TODAY
Completion of "Sir Gawain"--homework handed in, review of three blows and the reasons, forgiveness and redemption (grace), some qualities of the ideal knight
And then we started "Becket"--a Hollywood classic that traces the friendship and falling out of Henry II and his best bud Thomas a Becket. Obviously this will connect with Chaucer's Canterbury Tales after break, but for now, just enjoy it.
The word HONOR, however, is worth noting each time it crops up. (No, you don't need to take notes, but do give it some thought.
FOR TOMORROW
No homework, and no books needed for class. We'll continue the film.
Thursday, December 16, 2010
Wednesday, December 15, 2010
Questions for "Sir Gawain"
FOR TOMORROW:
Add several responses to the sheet we started yesterday--
Question 3: summarize the setting described in lines 262-286 by trying to characterize the mood or feel of the place. Use some key phrases as support.
Question 4: There are three "blows" of the ax--describe exactly what happens for each one, and then provide the explanation the Green Knight gives to Gawain for the manner of each blow
Question 5: Identify the three traits that you find most important for Sir Gawain, and briefly defend each choice.
Add several responses to the sheet we started yesterday--
Question 3: summarize the setting described in lines 262-286 by trying to characterize the mood or feel of the place. Use some key phrases as support.
Question 4: There are three "blows" of the ax--describe exactly what happens for each one, and then provide the explanation the Green Knight gives to Gawain for the manner of each blow
Question 5: Identify the three traits that you find most important for Sir Gawain, and briefly defend each choice.
Monday, December 13, 2010
TODAY
Short quiz after some study time. If you were absent, check back after six or so to see the study sheet I handed out today.
FOR TOMORROW
Finish reading "Sir Gawain." To second period--just finish it in your book, but have the hand-out with you in class. We'll look at a couple of comparison points.
We'll be talking about the poem's section as a whole--from the stand point of KNOWING how it ends. That's important. And don't let us be the spoilers in class. Finish the story!!
Short quiz after some study time. If you were absent, check back after six or so to see the study sheet I handed out today.
FOR TOMORROW
Finish reading "Sir Gawain." To second period--just finish it in your book, but have the hand-out with you in class. We'll look at a couple of comparison points.
We'll be talking about the poem's section as a whole--from the stand point of KNOWING how it ends. That's important. And don't let us be the spoilers in class. Finish the story!!
Thursday, December 9, 2010
Thursday, Dec. 9, 2010
TODAY IN CLASS
Intro passages to "Sir Gawain and the Green Knight" were read aloud as a prelude to where the story picks up in your textbook.
Some class time to work on reading for tomorrow.
FOR TOMORROW (one or the other of these should have been completed during class time today)"
1. The new hand-out on the Medieval Period.
2. Textbook reading: p. 162-169 of "Gawain" (you can stop when you get to the italics)
Intro passages to "Sir Gawain and the Green Knight" were read aloud as a prelude to where the story picks up in your textbook.
Some class time to work on reading for tomorrow.
FOR TOMORROW (one or the other of these should have been completed during class time today)"
1. The new hand-out on the Medieval Period.
2. Textbook reading: p. 162-169 of "Gawain" (you can stop when you get to the italics)
Wednesday, December 8, 2010
Have you submitted your paper to www.turnitin.com ?
TODAY IN CLASS
Hard copies of the Beowulf essay were turned in.
Short intro to the connection between Beowulf and the Anglo-Saxon warrior code to the next work we'll read: "Sir Gawain and the Green Knight," which reflects how the code of chivalry (brought to England via the Norman French and the ensuing internationalism) changed the concept of the heroic ideal.
FOR TOMORROW
Read the portions of the original introduction that pertain to the Medieval Period (1066-1485):
Hard copies of the Beowulf essay were turned in.
Short intro to the connection between Beowulf and the Anglo-Saxon warrior code to the next work we'll read: "Sir Gawain and the Green Knight," which reflects how the code of chivalry (brought to England via the Norman French and the ensuing internationalism) changed the concept of the heroic ideal.
FOR TOMORROW
Read the portions of the original introduction that pertain to the Medieval Period (1066-1485):
- Page 5 (last paragraph re: the Norman Conquest)
- Pages 6-7 (history)
- Pages 9-10 (literature)
Tuesday, December 7, 2010
Beowulf Essay Due Wednesday
For real.
Hard copy due in class; submit to http://www.turnitin.com/
no later than 11:59 p.m. on Wednesday night.
Hard copy due in class; submit to http://www.turnitin.com/
no later than 11:59 p.m. on Wednesday night.
Monday, December 6, 2010
Bulletin: Read This Post!
Your essays will be due on WEDNESDAY, with the turnitin.com deadline moved to Wednesday night at 11:59 p.m. Several people had to leave early, and for their sake as well as the rushed way in which we finished class, I want to do a better job of making sure you understand the use of slashes, that you see a few more examples of good quote integration, and that you have the material for the Works Cited so that you don't have to submit the additional page later. It will just be better to delay turning it in by a day.
HOWEVER, you should still be certain to have finished a polished written text that needs only some minor tweaking to be accurate and ready for printing.
Also, you need to have completed the reading you started in class. Some people DID finish, I believe, but others didn't. We will go ahead with that in class after we look at the hand-outs for tomorrow.
(Feel free to Facebook your friends about the extension.)
HOWEVER, you should still be certain to have finished a polished written text that needs only some minor tweaking to be accurate and ready for printing.
Also, you need to have completed the reading you started in class. Some people DID finish, I believe, but others didn't. We will go ahead with that in class after we look at the hand-outs for tomorrow.
(Feel free to Facebook your friends about the extension.)
Thursday, December 2, 2010
Thursday, Dec. 2
TODAY IN CLASS
Worksheet on commonly confused words/spelling issues. Then we began a short review of run-on sentences, complicated by the fact that I picked a worksheet page from a workbookthat categorized compound sentences with a missing comma (but the appropriate coordinate conjunction) as a run-on. We'll take another run at this in 2nd and just do it right in the first place in 4th.
MEANWHILE, FOR YOUR PAPER AND FOR HOMEWORK
1) Prepare the groundwork for some practice in integrating quotations in various ways: select TWO quotations you might want to use in your paper, and merely copy them down (or type them). Then, write one or two good sentences of commentary. In if you know you're good, don't embed or integrate as the homework--just get down the quote and the commentary. (The quotations don't have to connect to each other; in your final essay they might appear in different sections, or you might in fact decide not to use it at all.)
2) But this should take you too long. So the additional homework is simply to keep working on the essay--probably continuing to gather and organize support for your working thesis.
Worksheet on commonly confused words/spelling issues. Then we began a short review of run-on sentences, complicated by the fact that I picked a worksheet page from a workbookthat categorized compound sentences with a missing comma (but the appropriate coordinate conjunction) as a run-on. We'll take another run at this in 2nd and just do it right in the first place in 4th.
MEANWHILE, FOR YOUR PAPER AND FOR HOMEWORK
1) Prepare the groundwork for some practice in integrating quotations in various ways: select TWO quotations you might want to use in your paper, and merely copy them down (or type them). Then, write one or two good sentences of commentary. In if you know you're good, don't embed or integrate as the homework--just get down the quote and the commentary. (The quotations don't have to connect to each other; in your final essay they might appear in different sections, or you might in fact decide not to use it at all.)
2) But this should take you too long. So the additional homework is simply to keep working on the essay--probably continuing to gather and organize support for your working thesis.
Wednesday, December 1, 2010
New Month: Back to More Regular Posting
TODAY IN CLASS
Specific discussion of the lateness policy as it applies to homework, longer-term papers or projects, and failure to submit to turnitin.com.
New essay topic: students were asked to consider all three and respond specifically to what aspects might seem easy, and what might be challenging.
FOR TOMORROW
Ponder the choices. Make a decision. Or ponder, try two, and THEN make a decision. Once you've decided, get started. No, don't start trying to "write." Simply have an idea of a working thesis (or even just some directions to pursue), and start collecting data. For literature papers, this means finding support in the text--specific kinds of language, or references, or examples of qualities, etc. that you will need to have the raw material and the EVIDENCE that you will then shape, find patterns, relevance, and meaning--and THEN finally decide on the exact thesis that you will be able to support.
That's not the process all teachers teach, and it's still your paper/your decision, but the strongest, most sophisticated, and richest thesis statements usually result from paying careful attention to what's actually in the text BEFORE you make the final claim.
So spend some time and make an honest start.
Specific discussion of the lateness policy as it applies to homework, longer-term papers or projects, and failure to submit to turnitin.com.
New essay topic: students were asked to consider all three and respond specifically to what aspects might seem easy, and what might be challenging.
FOR TOMORROW
Ponder the choices. Make a decision. Or ponder, try two, and THEN make a decision. Once you've decided, get started. No, don't start trying to "write." Simply have an idea of a working thesis (or even just some directions to pursue), and start collecting data. For literature papers, this means finding support in the text--specific kinds of language, or references, or examples of qualities, etc. that you will need to have the raw material and the EVIDENCE that you will then shape, find patterns, relevance, and meaning--and THEN finally decide on the exact thesis that you will be able to support.
That's not the process all teachers teach, and it's still your paper/your decision, but the strongest, most sophisticated, and richest thesis statements usually result from paying careful attention to what's actually in the text BEFORE you make the final claim.
So spend some time and make an honest start.
Monday, November 29, 2010
Back to School
Today--Beowulf Objective Test Tomorrow--In-class written questions on Beowulf (30 minute total)
A short out of class essay will be assigned tomorrow that will be due next Monday, Dec. 6.
A short out of class essay will be assigned tomorrow that will be due next Monday, Dec. 6.
Thursday, November 18, 2010
Blog Fail
OK, so I have been doubly remiss: no posts at all for Tuesday and Wednesday. And the Thursday one is after six p.m. My apologies to all.
On Thursday:
Supplemental material: Some scop-like story-telling about what jarred the dragon out of sleep and roused him to anger, plus the gradually unfolding claims about the runaway slave who stole the jeweled cup. And then students received the final installment (Packet C) containing the details of the battle. Discussion of some ambiguities and even contraditions in the Spoils section.
For Friday--
We will finish the "farewell"and then ask a few broad questions:
What are the traits on an Anglo-Saxon hero? particularly an "epic" hero like Beowulf?
What differences do we see across the three major battles?
How do characters OTHER than Beowulf exhibit important traits?
Language of the poem--especially imagery.
Looking Ahead--TEST over Beowulf text on TUESDAY, NOV. 23. More details tomorrow.
On Thursday:
Supplemental material: Some scop-like story-telling about what jarred the dragon out of sleep and roused him to anger, plus the gradually unfolding claims about the runaway slave who stole the jeweled cup. And then students received the final installment (Packet C) containing the details of the battle. Discussion of some ambiguities and even contraditions in the Spoils section.
For Friday--
We will finish the "farewell"and then ask a few broad questions:
What are the traits on an Anglo-Saxon hero? particularly an "epic" hero like Beowulf?
What differences do we see across the three major battles?
How do characters OTHER than Beowulf exhibit important traits?
Language of the poem--especially imagery.
Looking Ahead--TEST over Beowulf text on TUESDAY, NOV. 23. More details tomorrow.
Monday, November 15, 2010
Monday, Nov. 15, 2010
TODAY IN CLASS
A work day. Questions to answer in class over the assigned reading plus a short new hand-out summarizing some more chapters in the complete text.
Two hand-out--
One providing a summary of the poem's action in Chapters 13-21:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZDc0NGIzZmQtMGVkMC00MDUxLTllYTMtODdiNjMxNjhiMDhl&hl=en&authkey=CMSi6dsK
And a second one that had review questions on the front (not linked on the post) and new questions on the back, which are linked here:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZmMwZTgyOGMtODM3MC00NjBiLWI0ODAtZjk2NWI2MTIzMzA5&hl=en&authkey=CN_ZneAO
So the class period involved reading the new summary hand-out, and answering the questions on the Study Questions hand-out (a few on the summary, but most of them from the book: "The Monster's Lair" and "The Battle with Grendel's Mother."
Although a couple of people finished in class, most did not. Finish them by class-time tomorrow.
A work day. Questions to answer in class over the assigned reading plus a short new hand-out summarizing some more chapters in the complete text.
Two hand-out--
One providing a summary of the poem's action in Chapters 13-21:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZDc0NGIzZmQtMGVkMC00MDUxLTllYTMtODdiNjMxNjhiMDhl&hl=en&authkey=CMSi6dsK
And a second one that had review questions on the front (not linked on the post) and new questions on the back, which are linked here:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZmMwZTgyOGMtODM3MC00NjBiLWI0ODAtZjk2NWI2MTIzMzA5&hl=en&authkey=CN_ZneAO
So the class period involved reading the new summary hand-out, and answering the questions on the Study Questions hand-out (a few on the summary, but most of them from the book: "The Monster's Lair" and "The Battle with Grendel's Mother."
Although a couple of people finished in class, most did not. Finish them by class-time tomorrow.
Friday, November 12, 2010
Wednesday/Friday Post
Wednesday's class was extra short due to the Veterans' Day Assembly, so it wasn't until today that we FINALLY finished "The Battle with Grendel." In fact, it would be fair to say that in 4th, we didn't quite make it--but there's not much else to say, assuming you know what was done with Grendel's missing limb at the end of this passage.
Your book then skips a chunk, which you will receive on Monday. But you've already been assigned to read page 49, the description of "The Monster's Lair." Now keep going through the second major battle.
So FOR MONDAY
Read pp. 50-53, "The Battle with Grendel's Mother." No, she does not look like Angelina Jolie. Be very aware of the details of this battle (place, time spans, description both above and below the water, weapons--those that work and those that don't--the near misses, and the outcome. Know the details of Beowulf's last encounter with Grendel. Know what has been happening on the shoreline while all the rest has been transpiring below. How do each group of "waiters" act? What prize ("trophy") does Beowulf take away from this encounter?
Your book then skips a chunk, which you will receive on Monday. But you've already been assigned to read page 49, the description of "The Monster's Lair." Now keep going through the second major battle.
So FOR MONDAY
Read pp. 50-53, "The Battle with Grendel's Mother." No, she does not look like Angelina Jolie. Be very aware of the details of this battle (place, time spans, description both above and below the water, weapons--those that work and those that don't--the near misses, and the outcome. Know the details of Beowulf's last encounter with Grendel. Know what has been happening on the shoreline while all the rest has been transpiring below. How do each group of "waiters" act? What prize ("trophy") does Beowulf take away from this encounter?
Wednesday, November 10, 2010
Tuesday's Missing Post
First, let me thank the 58 students who wrote letters to veterans. Your letters were heart-felt, amazingly varied (but pertinent!) in content, and gracefully written. I am proud of you all.
TUESDAY IN CLASS
Continuing with the lead-up to Beowulf's battle with Grendel--we finished up with Beowulf's response Unferth's "taunt."
ON WEDNESDAY
We will finish up the packet in short order, and go on to the actual battle. You've been told for a couple of days to read pages 46-49 in your book. Re-read it if you don't feel pretty confident about your understanding.
TUESDAY IN CLASS
Continuing with the lead-up to Beowulf's battle with Grendel--we finished up with Beowulf's response Unferth's "taunt."
ON WEDNESDAY
We will finish up the packet in short order, and go on to the actual battle. You've been told for a couple of days to read pages 46-49 in your book. Re-read it if you don't feel pretty confident about your understanding.
Monday, November 8, 2010
Monday, Nov. 8, 2008
TODAY IN CLASS
Informal presentations of Chapters 3 and 4 of Beowulf. We'll do something similar in a more structured way later on; you guys are a general hoot to watch.
Then we proceeded to Ch. 5-6, which we didn't quite finish. . . But overall, we will make quick work of the remaining part of the stapled Packet A tomorrow.
FOR TOMORROW
Get back to the regular textbook (which you'll definitely need in class).
Reading assignment: Pages 46-49. "Battle with Grendel" and "The Monster's Lair"
(I had the first title wrong on the board--sorry-- but the pages were right.)
Informal presentations of Chapters 3 and 4 of Beowulf. We'll do something similar in a more structured way later on; you guys are a general hoot to watch.
Then we proceeded to Ch. 5-6, which we didn't quite finish. . . But overall, we will make quick work of the remaining part of the stapled Packet A tomorrow.
FOR TOMORROW
Get back to the regular textbook (which you'll definitely need in class).
Reading assignment: Pages 46-49. "Battle with Grendel" and "The Monster's Lair"
(I had the first title wrong on the board--sorry-- but the pages were right.)
Friday, November 5, 2010
Friday, Nov. 5
Grades: Do not panic if you have an asterisk by the personal essay. I scored without writing full comments (which I'll complete over the week-end), but for a few essays, I apparently forgot to write the grade. No worries--papers are at home--so I'll add them ASAP. But if you see that star (vs. a 0), it's OK. It did not count against you on the quarter grade.
Letters to Veterans--Don't forget . . .details on yesterday's post. But more details on US veterans here:
Vietnam
7,569,000 living veterans
TODAY IN CLASS
Discussion over the rest of part 2--focus was on how Grendel drove Hrothgar and the Danes to their baser instincts, thinking only of evil and praying to the "old stone gods" and even the Devil. Instead of just "talking about" sections 3 and 4, students formed (somewhat casual) groups to rewrite (and shorten) in a more lively way. In 2nd period, your object was to write the screenplay, with a voice-over for the narration and to-the-point dialogue. We'll hear the results on Monday. And in 4th, the goal was sort of Cliff's Notes for 7th graders, but again with an eye toward the lively interaction.
FOR MONDAY
Yes, some brief performances/presentations of 3-4. And we will discuss all or most of 6-10. DO bring your book on Monday--because I expect will move on, and the next section is in your book, not the hand-out.
Letters to Veterans--Don't forget . . .details on yesterday's post. But more details on US veterans here:
Veterans’ Day – November 11
Veteran – anyone who has served in the military
Thanking veterans for their service, in a war or not
World War I – 1917-1918 – 53,402 killed
1 living veteran
1 living veteran
World War II – 1941-1945 – 291,557 killed
1,981,000 living veterans
1,981,000 living veterans
Korean War – 1950-1953 – 33,739 killed
2,507,000 living veterans
2,507,000 living veterans
7,569,000 living veterans
Gulf War – 1990-1991 – 148 killed
2,254,000 living veterans
2,254,000 living veterans
War on Terror – 2001 - – 5760 killed
Total living war veterans: 16,962,000
Total living veterans (periods of war & peace): 22,795,000
TODAY IN CLASS
Discussion over the rest of part 2--focus was on how Grendel drove Hrothgar and the Danes to their baser instincts, thinking only of evil and praying to the "old stone gods" and even the Devil. Instead of just "talking about" sections 3 and 4, students formed (somewhat casual) groups to rewrite (and shorten) in a more lively way. In 2nd period, your object was to write the screenplay, with a voice-over for the narration and to-the-point dialogue. We'll hear the results on Monday. And in 4th, the goal was sort of Cliff's Notes for 7th graders, but again with an eye toward the lively interaction.
FOR MONDAY
Yes, some brief performances/presentations of 3-4. And we will discuss all or most of 6-10. DO bring your book on Monday--because I expect will move on, and the next section is in your book, not the hand-out.
Thursday, November 4, 2010
LETTER TO VETERANS
As mentioned in class, ASB is sponsoring a letter-writing activitity through a national organization: http://www.opgratitude.com/from_iraq.php. You can consult that site for ideas, but know that for us, the letters showing thanks and appreciation will go ONLY to veterans (not currently deployed servicemen and women). And for us, all letters go through the school. Since I'm giving extra credit for this (10 points in the "Daily Work" [Written Prep] category), your letters actually need to go through ME, then on to ASB.
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
I briefly checked annotations, then we discussed some of the early part of the text. In both classes we got through Grendel's first attack, but 2nd ended pretty much with "Hate had triumphed." In 4th we progresses 10-15 lines farther.
We will not move through all of the first ten chapters at this pace. For the most part, we'll be the most thorough at the sections actually in your book, and do more summary/overall plot awareness for the other sections.
What this means to you is that for a couple of days, your reading will really outpace how much we've discussed. That's OK. I WANT you to know the near-term "what happens."
SO FOR TOMORROW
Finish reading the packet that you have (that would be through Chapter 10). I may give you a short reading check on it, particularly the last half (from Ch. 6 on).
As mentioned in class, ASB is sponsoring a letter-writing activitity through a national organization: http://www.opgratitude.com/from_iraq.php. You can consult that site for ideas, but know that for us, the letters showing thanks and appreciation will go ONLY to veterans (not currently deployed servicemen and women). And for us, all letters go through the school. Since I'm giving extra credit for this (10 points in the "Daily Work" [Written Prep] category), your letters actually need to go through ME, then on to ASB.
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
I briefly checked annotations, then we discussed some of the early part of the text. In both classes we got through Grendel's first attack, but 2nd ended pretty much with "Hate had triumphed." In 4th we progresses 10-15 lines farther.
We will not move through all of the first ten chapters at this pace. For the most part, we'll be the most thorough at the sections actually in your book, and do more summary/overall plot awareness for the other sections.
What this means to you is that for a couple of days, your reading will really outpace how much we've discussed. That's OK. I WANT you to know the near-term "what happens."
SO FOR TOMORROW
Finish reading the packet that you have (that would be through Chapter 10). I may give you a short reading check on it, particularly the last half (from Ch. 6 on).
Wednesday, November 3, 2010
Spring in November
TODAY IN CLASS. We started Beowulf for real--you have the first packet (dubbed packet A), and we got started in class. Second period, I apologize for not remembering my own formatting and the ensuing confusion. But from now on there should be no difficulties.
We're reading Beowulf for the action-packed story, for ways in which the literature shows the history and culture of the people, for some of the litarary aspects, and for its values (what does/does not constitute heroic behavior and the qualities of a hero.
To recap: Shild, a great hero who came to Denmark as an abandoned child, ruled powerfully for many years, fathered an heir (Beo) who will succeed him, and was given an impressive ship's burial when he died. His life came full circle: he arrived from over the water, and in death he was sent back to the sea.
His son Beo then ruled with success, had four children, and among them, Hrothgar will be the one who will figure most prominently into our story.
HOMEWORK
Complete reading sections 1-7 in the hand-out (the original poem was not divided in any way, but for convenience, some translations are divided into sections or chapters). For Chapter 1 (starting at line 86) and for Chapter 2, ANNOTATE, right on your hand-out. It is perfectly OK to use the annotations to as questions or to note that which you do NOT know and need to follow up on in class. Continue reading 3-7, but I won't check for annotations (of course, you're still free to comment/question as "notes to self" to figure out later.
Tuesday, November 2, 2010
Tuesday, November 2, 2010
TODAY IN CLASS
Major quiz. Only two people missed it (hooray).
FOR TOMORROW
No homework. We start reading Beowulf in earnest tomorrow.
Major quiz. Only two people missed it (hooray).
FOR TOMORROW
No homework. We start reading Beowulf in earnest tomorrow.
Monday, November 1, 2010
Major Quiz on Tuesday
TODAY IN CLASS
We discussed 35-36, particularly with reference to the three major dates/time ranges associated with the epic poem Beowulf, and watched a powerpoint highlighting that aspect as well as other aspects of the poem's history. (This material WILL be on the quiz tomorrow.) We also looked at the etymology of wergild (literally "man-price"), and briefly went over the meaning of comitatus, basically straight from the study guide.
In 2nd we barely got started on the first page of the poem itself; in 4th we didn't even do that. No matter--nothing within the text of Beowulf will be on the quiz.
FOR TOMORROW
Just be prepared. Remember that the study hand-out is posted online. ( See Friday's post for the link.)
We discussed 35-36, particularly with reference to the three major dates/time ranges associated with the epic poem Beowulf, and watched a powerpoint highlighting that aspect as well as other aspects of the poem's history. (This material WILL be on the quiz tomorrow.) We also looked at the etymology of wergild (literally "man-price"), and briefly went over the meaning of comitatus, basically straight from the study guide.
In 2nd we barely got started on the first page of the poem itself; in 4th we didn't even do that. No matter--nothing within the text of Beowulf will be on the quiz.
FOR TOMORROW
Just be prepared. Remember that the study hand-out is posted online. ( See Friday's post for the link.)
Friday, October 29, 2010
Happy Halloween!
Announcement: The substantial quiz ( 40-50 points) planned for Monday will be on Tuesday instead.
TODAY IN CLASS
The "Wife's Lament" study questions were returned, and we discussed the poem. I also returned yesterday's short quiz, and we went over both versions.
FOR MONDAY
Nothing new, but you should absolutely have read/studied the material listed on Thursday's hand-out. We'll go over that, plus the terms we didn't get to, on Monday--but we'll also have time to get started on the actual text of Beowulf.
Just in case you were absent and didn't pick it up, I've linked the study sheet here:
https://docs.google.com/fileview?id=0BxigzimXmDnvY2QxNTA0MmUtZTExNi00OTQwLWFlZjUtNmU0ZWM0MDliY2Vk&hl=en&authkey=CM2ZuaEB
TODAY IN CLASS
The "Wife's Lament" study questions were returned, and we discussed the poem. I also returned yesterday's short quiz, and we went over both versions.
FOR MONDAY
Nothing new, but you should absolutely have read/studied the material listed on Thursday's hand-out. We'll go over that, plus the terms we didn't get to, on Monday--but we'll also have time to get started on the actual text of Beowulf.
Just in case you were absent and didn't pick it up, I've linked the study sheet here:
https://docs.google.com/fileview?id=0BxigzimXmDnvY2QxNTA0MmUtZTExNi00OTQwLWFlZjUtNmU0ZWM0MDliY2Vk&hl=en&authkey=CM2ZuaEB
Thursday, October 28, 2010
Thursday, Oct. 28, 2010
TODAY IN CLASS
1. Very short historical background quiz
2. "The Wife's Lament" worksheets stamped for completion; time to collaborate (strengthening weak answers, discussing ambiguities); papers collected.
3. Hand-out of what's going to be on the long quiz on Monday, Nov. 1, with some discussion of the full definition and characteristics of an epic as well as several other new terms.
FOR TOMORROW
Read p. 27 and pp. 36-37 in your textbook--this is material directly related to Beowulf.
In class on Friday, we will finish the terms on the hand-out, talk more about Beowulf background info, and discuss "The Wife's Lament."
1. Very short historical background quiz
2. "The Wife's Lament" worksheets stamped for completion; time to collaborate (strengthening weak answers, discussing ambiguities); papers collected.
3. Hand-out of what's going to be on the long quiz on Monday, Nov. 1, with some discussion of the full definition and characteristics of an epic as well as several other new terms.
FOR TOMORROW
Read p. 27 and pp. 36-37 in your textbook--this is material directly related to Beowulf.
In class on Friday, we will finish the terms on the hand-out, talk more about Beowulf background info, and discuss "The Wife's Lament."
Wednesday, October 27, 2010
Wednesday, Oct. 27
Super-quick abbreviated post:
FOR TOMORROW
1) Study for very short (10-15 points) historical background quiz.
2) Do the worksheet for "The Wife's Lament"--use both translation (the one in your book plus today's hand-out). Provide clear textual support from the poem: identify source/line number by writing S (for Stanford) or A (for Alexander) plus the line number. This sheet will be stamped for completion--then you will have a chance to compare/adjust/strengthen responses by working with a partner before handing it in.
FOR TOMORROW
1) Study for very short (10-15 points) historical background quiz.
2) Do the worksheet for "The Wife's Lament"--use both translation (the one in your book plus today's hand-out). Provide clear textual support from the poem: identify source/line number by writing S (for Stanford) or A (for Alexander) plus the line number. This sheet will be stamped for completion--then you will have a chance to compare/adjust/strengthen responses by working with a partner before handing it in.
Tuesday, October 26, 2010
Finishing Up the Lyric Poetry
TODAY IN CLASS
2nd:
DID finish what we needed to do with "The Wanderer"
Did NOT quite finish up going over the historical background worksheet
4th
DID finish going over the worksheet
Did NOT quite finish the poem--we will look at the speaker(s) briefly on Wednesday
HOMEWORK
Both classes--be absolutely certain that you have read "The Wife's Lament" (probably a couple of times--it'ts only two pages long.
UPCOMING--2 assessments
1) Thursday--Very short quiz (10-15 points) on the history, covering pp. 4-5, the stapled hand-out, and supplementary lecture notes
2) Monday (Nov.1)--Substantial quiz over the history, literary terms, additional background reading (over Beowulf), and the three short lyric poems. Hand-out will be provided.
2nd:
DID finish what we needed to do with "The Wanderer"
Did NOT quite finish up going over the historical background worksheet
4th
DID finish going over the worksheet
Did NOT quite finish the poem--we will look at the speaker(s) briefly on Wednesday
HOMEWORK
Both classes--be absolutely certain that you have read "The Wife's Lament" (probably a couple of times--it'ts only two pages long.
UPCOMING--2 assessments
1) Thursday--Very short quiz (10-15 points) on the history, covering pp. 4-5, the stapled hand-out, and supplementary lecture notes
2) Monday (Nov.1)--Substantial quiz over the history, literary terms, additional background reading (over Beowulf), and the three short lyric poems. Hand-out will be provided.
Monday, October 25, 2010
A Rainy Monday
TODAY IN CLASS
Time to work on "The Wanderer"--then things diverged. If you were absent, here is what you need to prepare in order to have the necessary practice and understanding for later this week:
Identify (and include line numbers):
kennings--try to find them all
alliteration--the 3 "best lines"
assonance--the 3 "best lines" (for both of these sound features, try to have three instances in each line)
Find passages (you don't need to write out in full, but give key phrases and complete line numbers):
a) lines which show "exile"
b) "ubi sunt" --the heart of the where is . . ? / where are . . .? longing
c) other "elegiac" tone examples--lines that express longing for the past/ people who are gone/places or a way of life that no longer exist
d) have an opinion on whether the poem reflects one speaker or is a dialogue of sorts with two speakers
In 2nd, we started with kennings and slid quickly into meaning. Did not get to checking the worksheet, which I'd hoped to do. So in 4th, after students worked on the poem, I said to finish at home if you weren't done--then I gave back the worksheets. We got up to the last question. (We will start with that on Tuesday in 2nd).
So, FOR TOMORROW
Finish, if needed. And READ the next poem, which is short (and a very odd translation): "The Wife's Lament" (pp. 25-26).
Time to work on "The Wanderer"--then things diverged. If you were absent, here is what you need to prepare in order to have the necessary practice and understanding for later this week:
Identify (and include line numbers):
kennings--try to find them all
alliteration--the 3 "best lines"
assonance--the 3 "best lines" (for both of these sound features, try to have three instances in each line)
Find passages (you don't need to write out in full, but give key phrases and complete line numbers):
a) lines which show "exile"
b) "ubi sunt" --the heart of the where is . . ? / where are . . .? longing
c) other "elegiac" tone examples--lines that express longing for the past/ people who are gone/places or a way of life that no longer exist
d) have an opinion on whether the poem reflects one speaker or is a dialogue of sorts with two speakers
In 2nd, we started with kennings and slid quickly into meaning. Did not get to checking the worksheet, which I'd hoped to do. So in 4th, after students worked on the poem, I said to finish at home if you weren't done--then I gave back the worksheets. We got up to the last question. (We will start with that on Tuesday in 2nd).
So, FOR TOMORROW
Finish, if needed. And READ the next poem, which is short (and a very odd translation): "The Wife's Lament" (pp. 25-26).
Sunday, October 24, 2010
Post for Friday, Oct. 22
IN CLASS ON FRIDAY
We finished some content-related aspects of "The Seafarer"--though exactly where we picked up varied in both classes. The essential thing was to complete the accounting of the inter-connection of pagan/Christian, and to discuss the implications of finding such poetry in books compiled by monks in the first place. (The final 2 1/2 lines of "The Seafarer" were probably added by the scribe.) For "The Wanderer," I recorded whether you wrote the required short summary of the poem's content/action. (If you were absent on Friday, show me that you have done this BEFORE we get started on Monday.)
FOR MONDAY
No direct homework. However, there will be a quiz later this week on the background information, so you might want to start learning this information. We will go over the worksheet info on Monday--so anyone who had been absent and has not gotten that in must do so by the start of class Monday as well. [Anyone absent on 10/18 ONLY is way past due for this; however, a couple of people were gone for several days.]
There will be some sort of assessment later in the week on the short poetry, too, but the format is TBD at this point.
We finished some content-related aspects of "The Seafarer"--though exactly where we picked up varied in both classes. The essential thing was to complete the accounting of the inter-connection of pagan/Christian, and to discuss the implications of finding such poetry in books compiled by monks in the first place. (The final 2 1/2 lines of "The Seafarer" were probably added by the scribe.) For "The Wanderer," I recorded whether you wrote the required short summary of the poem's content/action. (If you were absent on Friday, show me that you have done this BEFORE we get started on Monday.)
FOR MONDAY
No direct homework. However, there will be a quiz later this week on the background information, so you might want to start learning this information. We will go over the worksheet info on Monday--so anyone who had been absent and has not gotten that in must do so by the start of class Monday as well. [Anyone absent on 10/18 ONLY is way past due for this; however, a couple of people were gone for several days.]
There will be some sort of assessment later in the week on the short poetry, too, but the format is TBD at this point.
Thursday, October 21, 2010
TODAY IN CLASS
Quick completion check of last night's homework (finding two examples each of kennings, assonance, and alliteration in "The Seafarer"). Then I showed you what Old English actually looked like, using a few lines of Beowulf. The purpose was to underscore that when we are looking at such things as alliteration or assonance, it is the TRANSLATOR who put them there; the OE text surely had these features, but they might have been for different words. Finally, we looked at student examples of all of these to try to straighten out confusion, particularly where kennings are concerned. We'll continue to work on that. People seemed much more on-target for alliteration and assonance (at least the people who volunteered!).
Then the idea was to finish talking about "The Seafarer" in general, including some of the ideas. We want to apply aspects we know about now, given the background material you've learned, plus an additional idea or two. We'll continue that briefly tomorrow. But we will also go on to the next poem. SO . . .
FOR TOMORROW
Read "The Wanderer" (pp. 21-24). Written work (add to the same paper as today's; I'll do a quick-check again):
Write 3-5 sentences that SUMMARIZE the action of the poem. (You'll probably need the full 5 sentences unless your sentences are typically long and complex!)
Quick completion check of last night's homework (finding two examples each of kennings, assonance, and alliteration in "The Seafarer"). Then I showed you what Old English actually looked like, using a few lines of Beowulf. The purpose was to underscore that when we are looking at such things as alliteration or assonance, it is the TRANSLATOR who put them there; the OE text surely had these features, but they might have been for different words. Finally, we looked at student examples of all of these to try to straighten out confusion, particularly where kennings are concerned. We'll continue to work on that. People seemed much more on-target for alliteration and assonance (at least the people who volunteered!).
Then the idea was to finish talking about "The Seafarer" in general, including some of the ideas. We want to apply aspects we know about now, given the background material you've learned, plus an additional idea or two. We'll continue that briefly tomorrow. But we will also go on to the next poem. SO . . .
FOR TOMORROW
Read "The Wanderer" (pp. 21-24). Written work (add to the same paper as today's; I'll do a quick-check again):
Write 3-5 sentences that SUMMARIZE the action of the poem. (You'll probably need the full 5 sentences unless your sentences are typically long and complex!)
Wednesday, October 20, 2010
TODAY IN CLASS
We finished up the Romans--focussing on their specific contributions as well as why their presence was really an "occupation" rather than an "invasion," and we hit the highlights of the Anglo-Saxon invasion. Much of the Anglo-Saxon material will be further developed as we read the literature, however. Then we turned our attention to the specifics of Anglo-Saxon poetry, starting with a few terms. I can "tell you," but you pretty much have to read it for yourself. Try to find some examples. And we'll talk about them, and I'll try to clarify them. (It's a process.)
FOR TOMORROW
So, first please READ two pages:
p. 14, which will be important in many ways
p. 15, which summarizes some key qualities of the poetry
APPLY
Re-read "The Seafarer," being on the look-out for ways in which what we've learned so far about the culture show up in the poem. But even more important, look for the terms. (I'm skipping caesura for tonight, which is harder to see straight off in "The Seafarer."
Write the following prep work directly into your notes--I'll check for completion:
We finished up the Romans--focussing on their specific contributions as well as why their presence was really an "occupation" rather than an "invasion," and we hit the highlights of the Anglo-Saxon invasion. Much of the Anglo-Saxon material will be further developed as we read the literature, however. Then we turned our attention to the specifics of Anglo-Saxon poetry, starting with a few terms. I can "tell you," but you pretty much have to read it for yourself. Try to find some examples. And we'll talk about them, and I'll try to clarify them. (It's a process.)
FOR TOMORROW
So, first please READ two pages:
p. 14, which will be important in many ways
p. 15, which summarizes some key qualities of the poetry
APPLY
Re-read "The Seafarer," being on the look-out for ways in which what we've learned so far about the culture show up in the poem. But even more important, look for the terms. (I'm skipping caesura for tonight, which is harder to see straight off in "The Seafarer."
Write the following prep work directly into your notes--I'll check for completion:
- Kennings--find TWO examples: give the phrase, the line number, and tell what it refers to
- Assonance--write out TWO LINES containing assonance (they do not have to be near one another), and include the line number for each. Then circle the syllables that contain the assonance. (Note that the definition is for "stressed" syllables--this just means a syllable that receives the stress (sometimes called the accent) in normal speech.)
- Alliteration--Essentially the same directions as for assonance: TWO lines, with line number, and alliterated sounds circled
Tuesday, October 19, 2010
I did not forget to post . . .
However, there is very little to say:
1. 2nd period--I'll collect your worksheets first thing on Wednesday. Sorry, I just forgot.
2. We went over the Roman occupation in more detail today, but did not QUITE finish in 4th--we'll do that ASAP on Wednesday.
3. The rest of Wednesday: split between the Anglo-Saxon invasion and some specific terms related to Anglo-Saxon poetry.
4. NO HOMEWORK TONIGHT (but don't expect this to last . . .)
Also: the late folder is open on http://www.turnitin.com/
Use it if it applies to you!
1. 2nd period--I'll collect your worksheets first thing on Wednesday. Sorry, I just forgot.
2. We went over the Roman occupation in more detail today, but did not QUITE finish in 4th--we'll do that ASAP on Wednesday.
3. The rest of Wednesday: split between the Anglo-Saxon invasion and some specific terms related to Anglo-Saxon poetry.
4. NO HOMEWORK TONIGHT (but don't expect this to last . . .)
Also: the late folder is open on http://www.turnitin.com/
Use it if it applies to you!
Thursday, October 14, 2010
Personal Essays Due Friday!!
TODAY IN CLASS
1. Sudents received a major hand-out on the historical background for the Anglo-Saxon period; hang on to this and take it seriously. You will be expected to "know" the material as though it were a history class.
2. There was a quick chart on the board outlining the types of literature for this period. You can copy it down tomorrow if your were absent.
3. The majority of the time was spent on getting started on a lyric poem called "The Seafarer' (pp. 17-20). However, we only got through line 38. If you were absent, do the following quick activity in your notes:
The main thing is the personal essay. Make sure you have followed all instructions on the various prior hand-outs, and have everything you need to turn in: the cover sheet, the final draft, the stamped first draft, and the peer-response form for that draft.
But also--you need to read the intro and first two sections (Celts and Romans) from the hand-out. Quite frankly, you can probably accomplish that while I am collecting the essays and marking them off as turned in on time.
1. Sudents received a major hand-out on the historical background for the Anglo-Saxon period; hang on to this and take it seriously. You will be expected to "know" the material as though it were a history class.
2. There was a quick chart on the board outlining the types of literature for this period. You can copy it down tomorrow if your were absent.
3. The majority of the time was spent on getting started on a lyric poem called "The Seafarer' (pp. 17-20). However, we only got through line 38. If you were absent, do the following quick activity in your notes:
- Make a T-chart and label it "Hardships." Mark the left side Physical and the right side Emotional
- Now fill it in with the appropriate phrases you find in lines 1-26.
- Tomorrow, compare your chart to others to make sure you were on the right track.
The main thing is the personal essay. Make sure you have followed all instructions on the various prior hand-outs, and have everything you need to turn in: the cover sheet, the final draft, the stamped first draft, and the peer-response form for that draft.
But also--you need to read the intro and first two sections (Celts and Romans) from the hand-out. Quite frankly, you can probably accomplish that while I am collecting the essays and marking them off as turned in on time.
Tuesday, October 12, 2010
turnitin.com Now OPEN for Personal Essays!
TODAY IN CLASS
In-class essay--the last piece of work in the short fiction unit.
WEDNESDAY
Due to the PSAT schedule, I will not see either 2nd or 4th. Your work, of course, is to be finishing the personal essay. It is not "due" until Friday, but finished essays and supporting material will be gladly accepted on Thursday!
Also--if you missed either the closed-book test on Friday or the open-book essay today, you can make either one up on Wednesday at 11:30. No after-school make-up on Wednesday, because there is a faculty meeting.
THURSDAY
We will start the new unit in earnest. Absent Monday?? Be sure you've read pp. 4-5 and 8.
In-class essay--the last piece of work in the short fiction unit.
WEDNESDAY
Due to the PSAT schedule, I will not see either 2nd or 4th. Your work, of course, is to be finishing the personal essay. It is not "due" until Friday, but finished essays and supporting material will be gladly accepted on Thursday!
Also--if you missed either the closed-book test on Friday or the open-book essay today, you can make either one up on Wednesday at 11:30. No after-school make-up on Wednesday, because there is a faculty meeting.
THURSDAY
We will start the new unit in earnest. Absent Monday?? Be sure you've read pp. 4-5 and 8.
Monday, October 11, 2010
In-Class Essay on Tuesday
TODAY IN CLASS
Please be aware of two upcoming variations from the normal schedule:
Initial reading from text covered only the pages from the historical background section pertaining to the Anglo-Saxon period--NOT the medieval sections. So if you missed class today, catch up by reading the following pages: 4-5 and 8 (Yes, I know that seems odd).
FOR TOMORROW
No homework, but be sure to have both the grey textbook and the hand-out for "A & P" with you in class for the in-class essay.
Also needed: loose-leaf paper and a pen with blue or black ink.
Please be aware of two upcoming variations from the normal schedule:
- Tuesday--Senior Assembly and Class Photo--3rd period (usually takes 20-25 minutes)
- Wednesday--Altered Schedule for PSAT; All students expected to attend 3rd period (1:30-2:31). Attendance will be taken.
Initial reading from text covered only the pages from the historical background section pertaining to the Anglo-Saxon period--NOT the medieval sections. So if you missed class today, catch up by reading the following pages: 4-5 and 8 (Yes, I know that seems odd).
FOR TOMORROW
No homework, but be sure to have both the grey textbook and the hand-out for "A & P" with you in class for the in-class essay.
Also needed: loose-leaf paper and a pen with blue or black ink.
Friday, October 8, 2010
Short Fiction Test Was Today
So if you were absent, you need to make arrangements ASAP to make it up.
Also today: two hand-outs summarizing details for finalizing and submitting the personal essay as well as some basic info on grammar/mechanics expectations plus relevant sources. Anyone absent needs to pick them up on Monday, but I'm linking the one with the grammar links to make it easier to find those sources:
https://docs.google.com/document/edit?id=1w8xo49-qLjE7DpwA6qgh7LLNzswJ4pxfh2r8DMDbfBs&hl=en&authkey=CJKwkdIP
Also, you should be aware that although we "missed" National Punctuation Day last week, there is a great website here:
http://www.nationalpunctuationday.com/
FOR MONDAY
Nothing in particular, though you might want to get your essay in final or close-to-final form. Also, don't forget the Culminating Project pieces that are due to the Career Center by Friday.
Remember that there will be an short story unit open-book essay (multi-paragraph, with textual evidence) on Tuesday. But Monday we'll be starting something new. You DO need to keep bringing your books!
Also today: two hand-outs summarizing details for finalizing and submitting the personal essay as well as some basic info on grammar/mechanics expectations plus relevant sources. Anyone absent needs to pick them up on Monday, but I'm linking the one with the grammar links to make it easier to find those sources:
https://docs.google.com/document/edit?id=1w8xo49-qLjE7DpwA6qgh7LLNzswJ4pxfh2r8DMDbfBs&hl=en&authkey=CJKwkdIP
Also, you should be aware that although we "missed" National Punctuation Day last week, there is a great website here:
http://www.nationalpunctuationday.com/
FOR MONDAY
Nothing in particular, though you might want to get your essay in final or close-to-final form. Also, don't forget the Culminating Project pieces that are due to the Career Center by Friday.
Remember that there will be an short story unit open-book essay (multi-paragraph, with textual evidence) on Tuesday. But Monday we'll be starting something new. You DO need to keep bringing your books!
Thursday, October 7, 2010
Short Fiction Unit Test on Friday
TODAY IN CLASS
Peer-response to the personal essay. If you were absent/didn't have your paper today, you will need to get this done on your own in time to revise for next week.
FOR TOMORROW
There will be a test covering the short stories (know author and titles) and the literary terms for the short fiction unit. As tests go, it is not as "major" as some, but you need to be well-versed in the details of the stories we read (more as a reading check), recognize and be able to use the appropriate vocabulary for discussing the fiction, be able to apply terms/concepts to particular stories, and be able to think in terms of connections among the stories (concerning character, themes, aspects of style, etc.). Tuesday's post linked you to the original unit hand-out.
There will be some matching, multiple choice, fill-in-the-blank, and writing that ranges from 2-3 sentences to short paragraphs. This test will not include an extended essay--that will come next week (on Tuesday).
Looking ahead
:: As mentioned, there will be an open-book essay on Tuesday, Oct. 12.
:: Your revised essays are due next week--full information will be handed out tomorrow.
:: Otherwise, expect in-class work vs. additional homework in honor of Homecoming Week!
Peer-response to the personal essay. If you were absent/didn't have your paper today, you will need to get this done on your own in time to revise for next week.
FOR TOMORROW
There will be a test covering the short stories (know author and titles) and the literary terms for the short fiction unit. As tests go, it is not as "major" as some, but you need to be well-versed in the details of the stories we read (more as a reading check), recognize and be able to use the appropriate vocabulary for discussing the fiction, be able to apply terms/concepts to particular stories, and be able to think in terms of connections among the stories (concerning character, themes, aspects of style, etc.). Tuesday's post linked you to the original unit hand-out.
There will be some matching, multiple choice, fill-in-the-blank, and writing that ranges from 2-3 sentences to short paragraphs. This test will not include an extended essay--that will come next week (on Tuesday).
Looking ahead
:: As mentioned, there will be an open-book essay on Tuesday, Oct. 12.
:: Your revised essays are due next week--full information will be handed out tomorrow.
:: Otherwise, expect in-class work vs. additional homework in honor of Homecoming Week!
Wednesday, October 6, 2010
Personal Essay Due Thursday
TODAY IN CLASS
Discussion of "A Devoted Son" (focus on conflict/the difference between being devoted and being compassionate). Homework questions collected.
FOR TOMORROW
Bring your typed personal essay; see yesterday's post for formatting requirements.
And remember, Friday there will be a test on the short story unit (details on that given yesterday as well).
Discussion of "A Devoted Son" (focus on conflict/the difference between being devoted and being compassionate). Homework questions collected.
FOR TOMORROW
Bring your typed personal essay; see yesterday's post for formatting requirements.
And remember, Friday there will be a test on the short story unit (details on that given yesterday as well).
Tuesday, October 5, 2010
TODAY IN CLASS
1. Announcement that there will be a short fiction test on Friday, covering the stories and terms listed on the original unit hand-out:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB&pli=1#
2. We looked specifically at "plot" as an indication of the sub-terms for many of the literary terms, and briefly connected particular elements to earlier stories as well as to "A Devoted Son."
3. We began a hand-out of study questions for this story, but it is mostly homework.
Thus, FOR TOMORROW
Complete the study questions provided in class. (If you are catching up from an absence, they are re-printed at the end of this post).
LOOKING AHEAD TO THURSDAY
Personal essay must be typed and with you in class in order to get completion points.
Printing Requirements
Simple heading (single-space)
Prompt typed out in full and bolded (single-space)
Double-space the actual essay
Word count: highlight the essay only, so that you get an accurate count
Classwork/Homework for Tuesday--due Wednesday, Oct. 6 Anita Desai's "A Devoted Son"
1. Announcement that there will be a short fiction test on Friday, covering the stories and terms listed on the original unit hand-out:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB&pli=1#
2. We looked specifically at "plot" as an indication of the sub-terms for many of the literary terms, and briefly connected particular elements to earlier stories as well as to "A Devoted Son."
3. We began a hand-out of study questions for this story, but it is mostly homework.
Thus, FOR TOMORROW
Complete the study questions provided in class. (If you are catching up from an absence, they are re-printed at the end of this post).
LOOKING AHEAD TO THURSDAY
Personal essay must be typed and with you in class in order to get completion points.
Printing Requirements
Simple heading (single-space)
Prompt typed out in full and bolded (single-space)
Double-space the actual essay
Word count: highlight the essay only, so that you get an accurate count
Classwork/Homework for Tuesday--due Wednesday, Oct. 6 Anita Desai's "A Devoted Son"
1. SETTING—Describe the setting briefly (where/when/significant details), but then look at the implications of the setting. Think of the setting in India vs. a similar story set in, say, New York or Seattle
2. CONFLICT—
a) List three things about which Rakesh and Varma come to disagree.
b) How do these disagreements reflect the central conflict of the story?
c) Is the central conflict a struggle between two traditions or between a tradition and itself (that is, two different ways of carrying out a tradition).
3. CHARACTER TRAIT—
a) Do you think Rakesh’s behavior is truly devoted? Explain.
b) What does this story suggest about the relationship between devotion and compassion?
4. STATIC/DYNAMIC CHARACTER—Answer ALL FOUR of the questions in the Literary Analysis section on p. 1283. For the third question , use a chart format, and then summarize what you find.
Monday, October 4, 2010
2nd Counselor Visit Today
See Friday's post for tomorrow's expectations.
However, please read this as well:
http://seattletimes.nwsource.com/html/pacificnw/2012956272_pacificptaste03.html?cmpid=2628
It's not exactly an "application essay," but read it for an excellent example of voice, personal detail, and memorable imagery.
However, please read this as well:
http://seattletimes.nwsource.com/html/pacificnw/2012956272_pacificptaste03.html?cmpid=2628
It's not exactly an "application essay," but read it for an excellent example of voice, personal detail, and memorable imagery.
Friday, October 1, 2010
TODAY IN CLASS
1. The final bit of generic advice concerning the personal essay, this time from an admissions official at Cornell University. Also, I provided a web site with some additional suggestions (scroll down a bit for the text and three numbered sections):
http://education.trak.in/2010/three-keys-for-writing-the-best-possible-college-admissions-essay/
Also, late in that article, there is a further link that will take you to many other articles to skim through, if you are really so inclined.
2. We started to think of both "Araby" and "A & P" in terms of a quest: the overall object of a quest may seem to vary (the Holy Grail, finding [and killing] the dragon, whatever it is Indiana Jones is searching for now, to say nothing of a present for a girl, or THE GIRL herself). But actually, in lterature at least, the real reason for a quest is always self-knowledge. And we talked about how that worked for both the unnamed "Araby" narrator and for Sammy in "A & P."
3. However, the knowledge/self-insight for Sammy seems a bit unclear, and in 2nd period we looked at the final sentence in close detail. We need to pick that up better in 4th next week.
4. In 4th period, we set up the next story pretty thoroughly--so everyone else, please read the notes below concerning "A Devoted Son."
FOR MONDAY
Get going on your essay. Sure, the first draft someone else will see is not due until Thursday, but that shouldn't be the first draft that you write. Churn something out over the week-end if you can--so that you will have 2 - 3 days to be more critical and objective about your own work.
I assigned the final story for this unit: Anita Desai's "A Devoted Son" (pp. 1272-1282).
1. The final bit of generic advice concerning the personal essay, this time from an admissions official at Cornell University. Also, I provided a web site with some additional suggestions (scroll down a bit for the text and three numbered sections):
http://education.trak.in/2010/three-keys-for-writing-the-best-possible-college-admissions-essay/
Also, late in that article, there is a further link that will take you to many other articles to skim through, if you are really so inclined.
2. We started to think of both "Araby" and "A & P" in terms of a quest: the overall object of a quest may seem to vary (the Holy Grail, finding [and killing] the dragon, whatever it is Indiana Jones is searching for now, to say nothing of a present for a girl, or THE GIRL herself). But actually, in lterature at least, the real reason for a quest is always self-knowledge. And we talked about how that worked for both the unnamed "Araby" narrator and for Sammy in "A & P."
3. However, the knowledge/self-insight for Sammy seems a bit unclear, and in 2nd period we looked at the final sentence in close detail. We need to pick that up better in 4th next week.
4. In 4th period, we set up the next story pretty thoroughly--so everyone else, please read the notes below concerning "A Devoted Son."
FOR MONDAY
Get going on your essay. Sure, the first draft someone else will see is not due until Thursday, but that shouldn't be the first draft that you write. Churn something out over the week-end if you can--so that you will have 2 - 3 days to be more critical and objective about your own work.
I assigned the final story for this unit: Anita Desai's "A Devoted Son" (pp. 1272-1282).
- To be honest, we will not talk about it until Tuesday. But I want you to know of it over the week-end because a) it's fairly long, and b) if you didn't get your prospectus back and want to wait to work on your essay, you can have something to do now that will save you time next week.
- 2nd period (and anyone absent from 4th)--be sure to think about the title. We've been on a run of stories featuring young male protagonists (Paul, Jerome, "Araby" narrator, Sammy, and now "the devoted son"). But also think about the ambiguity of titles: "The Demon Lover" (multiple interpretations and/or ambiguities) . . . "The Rocking-Horse Winner" (sure, he piled up loads of cash, but he died).
- So how "devoted" is the son in the title? What is the nature of devotion? What are the cultural and generational expectations of parent/child (or child/parent) relationships?
Thursday, September 30, 2010
TODAY IN CLASS
1. The personal essay prospectus was collected.
2. 2nd period turned in the A & P annotations.
3. Discussion of "A & P"
FOR TOMORROW
Essentially no homework. I'd like you to actually hold off on anything related to the college essay until after I return the prospectus tomorrow. And no new story until we finish this one.
However, it would be a good time to look back over that hand-out on the short stories (the one with the terms) and be sure you have looked them all up, kept track of any you don't automatically "know" so that you will learn them, and that you are thinking about how the terms apply to each of the stories we've read. If you've lost it or aren't even sure what hand-out I mean, it's this one:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB#
1. The personal essay prospectus was collected.
2. 2nd period turned in the A & P annotations.
3. Discussion of "A & P"
FOR TOMORROW
Essentially no homework. I'd like you to actually hold off on anything related to the college essay until after I return the prospectus tomorrow. And no new story until we finish this one.
However, it would be a good time to look back over that hand-out on the short stories (the one with the terms) and be sure you have looked them all up, kept track of any you don't automatically "know" so that you will learn them, and that you are thinking about how the terms apply to each of the stories we've read. If you've lost it or aren't even sure what hand-out I mean, it's this one:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB#
Wednesday, September 29, 2010
Personal Essay Prospectus Due on Thursday!
Note about the prospectus: be sure that the "topic" you write out in full is one of the ones listed on the hand-out (the six for the Common Application) and the two for the University of Washington. If you choose "Topic of your choice" because you want to write on a topic given by another school, tell which school, and write out THAT topic in full. If you are just "choosing" to do something on your own, the main standard will be whether or not it provides the opportunity to reveal the same sorts of things about you as can be seen in virtually all of the other topics.
TODAY IN CLASS
Discussion of a range of possible themes for "Araby"--and review of the criteria for any statement of theme:
TODAY IN CLASS
Discussion of a range of possible themes for "Araby"--and review of the criteria for any statement of theme:
- universal (not tied to the plot events or specific characters of a particular work)
- explanatory power that tries to express the most insight (though more than one thematic statement may apply)
- must stated as a claim (cause, effect, reason, association, etc.)--NOT just a topic or subject area
Epiphany has been given wide currency as a critical term by James Joyce, who used it to designate an event in which the essential nature of something—a person, a situation, an object—was suddenly perceived. It is thus an intuitive grasp of reality achieved in a quick flash of recognition in which something, usually simple and commonplace is seen in a new light, and, as Joyce says, “its soul, its whatness leaps to us from the vestment of its appearance.” This sudden insight is the epiphany.
--from A Handbook to Literature
(mine is Holman/Harmon, 5th ed.)
Obviously in "Araby" the epiphany occurs in the final sentence of the story, which we discussed at some length. It also shows something true of many epiphanies--the sudden realization turns out to be something about oneself.
But the greatest "take-away" here is that epiphanies are not restricted to the work of James Joyce--be prepared to recognize them from time to time throughout the year.
FOR TOMORROW
The only work is to think about your essay enough to write a useful prospectus and have it printed out by the time class starts.
2nd period--I have already written the note on the board to remind me to collect the annotations of "A & P."
Tuesday, September 28, 2010
Senior Culminating Project
I am required to approve your work before it's submitted to the Career Center. Their deadline is Oct. 15th, but their message is "the sooner the better." But I won't "approve" if it is not worthy of a high-school senior representing Issaquah High School to the community. Be warned.
1. Unless you are going straight into the job market full-time after graduation, your resume should be academically-oriented as complete as possible re: education data, school and extra-curricular activities (with substantial lists appropriately sub-divided, and leadership roles clearly set forth), volunteer experience, work experience, and outside interests). Format in a eye-pleasing and professional manner, and PROOFREAD carefully.
2. Your typed-out response to Question #1 should be 250-350 words, and must address all parts of the question:
All students received the copy of the Senior Personal Essay assignments. You should have two dates written in:
PROSPECTUS--due on Thursday, Sept. 30. (Typed; must be printed BEFORE you arrive in class--it will be collected at the bell.)
FIRST DRAFT--due on Thursday, Oct. 7. Typed, double-spaced.
For 2nd period, we did the full gig on the assignment presentation, including going over common pitfalls as well as the topic choices. This had been done on Monday in 4th period. In 4th, I simply clarified the new "Pooling" process for the University of Washington, and returned the Self-Definition papers.
So most of 4th period was devoted to "Araby," though we have to pick up a couple of things tomorrow.
Fourth period also handed in the annotated copies of "A & P." Second period, yours will be collected first thing on Wednesday!
FOR TOMORROW-- Both Classes
Think about your essay topic, and work on the prospectus. There will be new reading for Thursday, and I don't want to double up too much. But I also don't want to add the next story until we have finished this pair (Araby/A & P).
Although we won't be totally back on track for tomorrow (both classes doing exactly the same thing), we should come close: we will totally wrap up Joyce, and get to variable points with Updike.
I am required to approve your work before it's submitted to the Career Center. Their deadline is Oct. 15th, but their message is "the sooner the better." But I won't "approve" if it is not worthy of a high-school senior representing Issaquah High School to the community. Be warned.
1. Unless you are going straight into the job market full-time after graduation, your resume should be academically-oriented as complete as possible re: education data, school and extra-curricular activities (with substantial lists appropriately sub-divided, and leadership roles clearly set forth), volunteer experience, work experience, and outside interests). Format in a eye-pleasing and professional manner, and PROOFREAD carefully.
2. Your typed-out response to Question #1 should be 250-350 words, and must address all parts of the question:
- Summarize your preparation for your education and career goals. what further steps must you take to achieve your goals? Describe yow your plans relate to your skills, strengths, interests, and values. Include a realistic financial plan for achieving your goals.
All students received the copy of the Senior Personal Essay assignments. You should have two dates written in:
PROSPECTUS--due on Thursday, Sept. 30. (Typed; must be printed BEFORE you arrive in class--it will be collected at the bell.)
FIRST DRAFT--due on Thursday, Oct. 7. Typed, double-spaced.
For 2nd period, we did the full gig on the assignment presentation, including going over common pitfalls as well as the topic choices. This had been done on Monday in 4th period. In 4th, I simply clarified the new "Pooling" process for the University of Washington, and returned the Self-Definition papers.
So most of 4th period was devoted to "Araby," though we have to pick up a couple of things tomorrow.
Fourth period also handed in the annotated copies of "A & P." Second period, yours will be collected first thing on Wednesday!
FOR TOMORROW-- Both Classes
Think about your essay topic, and work on the prospectus. There will be new reading for Thursday, and I don't want to double up too much. But I also don't want to add the next story until we have finished this pair (Araby/A & P).
Although we won't be totally back on track for tomorrow (both classes doing exactly the same thing), we should come close: we will totally wrap up Joyce, and get to variable points with Updike.
Monday, September 27, 2010
The Senior Personal Essay
A.K.A. The College Application Essay
This was today's topic in 4th period; it will be tomorrow's topic in 2nd period.
TODAY IN CLASS . . .
varied depending on whether you were in 2nd or 4th. In second period, I tried to discuss "Araby" after a 4-day lapse, with nothing on your desk except the book. You were patient, but it was not a great way to do it. So in 4th, I skipped to what I planned to do with you guys on Tuesday. Tomorrow we'll get things evened up. BOTH CLASSES:: Make sure your annotated copy of "A & P" is completed and with you in class on Tuesday.
BUT LOOKING AHEAD TO THE SENIOR ESSAY
The complete assignment is linked here:
https://docs.google.com/document/edit?id=12of2z4dZf7RuISRKikRPG97bdda8xuHhLmzHw-WQ_rU&hl=en&authkey=CJvt5eoD
The first deadline (regardless of which section you are in) is for the prospectus, which is further described on the hand-out. PROSPECTUS DUE DATE: Thursday, Sept. 30.
This was today's topic in 4th period; it will be tomorrow's topic in 2nd period.
TODAY IN CLASS . . .
varied depending on whether you were in 2nd or 4th. In second period, I tried to discuss "Araby" after a 4-day lapse, with nothing on your desk except the book. You were patient, but it was not a great way to do it. So in 4th, I skipped to what I planned to do with you guys on Tuesday. Tomorrow we'll get things evened up. BOTH CLASSES:: Make sure your annotated copy of "A & P" is completed and with you in class on Tuesday.
BUT LOOKING AHEAD TO THE SENIOR ESSAY
The complete assignment is linked here:
https://docs.google.com/document/edit?id=12of2z4dZf7RuISRKikRPG97bdda8xuHhLmzHw-WQ_rU&hl=en&authkey=CJvt5eoD
The first deadline (regardless of which section you are in) is for the prospectus, which is further described on the hand-out. PROSPECTUS DUE DATE: Thursday, Sept. 30.
Thursday, September 23, 2010
Day 2 . . .The Silence Continues
TODAY IN CLASS
But today you got a break from thinking hard about classic stories from British Lit. By looking at three very different personal essays, I hope you have a better feel for what DOESN'T work. I'm going to add a 4th essay later that we'll assess together, and compare/contrast it with the one that nearly all groups chose as the most effective.
If you were absent today, you will need to pick up two hand-outs from the second shelf. (BTW, hand-outs always have cover sheets with the date--make sure you are picking up the intended work.) READ the three essays, and make notes on strengths and weaknesses, and indicate which one you think is best. You don't need to write up anything separately. But you DO need to fill out the second hand-out, which was the homework.
FOR TOMORROW
Look up the essays on the website provided on the hand-out: http://www.teenink.com/
Skim over them and select one essay to focus on. You don't need to print it out unless it's easier to do it that way.
Fill out the chart you received in class carefully and completely. Don't forget the title!!
They will be collected on Friday.
But today you got a break from thinking hard about classic stories from British Lit. By looking at three very different personal essays, I hope you have a better feel for what DOESN'T work. I'm going to add a 4th essay later that we'll assess together, and compare/contrast it with the one that nearly all groups chose as the most effective.
If you were absent today, you will need to pick up two hand-outs from the second shelf. (BTW, hand-outs always have cover sheets with the date--make sure you are picking up the intended work.) READ the three essays, and make notes on strengths and weaknesses, and indicate which one you think is best. You don't need to write up anything separately. But you DO need to fill out the second hand-out, which was the homework.
FOR TOMORROW
Look up the essays on the website provided on the hand-out: http://www.teenink.com/
Skim over them and select one essay to focus on. You don't need to print it out unless it's easier to do it that way.
Fill out the chart you received in class carefully and completely. Don't forget the title!!
They will be collected on Friday.
Wednesday, September 22, 2010
Silence Is Golden
TODAY IN CLASS
It was very quiet. I couldn't talk at all, but students made good use of their time. If you were out today, you can get started on the make-up work by clicking here:
https://docs.google.com/document/edit?id=1JYKEgNnQhypwoVkoHVAOFGgof-fxvPCIhfULtwvSSls&hl=en&authkey=CKjw2YYK
These are carefully structured questions, and you need to answer them carefully and thoughtfully.
FOR TOMORROW
The only homework is to finish the questions if you were not able to complete them in class. Most people are fairly far along, so the work shouldn't be too hard.
It was very quiet. I couldn't talk at all, but students made good use of their time. If you were out today, you can get started on the make-up work by clicking here:
https://docs.google.com/document/edit?id=1JYKEgNnQhypwoVkoHVAOFGgof-fxvPCIhfULtwvSSls&hl=en&authkey=CKjw2YYK
These are carefully structured questions, and you need to answer them carefully and thoughtfully.
FOR TOMORROW
The only homework is to finish the questions if you were not able to complete them in class. Most people are fairly far along, so the work shouldn't be too hard.
Tuesday, September 21, 2010
TODAY IN CLASS
We worked with James Joyce's "Araby" and accomplished three early goals concerning elements of fiction:
1) How an author can use setting to develop character--the boy's naive view of the world is established through his "trusting in appearances" view of the dead priest, his possessions, and the surrounding yard.
2) How patterns of detail and imagery are concentrated so that description gains meaning--we looked at the long third paragraph about the boys' late afternoon play sessions to establish the dense references to light and dark. Investing this pattern with meaning is still a work in progress.
3) Seeing the potential universality in the boy's experience--although my examples may have been silly, it's important to recognize that the boy's interest in/attraction to Mangan's sister is not foreign to most teen-age (and human!) experience.
But we stopped right at the point where some of you still start to call the boy a creepy stalker . . .
FOR TOMORROW
1) Review the story for further concentrated examples of light/dark imagery. Although no further section of text is as dense as the passage we already annotated, there are at least four other places in which several references to light and dark occur within a short space of text. Find at least one such passage--preferably two--and jot down key phrases in your notes as you did in class today.
2) Though there is nothing further to write out for tomorrow, be looking at the hand-out of terms, and start making connections between elements on that list and the relevant components of Joyce's story.
We worked with James Joyce's "Araby" and accomplished three early goals concerning elements of fiction:
1) How an author can use setting to develop character--the boy's naive view of the world is established through his "trusting in appearances" view of the dead priest, his possessions, and the surrounding yard.
2) How patterns of detail and imagery are concentrated so that description gains meaning--we looked at the long third paragraph about the boys' late afternoon play sessions to establish the dense references to light and dark. Investing this pattern with meaning is still a work in progress.
3) Seeing the potential universality in the boy's experience--although my examples may have been silly, it's important to recognize that the boy's interest in/attraction to Mangan's sister is not foreign to most teen-age (and human!) experience.
But we stopped right at the point where some of you still start to call the boy a creepy stalker . . .
FOR TOMORROW
1) Review the story for further concentrated examples of light/dark imagery. Although no further section of text is as dense as the passage we already annotated, there are at least four other places in which several references to light and dark occur within a short space of text. Find at least one such passage--preferably two--and jot down key phrases in your notes as you did in class today.
2) Though there is nothing further to write out for tomorrow, be looking at the hand-out of terms, and start making connections between elements on that list and the relevant components of Joyce's story.
Monday, September 20, 2010
WHAT YOU MISSED ON MONDAY . . .
TODAY IN CLASS
There are an extraordinary number of students out today--some at a music function, and many others apparently sick. Hope you feel better.
What you missed: a full-period, information-packed presentation by the counselors (different ones, depending on period). You will need to access the power-point on their web-site for the college application process. Do NOT assume you know it all already. Some aspects involve our own in-house "rules."
There were also two hand-outs:
On Friday I told you to read James Joyce's "Araby" for Tuesday--it starts on p. 1147. It's a bit long, and more complicated ("richer," significant imagery, etc.) than others we've read. So don't wait until you are too sleepy to start it.
There are an extraordinary number of students out today--some at a music function, and many others apparently sick. Hope you feel better.
What you missed: a full-period, information-packed presentation by the counselors (different ones, depending on period). You will need to access the power-point on their web-site for the college application process. Do NOT assume you know it all already. Some aspects involve our own in-house "rules."
There were also two hand-outs:
- Your own transcript (I have them).You need to check it carefully and report any discrepancies to the counselors' office BY TUESDAY AFTERNOON. They will be working on final rankings starting Wednesday.
- A "flow chart" for the college application process, broken down by types of schools. Get this if you have any thoughts about possibly applying to college.
On Friday I told you to read James Joyce's "Araby" for Tuesday--it starts on p. 1147. It's a bit long, and more complicated ("richer," significant imagery, etc.) than others we've read. So don't wait until you are too sleepy to start it.
Thursday, September 16, 2010
New Short Story
TODAY IN CLASS
Yes, we finished "The Rocking-Horse Winner," discussing the "identity" between mother and son, possible themes (and proper format for theme statements), and the terms character and characterization (with particular emphasis on static and dynamic characters. We turned briefly to point of view, establishing sentence-level proof for the omniscient POV in this story. In one class (4th?) we started a couple of basic concepts for setting--we'll pick that up briefly in 2nd.
FOR TOMORROW
Read the very next story: Graham Greene's "A Shocking Accident," beginning on p. 1190.
It's quite short . . . and in class I said it was "light-weight" compared to the other stories we'll read. I want you to read it and figure out what you think light-weight means in this context and what features of the story account for branding it as such.
Yes, we finished "The Rocking-Horse Winner," discussing the "identity" between mother and son, possible themes (and proper format for theme statements), and the terms character and characterization (with particular emphasis on static and dynamic characters. We turned briefly to point of view, establishing sentence-level proof for the omniscient POV in this story. In one class (4th?) we started a couple of basic concepts for setting--we'll pick that up briefly in 2nd.
FOR TOMORROW
Read the very next story: Graham Greene's "A Shocking Accident," beginning on p. 1190.
It's quite short . . . and in class I said it was "light-weight" compared to the other stories we'll read. I want you to read it and figure out what you think light-weight means in this context and what features of the story account for branding it as such.
Wednesday, September 15, 2010
TODAY IN CLASS
Hand-out today: Unit literary terms and the stories to be covered in the unit.
We got excruciatingly close to the end of "RHW"--but there will be a quick wrap-up tomorrow.
Today's discussion focussed on character/characterization; we looked at motivation (chiefly pertaining to Paul), and discussed the respective reasons for claiming either Paul or his mother as the "main character." However, we did NOT have time for the static/dynamic delineation, though in 4th we had basically built the case. (We'll do that ASAP in 2nd.)
In both sections, we will tie the static/dynamic issue in with theme, and then look briefly at point of view and setting, using a quick comparison/contrast between "RHW" and "The Demon Lover" as illustration.
FOR TOMORROW
Nothing new if you were conscientious last night. However, I suggest reading the list of terms, double-check your knowledge by reading the definitions provided in the text, and then DO YOUR OWN SCREENING: which terms do you know, thoroughly and without a doubt, so that you really don't need to do anything with them? Put checks by them. Then, for the rest, I suggest a "short list" with the definitions written out (helps you learn/internalize) or flash cards, etc. Nothing needs to be handed in.
Hand-out today: Unit literary terms and the stories to be covered in the unit.
We got excruciatingly close to the end of "RHW"--but there will be a quick wrap-up tomorrow.
Today's discussion focussed on character/characterization; we looked at motivation (chiefly pertaining to Paul), and discussed the respective reasons for claiming either Paul or his mother as the "main character." However, we did NOT have time for the static/dynamic delineation, though in 4th we had basically built the case. (We'll do that ASAP in 2nd.)
In both sections, we will tie the static/dynamic issue in with theme, and then look briefly at point of view and setting, using a quick comparison/contrast between "RHW" and "The Demon Lover" as illustration.
FOR TOMORROW
Nothing new if you were conscientious last night. However, I suggest reading the list of terms, double-check your knowledge by reading the definitions provided in the text, and then DO YOUR OWN SCREENING: which terms do you know, thoroughly and without a doubt, so that you really don't need to do anything with them? Put checks by them. Then, for the rest, I suggest a "short list" with the definitions written out (helps you learn/internalize) or flash cards, etc. Nothing needs to be handed in.
Tuesday, September 14, 2010
OH SO LATE . . . .
But I met many of your parents, and tomorrow is Wednesday late start day, so all is not lost.
TODAY IN CLASS
There was an assignment for small groups--three questions to answer on "The Rocking-Horse Winner." We'll continue with that story tomorrow, focussing particularly on characterization, point of view, and theme.
FOR TOMORROW
No new story, but I do want you to see the terminology--largely review--that we'll be utilizing for the remainder of our short story unit. For tomorrow, specifically look up three terms in the Literary Terms Handbook section (blue stripe) at the end of your book: character (with lots of "sub-terms" in italics), characterization, and point of view. Apply these concepts to "The Rocking-Horse Winner"-- you do not need to write anything out for tomorrow, but think them through.
I'll be giving you this hand-out in class on Wednesday, but here is the link:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB
TODAY IN CLASS
There was an assignment for small groups--three questions to answer on "The Rocking-Horse Winner." We'll continue with that story tomorrow, focussing particularly on characterization, point of view, and theme.
FOR TOMORROW
No new story, but I do want you to see the terminology--largely review--that we'll be utilizing for the remainder of our short story unit. For tomorrow, specifically look up three terms in the Literary Terms Handbook section (blue stripe) at the end of your book: character (with lots of "sub-terms" in italics), characterization, and point of view. Apply these concepts to "The Rocking-Horse Winner"-- you do not need to write anything out for tomorrow, but think them through.
I'll be giving you this hand-out in class on Wednesday, but here is the link:
https://docs.google.com/document/edit?id=1qGF4z5ioTQBDpk7PkY7KkYPmCHyYgkpF-JXmmKqVFwo&hl=en&authkey=CO3izJUB
Monday, September 13, 2010
TODAY IN CLASS
In 2nd period, we shifted gears to the new story after just a brief recap noting that "theme" in "The Demon Lover" was somewhat difficult to discern and certainly open to multiple interpretations. In 4th, that process took a bit longer because we had been fairly rushed at the end of class on Friday; there was more to clarify. Although the new story we started today will have challenges of its own, I think you will be much more confident about the author's stance towards his primary subject matter.
SO, the new story is "The Rocking-Horse Winner," by D.H. Lawrence, beginning on p. 1176. In class today we read the first few paragraphs, setting up the strained relationship between the mother and her children (they knew she didn't really love them), the family's efforts to "keep up appearances"/"keep up with the Joneses" by essentially living beyond their means, and the children's shared knowledge that "There must be more money. . , " conveyed by the whispering house.
Your job for tomorrow is simply to finish reading the story: pp. 1176-1189. There's no written work yet, but there is always the possibility of a reading check quiz.
In 2nd period, we shifted gears to the new story after just a brief recap noting that "theme" in "The Demon Lover" was somewhat difficult to discern and certainly open to multiple interpretations. In 4th, that process took a bit longer because we had been fairly rushed at the end of class on Friday; there was more to clarify. Although the new story we started today will have challenges of its own, I think you will be much more confident about the author's stance towards his primary subject matter.
SO, the new story is "The Rocking-Horse Winner," by D.H. Lawrence, beginning on p. 1176. In class today we read the first few paragraphs, setting up the strained relationship between the mother and her children (they knew she didn't really love them), the family's efforts to "keep up appearances"/"keep up with the Joneses" by essentially living beyond their means, and the children's shared knowledge that "There must be more money. . , " conveyed by the whispering house.
Your job for tomorrow is simply to finish reading the story: pp. 1176-1189. There's no written work yet, but there is always the possibility of a reading check quiz.
Sunday, September 12, 2010
Happy Week-End!
Congratulations to the Issaquah Eagles Football Team!
No homework this week-end, so yes, this blog is way late. Be sure to have your text in class tomorrow, though, because after some shared reading/discussion early on, you will have some significant class time to read tomorrow. You need your book.
If you were absent on Friday, there will be a short in-class writing assignment for you to do during that time.
No homework this week-end, so yes, this blog is way late. Be sure to have your text in class tomorrow, though, because after some shared reading/discussion early on, you will have some significant class time to read tomorrow. You need your book.
If you were absent on Friday, there will be a short in-class writing assignment for you to do during that time.
Thursday, September 9, 2010
Finishing "The Demon Lover"
TODAY IN CLASS
You were supposed to have finished the story for today; in the future, you should always expect the possibility of a reading check quiz, which can take many possible formats. Today, however, there was none.
We talked about the supernatural elements on the first two pages as well as extending the general discussion to the next page. (I know--pretty slow progress!) But we also talked about the function of setting, strategies of characterization, "exposition" as the first element of plot structure, and flashbacks as a literary technique.
Collected: the "supernatural elements" paper.
FOR TOMORROW
You were supposed to have finished the story for today; in the future, you should always expect the possibility of a reading check quiz, which can take many possible formats. Today, however, there was none.
We talked about the supernatural elements on the first two pages as well as extending the general discussion to the next page. (I know--pretty slow progress!) But we also talked about the function of setting, strategies of characterization, "exposition" as the first element of plot structure, and flashbacks as a literary technique.
Collected: the "supernatural elements" paper.
FOR TOMORROW
- Read p. 1031, particularly the section entitled "Literary Analysis"
- Respond to questions 1-4 on page 1039. (Skip 5-6 for now--we'll cover this material somewhat differently later.)
- NOTE: it will look like there is quite a bit of overlap between what you turned in today and these questions. Yes, there is some. But these questions are sub-divided a bit differently, and they are asking somewhat more specific things than just "the supernatural" overall. But if you participated and/or listened well in class today, these four questions should in fact be quite easy.
Wednesday, September 8, 2010
Barely a Blog
But there are three important instructions for tomorrow:
1) Wrapping up the Self-Definition assignment--be sure to get this on turnitin.com using the instructions on yesterday's blog. I also gave out the numbers in class today. If you CAN'T manage at home, someone will help you in class tomorrow.
2) Yes, tomorrow I will collect the "Demon Lover" intro homework (paragraph on supernatural details of the first two pages). It's like having a second chance--make sure it's done!
3) Finish reading the story. The entire story is on pp. 1032-1038.
1) Wrapping up the Self-Definition assignment--be sure to get this on turnitin.com using the instructions on yesterday's blog. I also gave out the numbers in class today. If you CAN'T manage at home, someone will help you in class tomorrow.
2) Yes, tomorrow I will collect the "Demon Lover" intro homework (paragraph on supernatural details of the first two pages). It's like having a second chance--make sure it's done!
3) Finish reading the story. The entire story is on pp. 1032-1038.
Tuesday, September 7, 2010
Self-Definition Due on Wednesday!!
TODAY IN CLASS
1. Students checked out the main textbook for the course.
2. In preparation for the first story, "The Demon Lover" (p. 1032 ff.), we saw a quick newsclip from last night's NBC news. If you missed class, check it out here:
http://www.msnbc.msn.com/id/21134540/vp/39028109#39028109
And though I didn't show the next piece in class, here are some amazingly well-done archival photographs of damage done to St. Paul's Cathedral durning the London Blitz:
http://photoblog.msnbc.msn.com/_news/2010/09/07/5060787-like-a-picture-of-some-miraculous-figureone
3. After talking for a few moments about how Londoners of the time coped with the nightly bombings, we turned to the story and discussed potential ambiguities of the title, particularly the word "demon." Both 2nd and 4th periods were given the assignment of finding words and phrases on the first two pages ONLY (1032-1033) that are somewhat eerie--even suggestive of the supernatural. You were to write a paragraph or so discussing the details you found and how/why you thought they were important.
NOW, here's where things diverged:
2nd period--you received your planners, but you didn't have time to finish the paragraph. I would think another 10 minutes (15 at the most!) would do it.
4th period--I think you mostly finished, because unfortunately we did not receive the planned Planner visit.
FOR TOMORROW
So if needed, finish up the supernatural-touches-in-"The Demon Lover" paragraph.
But the main thing is the Self-Definition:
1. Students checked out the main textbook for the course.
2. In preparation for the first story, "The Demon Lover" (p. 1032 ff.), we saw a quick newsclip from last night's NBC news. If you missed class, check it out here:
http://www.msnbc.msn.com/id/21134540/vp/39028109#39028109
And though I didn't show the next piece in class, here are some amazingly well-done archival photographs of damage done to St. Paul's Cathedral durning the London Blitz:
http://photoblog.msnbc.msn.com/_news/2010/09/07/5060787-like-a-picture-of-some-miraculous-figureone
3. After talking for a few moments about how Londoners of the time coped with the nightly bombings, we turned to the story and discussed potential ambiguities of the title, particularly the word "demon." Both 2nd and 4th periods were given the assignment of finding words and phrases on the first two pages ONLY (1032-1033) that are somewhat eerie--even suggestive of the supernatural. You were to write a paragraph or so discussing the details you found and how/why you thought they were important.
NOW, here's where things diverged:
2nd period--you received your planners, but you didn't have time to finish the paragraph. I would think another 10 minutes (15 at the most!) would do it.
4th period--I think you mostly finished, because unfortunately we did not receive the planned Planner visit.
FOR TOMORROW
So if needed, finish up the supernatural-touches-in-"The Demon Lover" paragraph.
But the main thing is the Self-Definition:
- Be sure that you have followed the directions, particularly with respect to formatting. If you have lost the instructions, you can access them here:
- https://docs.google.com/document/edit?id=1HVTgrBNnXa5YnoK5QvTZULqguKQLSCZHNDajz_Xjdac&authkey=CJuuhOQG&hl=en&pli=1#
- Turn in the hard copy TOGETHER WITH the stamped copy of your resume.
- If the stamped version was hand-written or merely a typed list with no formatting at all, you need to type up at least a draft in resume format. If you needed to make additions to the original resume, it's OK to just make them by hand, and you can revise it more fully by the time the Career Center requires it later this fall.
- Be sure that you have saved your Self-Definition as a single document.
- Turning it in to turnitin.com
- Because of the planner presentation (or imminently-expected interruption), I didn't deal with this in class today.
- Therefore it is not required for tomorrow.
- HOWEVER--some people like to be pro-active. Here is what you need if you are used to doing turnint.com.
- First here's the link for instructions:
- http://www.ihs.issaquah.wednet.edu/LanguageArts/Using%20TurnItIn.doc
- If you are in 2nd: BW English-Per.2; Course Number 3469991, Password = gold2
- If you are in 4th: BW English-Per.4; Course Number 3470015, Password = gold4
- PLEASE remember what e-mail account you use, and what your password is for that account.
Friday, September 3, 2010
Are there any modern heroes??
That was the (seemingly random) question of the day. But the purpose behind it was that both the Anglo-Saxon and Medieval units of literary study rely heavily on their respective culture's notions of "the heroic ideal." We spent a fairly casual Friday discussing possible modern heroes, and tried to establish the traits/characteristics/qualities we value in those we most admire.
There is no specific homework to do over Labor Day week-end, but do recall that the Self-Definition assignment is due on Wednesday. So you could spend a bit of time on that. Otherwise, enjoy the PNW outdoors, Bumbershoot, the start of football season, or whatever else makes you happy.
New news--just now on my school e-mail: You will be receiving your planners in English class on Tuesday, Sept. 7.
There is no specific homework to do over Labor Day week-end, but do recall that the Self-Definition assignment is due on Wednesday. So you could spend a bit of time on that. Otherwise, enjoy the PNW outdoors, Bumbershoot, the start of football season, or whatever else makes you happy.
New news--just now on my school e-mail: You will be receiving your planners in English class on Tuesday, Sept. 7.
Thursday, September 2, 2010
Oh, Dear--Late on Day 3
Normally, I really try my best to have the blog finished by 3:30--4:00 at the latest. Today it didn't work out that way. However, you do not have homework specifically due tomorrow, so it's probably OK.
TODAY IN CLASS
First--Picture Day. Over and done.
Then--
Students received a hand-out on the "Self-Definition" assignment that is due on Wednesday, Sept. 8, and we spent the full period on the business of resumes and on how the resume is a spring-board for the Self-Definition. Obviously pick up a hand-out tomorrow if you were absent. Otherwise, just read it thoroughly for tomorrow, think back over what I asked you to write on the back of your resume, and consider any questions you might want to have answered before we get started on anything else tomorrow.
And, BTW, here is the link directly to the resume guide that I couldn't seem to find in class today:
http://www.ihs.issaquah.wednet.edu/Teachers/cote/Job%20Postings/IHSResumeGuide.pdf
The actual template (High School Organizer) begins on p. 7. If you really weren't sure how to begin today, PLEASE use this to record and organize as much information as you can.
FOR TOMORROW
No written work is due. Enjoy the rest of the pretty afternoon and evening.
TODAY IN CLASS
First--Picture Day. Over and done.
Then--
Students received a hand-out on the "Self-Definition" assignment that is due on Wednesday, Sept. 8, and we spent the full period on the business of resumes and on how the resume is a spring-board for the Self-Definition. Obviously pick up a hand-out tomorrow if you were absent. Otherwise, just read it thoroughly for tomorrow, think back over what I asked you to write on the back of your resume, and consider any questions you might want to have answered before we get started on anything else tomorrow.
And, BTW, here is the link directly to the resume guide that I couldn't seem to find in class today:
http://www.ihs.issaquah.wednet.edu/Teachers/cote/Job%20Postings/IHSResumeGuide.pdf
The actual template (High School Organizer) begins on p. 7. If you really weren't sure how to begin today, PLEASE use this to record and organize as much information as you can.
FOR TOMORROW
No written work is due. Enjoy the rest of the pretty afternoon and evening.
Wednesday, September 1, 2010
TODAY IN CLASS
First, I collected the "homework" assigned on Tuesday's blog. You will receive 5 points in the "Daily Prep" category for printing out the page and answering the questions. I can't wait to see "Inception" now, based on all of your comments!
The main activity today was writing the three-paragraph response to how you see your life developing in the near and more distant future: one year from now, five years from now, and twenty years out. If you were absent today, this is your first opportunity to use the blog to "catch up" without waiting to come to class first. Simply write the short paper responding to the topic just described; use blue or black ink (or type it, since you're doing it at home).
FOR TOMORROW
1. Bring your resume to class. As mentioned yesterday, it does not have to be "finalized" and professional-looking, but you SHOULD try to get as much information down as you can that describes your varied school, work, and community activities and interests over your high school years. Check the link in yesterday's post for ideas if you don't even know how to begin.
2. Remember all the school info material that was announced (twice) today--you need to turn in all those forms before having your picture made in order to actually get your ID. (They will still take your picture tomorrow; you just won't be able to have the ID until the forms are in.)
First, I collected the "homework" assigned on Tuesday's blog. You will receive 5 points in the "Daily Prep" category for printing out the page and answering the questions. I can't wait to see "Inception" now, based on all of your comments!
The main activity today was writing the three-paragraph response to how you see your life developing in the near and more distant future: one year from now, five years from now, and twenty years out. If you were absent today, this is your first opportunity to use the blog to "catch up" without waiting to come to class first. Simply write the short paper responding to the topic just described; use blue or black ink (or type it, since you're doing it at home).
FOR TOMORROW
1. Bring your resume to class. As mentioned yesterday, it does not have to be "finalized" and professional-looking, but you SHOULD try to get as much information down as you can that describes your varied school, work, and community activities and interests over your high school years. Check the link in yesterday's post for ideas if you don't even know how to begin.
2. Remember all the school info material that was announced (twice) today--you need to turn in all those forms before having your picture made in order to actually get your ID. (They will still take your picture tomorrow; you just won't be able to have the ID until the forms are in.)
Tuesday, August 31, 2010
Welcome to Senior English
We will talk later (briefly) about why the school still refers to this class as "British and Western English," why some seniors will have textbooks called "The English Tradition" while others will say "The British Tradition," and why--by whatever name--there is a cultural heritage that needs to be recognized. Mostly, however, we will call this course "Senior English." Welcome--I look forward to actually getting to know you as opposed to just calling role.
Your Resume for Thursday
As mentioned in class, this does not have to be perfectly polished and professional-looking just yet. But if you don't already have a working copy to build on, you have to start somewhere with basic organization. The Career Center's College Resource Handbook provides a place to start:
http://www.ihs.issaquah.wednet.edu/Teachers/cote/College%20Planning/1011%20IHS%20College%20Resource%20Handbook.pdf
See Appendix A.
Points for Tomorrow
1. Print out today's blog.
2. On the back, write four things:
Special Note to 4th period (And anyone else who has ever gotten hungry in class.)
In case you didn't hear the question right at the end, we have Second Lunch.
And everyone needs to know that for a variety of reasons, there will be no eating in class this year. Part of it involves being good stewards of our new building, but there are other reasons as well. Eat breakfast, bring a snack to eat in the Commons or the various student lounge areas in the hallways during the break between 2nd and 3rd period, or even munch an apple or a granola bar enroute to 4th period.
Your Resume for Thursday
As mentioned in class, this does not have to be perfectly polished and professional-looking just yet. But if you don't already have a working copy to build on, you have to start somewhere with basic organization. The Career Center's College Resource Handbook provides a place to start:
http://www.ihs.issaquah.wednet.edu/Teachers/cote/College%20Planning/1011%20IHS%20College%20Resource%20Handbook.pdf
See Appendix A.
Points for Tomorrow
1. Print out today's blog.
2. On the back, write four things:
- Your Name (PRINT your name)
- The best movie you saw this summer, and why you liked it. (If you did not see a movie this summer, describe the last movie you saw that you liked.)
- What is your favorite subject at school, and why?
- What do you find most challenging about English classes, in general? (Try to leave different teacher styles/teacher personalities out of the mix--focus on what you pretty much know to be true about English class as a whole.)
Special Note to 4th period (And anyone else who has ever gotten hungry in class.)
In case you didn't hear the question right at the end, we have Second Lunch.
And everyone needs to know that for a variety of reasons, there will be no eating in class this year. Part of it involves being good stewards of our new building, but there are other reasons as well. Eat breakfast, bring a snack to eat in the Commons or the various student lounge areas in the hallways during the break between 2nd and 3rd period, or even munch an apple or a granola bar enroute to 4th period.
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