thing about Nineteenth Century writers' work, which makes it quite difficult for Twenty-first Century readers to understand - the length of their sentences! Read and highlight the one that begins, "At such a time...". How many words are in this sentence?
There are 124 words.
d) What piece of punctuation does Dickens use a lot to allow himself to write such long sentences?
Dickens uses a lot of semi-colons and commas.
e) Research the several hobbies and pastimes of the Victorians. Compare the things they did at home in the evening with the kind of things you do - does this explain why Victorian authors wrote long, complex novels with verbose language? Explain why or why not.
Several pastimes of the Victorians reading, writting, sewing, and children played with dolls. This does explain why Victorians wrote such long, complex novels. This is because that was their hobby, and they spent all their time writting, and reading.
Unit 1 Activity 1.5
Tragedy: an event causing great suffering, destruction, and distress, such as a serious accident, crime, or natural catastrophe.
Two other types of plays Shakespeare wrote:
Comedy and history.
Two other types of plays Shakespeare wrote:
Comedy and history.
Monday, 10 February 2014
Unit 1 Activity 1.4
Thursday, 6 February 2014
Unit 1 Activity 1.3
- Who was Duke William? Duke William was the first Normand king of England. He was king from 1066 until his death in 1087.
- What is he better known as? He was better known as William the Conqueror.
- How was he related to both Vikings and the King of England? Duke William was related to both the vikings and the king of England, because William was the son of Robert, whom was the duke of Normandy.
- Was there really a King of England at the time? If so who was he? At the beginning of 1066, England was ruled by Edward the Confessor. By the end of 1066, William the Conqueror was king. He became king after defeating Harold at the battle of Hastings.
- Who is the only English King to be named a Christian saint? The king of 1066, Edward the Confessor, was the only English king to be named a Christian Saint.
- How is he related to Duke William? Edward the Confessor was related to Duke William because Edward's mother was the sister of William's paternal grandfather.
- What happened at Hastings in 1066? What happened in the battle of Hastings was Duke William had killed Earl Hodwinson, who was king of England. Duke William had gained the throne.
- What language did Duke William speak? Duke William spoke Norman French.
- Why is this significant? This is significant because you would think the king of England would speak English, rather than Normand French.
Wednesday, 5 February 2014
Weekly Blog 1
Sore muscles, sweaty people, and stinky gym mats. This is what my gym class consists of. First off, I haven't done any working in a year and half, I'm basically screwed for these first couple of weeks of grade 11 phys ed. On the first day, we were forced to run the beep test. Yup, that didn't go too well.. I used to get 60 beeps or over, but I don't even want to talk about what I got. It's quite embarrassing. Honestly, the next morning I was completely sore, I couldn't even get out of bed.
So the day after that we did up and down the ladder, which is basically suicides, and we also did push ups. I thought I was already sore from the day before, but I proved myself wrong. I was so sore the next day and I could barely walk up the stairs. All I could think was "Stupid gym class" and "Goddammit Megan, why are you such a lazy bum".
Today we had the to do more suicides and we did a core warm up and a core work out. First of all, the warm up was more like a work out than it was a warm up. We had to do suicides, and core exercises while our partners were running. Then, we got to the actual work out. My whole body was shaking in pain, and on top of that, the mat I was lying on smelt like someone puked all over it. Honestly, I don't even know how I'm going to survive for the rest of the week.
So the day after that we did up and down the ladder, which is basically suicides, and we also did push ups. I thought I was already sore from the day before, but I proved myself wrong. I was so sore the next day and I could barely walk up the stairs. All I could think was "Stupid gym class" and "Goddammit Megan, why are you such a lazy bum".
Today we had the to do more suicides and we did a core warm up and a core work out. First of all, the warm up was more like a work out than it was a warm up. We had to do suicides, and core exercises while our partners were running. Then, we got to the actual work out. My whole body was shaking in pain, and on top of that, the mat I was lying on smelt like someone puked all over it. Honestly, I don't even know how I'm going to survive for the rest of the week.
Tuesday, 4 February 2014
Five facts about the Vikings
Find and write down five facts about the Vikings - you might look at their religion, daily life, or artwork.
- Vikings could read and write in a language called runor.
- Vikings would draw and write in Runestones. Most Runestones found, mention the deaths of men who died in battle, also tell stories about warbands.
- Vikings had many gods such as Odin, Thor, Loki, Frey, Freya, Idun, Sif, and Hel.
- Vikings were all pagans, and they hated the Christian Church.
- Vikings would live up to 40 years of age, mostly because they were very clean people.
- Vikings could read and write in a language called runor.
- Vikings would draw and write in Runestones. Most Runestones found, mention the deaths of men who died in battle, also tell stories about warbands.
- Vikings had many gods such as Odin, Thor, Loki, Frey, Freya, Idun, Sif, and Hel.
- Vikings were all pagans, and they hated the Christian Church.
- Vikings would live up to 40 years of age, mostly because they were very clean people.
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