ELA 20

myPass Alberta Ed. marks and credits



Film Study April - Mise en Scene - watch video to 7:55



Reading novel, and related assignments

March 10 - read novel to page 21

March 11 - review irony forms and Literary term quiz

March 12 - Colour/symbol/image activity

March 15 - Read to page 39

March 16 - Finish reading to page 42 -  circles - https://www.youtube.com/watch?v=niRs_VIqzYU  - Take notes - reading 

March 17 - read to page 60 - continued with notes, went through research assignment

March 18 - quiz, research, https://www.youtube.com/watch?v=IgznW43DLbg

https://www.youtube.com/watch?v=8bv6fzRiRcg - watch PBS America Experience video

March 22 - read to page 74

March 23 - read to page 82 and then worked on assignments and research essay

March 24  - read chapters 8 and 9 - make notes and work on assignments

March 25 - read chapters 10 and 11

March 26 - do Chapter 11 assignment - foils

March 29 -read chapters 12 and 13 - started chapter 13 assignment

March 30 - read chapters 14 and 15 - related assignments

March 31 - read chapters 16 and 17 - related assignments

April 1 - read Chapter 18  - related assignments

April 12 - 16 - finish all writing assignments and (Re) Mapping Place Project and worksheet



Thursdays - Literary terms quiz EVERY Thursday!!!

Please study!

Grade 11 Merit Award U of L



Medicine River Research

English 20 Research

Name _______________

Research the following event and write an informative Grade 11 level essay about the event.

DO NOT COPY from sources – that’s plagiarism!!!

Wounded Knee, South Dakota incident - Pine Ridge Indian Reservation - February 27, 1973 - Oglala Lakota and followers of the American Indian Movement (AIM)

Cite the sources you use to collect information from. Bibliography format sheets are on the front table. 

PBS American Experience : Wounded Knee https://www.youtube.com/watch?v=Opbxnuw0Dw0

March 18 - watched to 13:48

March 22 - watched to 30:00

Medicine River Character Foils Writing – after reading Chapter 11

Name ________________

Assignment: Within the novel there are several sets of character foils. Delve into at least two sets and fully explain in an essay format why they are foils – provide support and details from the novel (cite page numbers).

Character Foil Defined

Take a moment to imagine your favorite literary character. What is it about this character that stands out to you? Is it the character's choices? Dialogue? Actions? Do you relate to the character on a personal level? If you're like most people, your favorite literary character is the protagonist, or central character, of the story. The protagonist is often the character readers identify with and care most about.

In addition to a protagonist, most stories have a character foil. A foil is a character whose values differ from those of the protagonist. Usually a foil experiences the same events as the protagonist, but since his values differ, so do his choices and behavior. A foil's main purpose is to show contrast to the protagonist. In this way, a foil can show how things could have been different for the protagonist if he had chosen a different path.

Examples of Character Foils

There are many great examples of character foils across classic text and into modern literature. Here are some popular examples.


In William Shakespeare's play, Hamlet, Hamlet discovers his father has been murdered. The murderer is Hamlet's uncle, who then takes over the throne. If Hamlet were brave and bold, he would take action to bring his uncle to justice. Instead, Hamlet is reluctant to actually do anything. He makes everyone believe he is going mad and puts on a fake play about a man killing his brother and taking the throne. None of his weak actions directly accuse his uncle at all.

Laertes serves as a foil to Hamlet. Laertes is the son of Polonius, who is Lord Chamberlain of the royal court. Laertes has many similarities with Hamlet. They are roughly the same age, both return home from schooling abroad, and both have strong-minded fathers. In addition, when Hamlet accidentally kills Polonius, both have fathers who have been murdered. This is where the difference between Hamlet and Laertes can be seen. Upon hearing of his father's death, Laertes rushes home from France, ready to take action against the murderer. Laertes' decisiveness, courage, and nobility in the face of the same situation as Hamlet show him as a strong foil.

Harry Potter

J.K. Rowling also uses the character foil in the famous Harry Potter series. Harry is only one-year-old when his parents are killed by the evil Lord Voldemort. In the following 17 years, he is wrapped up in an epic battle to defeat Voldemort, showing his brave and courageous determination to fight for what is right even in the face of death.

In this case, Harry's foil takes the opposite stance; Neville Longbottom is anything but brave and as unskilled a wizard as they come. However, there are many similarities between the two. Both lost their parents to Voldemort: Harry's were murdered; Neville's were tortured until they lost their minds. Both were then raised by relatives: Harry by his aunt and Neville by his grandmother. Both are the same age and begin school at Hogwarts at the same time. The difference can be seen in how Harry rises to every dangerous occasion, while Neville makes mistakes and gets pushed around by just about everyone.


Medicine River

Harlen - Joe

Harlen - Will

Susan - Louise


Chapter 13

Medicine River – After reading Chapter 13 (Lucky 13)

Name _______________


1.       Write your own "General Description" in Bertha style. 

2.       Write Your Description of an Ideal Partner – again Bertha style.

Chapter 15

Chapter 15 Medicine River

Name _________________


Compare and Contrast

Compare and contrast the differences and similarities between the 2 family photographs. Cite specific details from the chapter.

Chapter 16

Chapter 16

Name _________________

Write at least two unified and organized paragraphs explaining what title you would give Chapter 16 and why. Cite details from the chapter and include page numbers in brackets.

Chapter 17

Chapter 17

What is the theme of Chapter 17? Write at least 2 fully edited paragraphs explaining your reasoning/thinking and supply support. 

Chapter 18

Chapter 18

Name __________

This Chapter is very important and ties together elements of other Chapters. Why is this Chapter so important and what resonates with you about it? What title would you give it and why? Explain and support in at least 4 well written, detailed paragraphs.

The Tempest test, Connection questions and Forms of Irony - March 9

Forms of irony - March 9

Situational - https://www.youtube.com/watch?v=tqg6RO8c_W0

Verbal - https://www.youtube.com/watch?v=IiR-bnCHIYo

Dramatic - https://www.youtube.com/watch?v=RZFYuX84n1U

Thomas King Poem - March 8

Thomas King and “Medicine River” Intro 

Images of indigenous people, often depicting them in negative stereotypes, have long circulated through various forms of mass media. Familiar images of drums, traditional dress, brave warriors, and half-naked, dancing people wearing feathers and buckskin reinforce the idea that indigenous people are radically different from mainstream society. Many Hollywood films, TV series, fashion shows, and advertisements perpetuate these stereotypes, even though they have very little to do with the ways contemporary (or even historical) indigenous people dress, work, think, and act. Neither do daily news items reflect a realistic picture. “Research shows,” says media scholar Duncan McCue, “that reports from Indigenous communities tend to follow extremely narrow guidelines based on pre-existing stereotypes.”

In the following poem, Thomas King explores the difference between images and stereotypes of indigenous people and how these people actually live their lives in contemporary Canada. King is a photographer, a two-time Governor General’s Literary Award nominee, a radio broadcaster, a poet, and a professor emeritus of English at the University of Guelph. He also taught at the University of Lethbridge. 


I’m Not the Indian You Had in Mind

I’m not the Indian you had in mind

I’ve seen him

Oh, I’ve seen him ride,

          a rush of wind, a darkening tide

          with Wolf and Eagle by his side

          his buttocks firm and well defined

          my god, he looks good from behind

But I’m not the Indian you had in mind.

I’m not the Indian you had in mind

I’ve heard him

Oh, I’ve heard him roar,

          the warrior wild, the video store

          the movies that we all adore

          the clichés that we can’t rewind,

But I’m not the Indian you had in mind.

I’m not the Indian you had in mind

I’ve known him

Oh, I’ve known him well,

          the bear-greased hair, the pungent smell

          the piercing eye, the startling yell

        thank God that he’s the friendly kind,

But I’m not the Indian you had in mind.

I’m that other one.

The one who lives just down the street.

          the one you’re disinclined to meet

          the Oka guy, remember me?

          Ipperwash? Wounded Knee?

That other Indian.

          the one who runs the local bar

          the CEO, the movie star,

          the elder with her bingo tales

          the activist alone in jail

That other Indian.

          The doctor, the homeless bum

          the boys who sing around the drum

          the relative I cannot bear

          my father who was never there

          he must have hated me, I guess

          my best friend’s kid with FAS

          the single mum who drives the bus

          I’m all of these and they are us.

So damn you for the lies you’ve told

          and damn me for not being bold

          enough to stand my ground

          and say

          that what you’ve done is not our way

But, in the end the land won’t care

          which one was rabbit, which one was bear

          who did the deed and who did not

          who did the shooting, who got shot

          who told the truth, who told the lie

          who drained the lakes and rivers dry

          who made us laugh, who made us sad

          who made the world Monsanto mad

          whose appetites consumed the earth,

          it wasn’t me, for what it’s worth.

Or maybe it was.

But hey, let’s not get too distressed

          it’s not as bad as it might sound

          hell, we didn’t make this mess.

It was given us

          and when we’re gone

          as our parents did

          we’ll pass it on.

You see?

          I’ve learned your lessons well

          what to buy, what to sell

          what’s commodity, what’s trash

          what discount you can get for cash

And Indians, well, we’ll still be here

          the Real One and the rest of us

          we’ve got no other place to go

          don’t worry, we won’t make a fuss

Well, not much.

Though sometimes, sometimes late at night

          when all the world is warm and dead

          I wonder how things might have been

          had you followed, had we led.

So consider as you live your days

that we live ours under the gaze

          of generations watching us

          of generations still intact

          of generations still to be

          seven forward, seven back.

Yeah, it’s not easy.

Course you can always go ask that brave you like so much

          the Indian you idolize

          perhaps that’s wisdom on his face

          compassion sparkling in his eyes.

          He may well have a secret song

          a dance he’ll share, a long-lost chant

          ask him to help you save the world

          to save yourselves.

Don’t look at me.

I’m not the Indian you had in mind.

I can’t.

I can’t.

Connection Questions - answer and send to, or share with,  Mrs. Lamb

  1. What does the title of the poem mean?
  2. Define the term stereotype. What stereotypes does King’s poem evoke?
  3. What is the impact of the repetition of the phrase “I’m not the Indian you had in mind”?
  4. Do you experience a gap between how you see yourself and how others see you? What is the danger of stereotypes? What are effective ways to respond when you, or someone you know, is the target of stereotyping?

The Tempest - begin March 2

March 2 - review components of a plot - https://www.khanacademy.org/ela/cc-2nd-reading-vocab/xfb4fc0bf01437792:cc-2nd-the-moon/xfb4fc0bf01437792:close-reading-fiction/v/the-elements-of-a-story-reading

Literary terms test

March 3 - returned terms test. continued on with play to page 65 Act 2, Scene 2 - worked on story map and data sheet

March 4 - finished The Tempest, worked on data sheet and plot sheet

March 5 - Plot, Theme and Conflict worksheet, The Tempest data sheet and plot sheet

Macbeth MC and short answer final - March 1

Study using your data sheet, notes and Exambank.com - English 20-1 - select "Macbeth Review"

Thesis statement review and assignment - Due March 2

Thesis Statement Review


Thesis Statement:

1. States what you are proving.

2. Is one sentence

3. Is the last sentence of the introduction usually

4. Does not use the words “I,” “me,” or “you.”

5. Will contains a transition word or phrase such as “due to” or “because.”

6. Will contain elements that will be used to support what you are proving.

Practice: for each set of choices, select the one choice you favour more. Write a

complete thesis statement for the topic, providing reasons that support your

choice. Thesis statement should be logos (logic as opposed to emotion or ethics).

1. Which is the better season in your town – summer or winter?

2. Which sport is more physically demanding – soccer or basketball?

3. Where should more money be spent for research – AIDS, cancer or heart disease?

4. Is it better to have health or wealth?

5. Which gender has it easier – male or female?

6. Which is more humane – capital punishment or life imprisonment?

Personal Response test to Macbeth - Feb. 25

Students were given outline to test format, etc. Feb. 11 in class and provided with 3 information sheets and a work booklet. 

Macbeth finished on Feb. 24 - review provided

Overview of ELA 20

Students will build on skills developed in the preceding year.  Students will investigate literary themes, techniques and terminology in greater depth. A more mature insight of literature will be expected. Short stories, novels, essays, poetry, modern drama, and a Shakespearean play make up the literature component of the grade 11 course.  Activities will be employed in fashioning the course so as to suit a wide range of student abilities – 20-1,20-2. Students will undertake a considerable amount of writing: some personal, some in response to the literature, some creative. In addition to improving their writing skills, students will develop expertise in editing and in improving their critical and analytical thinking. Students will be guided in strengthening reading skills and strategies. 

ELA 20-1, 20-2 (79 days)

Throughout the semester reading comprehension and literary terms will be tested. Please prepare using Exambank and the Literary Terms Booklets you have been provided. 

Shakespearean Plays - Feb. 2021

The Tempest – graphic novel format


Contemporary Play - March

Doll’s House – Ibsen

Novel Inquiry - April

Medicine River 

Film study, Elements of Poetry - May

Short Stories - June

What happens in a Story The Sniper,The Blue Carbuncle - Doyle 

The People in a Story The Secret Life of Walter Mitty

 The Time and Place of a Story Cask of Amontillado – Poe 

The Idea Behind a Story The Lottery – Jackson, The Fall of a City 

The Sum of All the Parts Gentlemen, Your Verdict


Overall Weighting of Marks

Assignments, projects, presentations - 40%

Exams and Essays - 40%

Final Exam - 20% 


Daily assignments

Feb. 2021

Feb. 1 - intro to class - expectations - topics covered - intro to Shakespeare

Feb. 2 - intro to Shakespeare and his language - dialogue assignment

Feb. 3 - reading test, share dialogue assignments, Why read Macbeth video https://www.youtube.com/watch?v=rD5goS69LT4 

-read and complete assignments on pages 1 and 2 of handout, then share with me. Next read Act 1, Scenes 1 and 2. Watch beginning of movie until 15:26. While you watch it follow along with the written play  - yes, it does skip a few words and lines along the way, but it is almost word for word. That will take you to the end of Act 1, Scene 3.

Feb. 8-12 - reading, watching movie below, completing data sheet as we go, and completing related daily assignments. 


Online books - entire play - any of the following will work - pick the one that works best for you if you are not in class. 





Movies - now there are quite a few, but most aren't the best. The only one that is nearest to original text is "Macbeth" with Sir Ian McKellen and Dame Judi Dench - 1979 video version of Trevor Nunn's Royal Shakespeare Company 

Here is the link for the movie "Macbeth":  https://www.youtube.com/watch?v=7skhaOegpLA



Macbeth's Scotland Map by Rebecca Wright | Macbeth lessons ...


After class watch https://www.youtube.com/watch?v=rD5goS69LT4



Video summary for Act 3, Scene 1


Essential questions page 6 in student workbook -   -https://www.youtube.com/watch?v=sDfVOIZ2tU8

Essential Questions 

In becoming critical readers, writers and thinkers, English students explore many “big

questions.” Some questions are particular to a work of literature or a particular time period.

Some questions pertain to a particular type of writing or way of thinking. Other questions unify

all of the work that they do. 

Among these questions are the following:

  • What is the value of literature?
  • How does literature help us interact with the world?
  • How does one judge the value of a literary work?
  • What is the best way to express a complex idea?
  • What are the elements of effective communication?
  • How does literature capture the zeitgeist of its era? (zeitgeist - noun, 

the defining spirit or mood of a particular period of history as shown by the ideas and beliefs of the time. Example "the story captured the zeitgeist of the late 1960s")

  • How do reader expectations affect appreciation?
  • How does this story challenge a widely-held belief?
  • What qualities define a writer’s distinctive voice?
  • How do writers address basic philosophical questions?


Other Examples of Essential Questions


Topic of Decisions, Actions, and Consequences

  1. What is the relationship between decisions and consequences?
  2. How do we know how to make good decisions?
  3. How can a person’s decisions and actions change his/her life?
  4. How do the decisions and actions of characters reveal their personalities?
  5. How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?


Topic of Social Justice

  1. What is social justice?
  2. To what extent does power or the lack of power affect individuals?
  3. What is oppression and what are the root causes?
  4. How are prejudice and bias created? How do we overcome them?
  5. What are the responsibilities of the individual in regard to issues of social justice?
  6. How can literature serve as a vehicle for social change?


Topic of Culture: Values, Beliefs & Rituals

  1. How do individuals develop values and beliefs?
  2. What factors shape our values and beliefs?
  3. How do values and beliefs change over time?
  4. How does family play a role in shaping our values and beliefs?
  5. Why do we need beliefs and values?
  6. What happens when belief systems of societies and individuals come into conflict?
  7. When should an individual take a stand in opposition to an individual or larger group?
  8. When is it appropriate to challenge the beliefs or values of society?
  9. To what extent do belief systems shape and/or reflect culture and society?
  10. How are belief systems represented and reproduced through history, literature, art, and music?
  11. How do beliefs, ethics, or values influence different people’s behavior?



After you have completed the Macbeth assignments and student workbook start on this...

“The Possibility of Evil” by Shirley Jackson

Complete the “before Reading” sections of the handout the read the short story and complete both the handout and test .

The Possibility Of Evil



Intro to Thomas King and "Medicine River"

I’m not the Indian you had in mind


Gothic Literature - What Is It?

Gothic Literature - What Is It?



Topic - Gothic literature – give students “What is it?” handout and then show the following videos – stop briefly if there is a need to go back or repeat content:


it will only go for about 1.5 minutes


no words on this student made video, but good https://www.youtube.com/watch?v=G2rV9_lkwf8

no words https://www.youtube.com/watch?v=Wm23PSrJLRI


8 minutes, but good  https://www.youtube.com/watch?v=gNohDegnaOQ

Sir Arthur Conan Doyle's Blue Carbuncle



The Cask of Amontillado


audio - https://www.youtube.com/watch?v=hqSIRsmu7DE

1. Research

2. Character foil writing - Chapter 11

3. Lucky 13 - assignment below

4. Chapter 15 - Compare and Contrast

Compare and contrast the differences and similarities between the 2 family photographs. Cite specific details from the chapter.

5. Chapter 16 - Write at least two unified and organized paragraphs explaining what title you would give Chapter 16 and why. Cite details from the chapter and include page numbers in brackets.

6. Chapter 17 - What is the theme of Chapter 17? Write at least 2 fully edited paragraphs explaining your reasoning/thinking and supply support. 

7. Chapter 18 - This Chapter is very important and ties together elements of other Chapters. Why is this Chapter so important and what resonates with you about it? What title would you give it and why? Explain and support in at least 4 well written, detailed paragraphs.

8. Read Macbeth - Act 1 - April 29

9. Read Macbeth and test

10. Read Macbeth Act 2  

11. Finish Act 2 and test

past assignments

Jan. 30 - Theme lesson and worksheet/study guide

Jan. 31 - con't theme lesson and start genre of literature

Feb. 3 - comp. testing, themes of film "My Only Daughter", Five elements of Fiction, The Sniper

Feb. 4 - review handout Sample Theme Statement, the themes of "The Sniper" test, intro to Gothic Literature, jot notes to videos, review plot structure, start "The Murders in the Rue Morgue" if time allows - see handouts below

Feb. 5 - finish "The Murders in the Rue Morgue" discuss theme, structure, history

Feb. 6 - review themes concept and did a group/class activity, started "The Blue Carbuncle"

Feb. 7 - testing on Gothic Lit and "The Murders on the Rue Morgue"

Feb. 10 - Finish "The Blue Carbuncle", identify themes, mystery handout and start to watch video - https://www.youtube.com/watch?v=DBJ05EPno6k - compare and contrast handouts - short story to film 

Feb. 11 - write theme test, watch film, take notes and compare and contrast

Feb. 12 - students reviewed and shared compare and contrast of short story and film - essay test Feb. 25 in class. Mini-lesson on writing possessive nouns. Mini-lesson on Third Person POV. Started and finished reading "The Secret Life of Walter Mitty".

Feb. 13 - Read "The Secret Life of Walter Mitty",  - Put yourself in Thurber's place and create an additional daydream for Walter. It can occur at any place in the story, but you need to capture Thurber's sense of humour, drama, and mood in Walter's daydream. And you must keep the third person POV the same. Maximum of 250 words. Due Feb. 28

Feb. 14 - reading "The Cask of Amontillado" by Edgar Allan Poe 

Reading audio - https://www.youtube.com/watch?v=hqSIRsmu7DE

Feb. 24 - handouts - transition sheet, write a paragraph, plan a compare/contrast essay - review "The Cask of Amontillado" by Edgar Allan Poe and write MC test. Prep time provided for essay writing tomorrow.

Feb. 25 - essay exam-compare and contrast of short story and film

Feb. 26 - "The Lottery" - read and MC test

Feb. 27 - "The Fall of a City" - Read and MC test

 Feb. 28 - "Gentlemen, Your Verdict" Read

Think about the moral dilemma presented in the story.


Welcome to the Supreme Court of Canada. You are an esteemed judge chosen to decide if Lieutenant Commander Oram did the right thing or made the wrong choice. You must come to a verdict and give valid reasons for your decision. (persuasive writing piece)

Due March 6

Please note - A judicial opinion should identify the issues presented, set out the relevant facts, and apply the governing law to produce a clear, well- reasoned decision of the issues that must be resolved. 

Reasoned decision. Every court/judge must give reasons for its decisions. ... This requirement refers to both the final judgment and various decisions during the proceedings. It is a guarantee that the court's decision has not been taken arbitrarily and that the parties have been heard in the decision-making process

March 2 - time provided to complete above assignment

March 3 and 4- intro Elements of a Play and "Doll's House"

March 5, 6 - reading play - time provided to finish and hand in "Gentlemen, Your Verdict" assignment