Category: English 9 Daily Updates

English 9 Feb 7 Update

  1. Today we reviewed what we have learned so far this term, focusing on the main point of the course.
  2. The main point is to learn how to use theory to explain an idea. You must use theory to explain in idea when you write an essay.
  3. We discuss how and why we are learning this main point.
  4. We started writing a learning story.
  5. We also discussed some of the poems for the homework assignment. We will go over this more on Friday.

Note: Period 3 will have its own daily updates. This class is moving a different pace. Be sure to visit here for period 3 daily updates from now on.

English 9 Feb 6 Update

  • How do you write a textual analysis essay?
  • How do you develop a focusing question?
  • How do you find filler?
  • How does focus/feeling connect with the LOAs?

Today we:

  1. Viewed the following clips:
  2. Discussed how to develop a focusing question for an expository essay and textual analysis essay.
  3. Wrote reflections on why Shakespeare wrote plays and why we still view his plays to this day.
  4. Discussed the LOAs of connection and reflection, especially in terms of today’s film.
  5. Discussed these themes in relation to the film:
    • Reading between the lines
    • Reading as time travel
    • Reading as mind-melding
    • Love (romantic, friendship, family)
    • Power
    • Relationships
  6. Viewed the film “All Is True”. The make up for the film is Monday Feb 12 from 3:15-5:15 PM in room 308. All films are required.
  7. The make up for the quiz yesterday will be on Monday Feb 12 after school. Please schedule an appointment if you plan to attend this make up. All quizzes are required.
  8. Reminder: The next homework is due on Friday Feb 9. You can view the homework here: All homework assignments are required.

Eng 9 Feb 5 Update

  1. We completed Quiz #1. The make up for this is next Monday after school. Please schedule an appointment if you want to attend the make up.
  2. Reminder: The films are required “reading” and the next make up for films is Monday Feb 12. We will view “All Is True”. The make up for “Romeo and Juliet” was today after school. The next make up for that film is now on the Make Up Day (at midterms).
  3. We took notes on the three films and prepared for “All Is True” – we will view “All Is True” this week on Tuesday or Thursday.

English 9 Homework #3 (Due Feb 9)


STEP 1: View the poem “Stop all the clocks” (“Funeral Blues”) by Auden three times – viewing each video once:

STEP 2: Answer the following questions, using the format from last week and covered in class this week. Each answer (for each question) should be 1-3 sentences. Be sure to include the question in the answer.

  1. Describe Video 1 (Man Reading Poem).
  2. Describe Video 2 (Cartoon with Woman Voiceover).
  3. Describe Video 3 (Movie Scene).
  4. Explain how video 1 and video 2 are different (biggest difference in your view).
  5. Explain why video 1 and video 2 are different (your own analysis).
  6. What can you infer about the relationship of the man reading the poem (in video 3) and the man who died (the character in the movie)?
  7. What can you infer about the relationship of the narrator in the poem and the man who died (the character in the poem)?


Stop all the clocks, cut off the telephone,
Prevent the dog from barking with a juicy bone,
Silence the pianos and with muffled drum
Bring out the coffin, let the mourners come.

Let aeroplanes circle moaning overhead
Scribbling on the sky the message He Is Dead,
Put crepe bows round the white necks of the public doves,
Let the traffic policemen wear black cotton gloves.

He was my North, my South, my East and West,
My working week and my Sunday rest,
My noon, my midnight, my talk, my song; I
thought that love would last for ever: I was wrong.

The stars are not wanted now: put out every one;
Pack up the moon and dismantle the sun;
Pour away the ocean and sweep up the wood;
For nothing now can ever come to any good.

W H Auden


infer = to figure something out using the evidence, even if the point is not explicit
explicit = when something is said “outright” or very clearly
implicit = when something is said “between the lines” or you have to figure out what is being said (from what is “between the lines” or from clues and evidence)
describe = using facts or other forms of evidence (also called Filler in this class) – this is the describe-level LOA (facts, examples, evidence, ideas, beliefs, quotes, etc.) (the questions at this level are: when? where? what? who? how many?)
explain = using your own conclusion (also called theory, thesis, and Focus in this class) – this is the explain-level LOA (the questions at this level are: why? how?) — the point of any high school or college/university level paper is to explain (at its best, explain is theoretical, systematic, based on evidence, developed, makes sense, and reflects your own analysis and understanding – it explains reality as reality actually is)
relationship = having to do with the connection-level LOA (the question at this level is: how does it connect?)


A big idea of in this homework is to notice that there are two “minds” in the text. One “mind” is that of the narrator – a made up person. Who is this (made-up) person? Are they a man? A woman? Non-binary person? Etc.? The other “mind” is Auden, the author, a real person who once was alive and very real. Who is he? How does the author relate to the character, the made-up “voice” of the poem? In addition, for this assignment is there is an additional set of made-up and real people. The fictional character in a movie reads the poem, at his partner’s funeral. That fictional character is reading a poem by a real person, connecting the fictional world of the movie to the real world that real people live in. There are now two authors: The author of the poem. The author of the film. And there are two fictional worlds: The world of the poem. And the world of the movie.

English 9 – Jan 31 Update

The “word of the day” was connection. Connection is one of the Levels of Analysis, which is one of the main tools that you will learn to use when writing an essay at the high school level. We will get back to that later.

Today we:

  1. Completed a 3-minute speed write.
  2. Read from The Outsiders as a class.
  3. Silently read from individual novels for the Future-of-Writing assignment.
  4. Read part of “One Good Man” by Sherman Alexie (password protected pdf). We will finish this short story on Friday (reading it aloud as a class). This short story will be one of your main sources for two upcoming major essay writing activities.
  5. Discussed the homework and read the poem for homework #2.

Jan 30 and Feb 1 Update

  • Seats were assigned by student choice. Each seat has a folder and a YA novel for one of the assignments. You will read the novel in class, usually at the end of class.
  • Students took notes for the Mid Term Exam. The notes are below (end of this update). The entry in the folder for the Mid Term notes and materials is here:
  • The class read from The Outsiders. We will read this almost every day – after the Speed Write.
  • Students watched the film William Shakespeare’s Romeo + Juliet. Film viewings are required. If you missed the film, the make up will be Monday Feb 12th from 3:15-5:15 (after school). The next make up will be on the Make Up Day. The film will be part of the in-class writing test at mid-term. It is also a text for the expository essay assignment.
  • Students completed Speed Write #1. If you missed this, make it up during the next break. All work must be finished during breaks until caught up.

Mr. Kertes is an English teacher in Prince Rupert, in the territory of the Ts’msyen, at Charles Hays Secondary School - home of the Rainmakers.