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#
Thursday, September 30, 2010
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.)
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