Fri, Sep 3 2010 01:43 | Permalink
Friday, September 3
Students checked out copies of the textbook (Elements of Literature, Course 5) and received an assignment involving reading a short selection in it, concerning Native American literature and culture, and responding to it in writing.
We also reviewed the basics of structured writing as students have learned them in previous Language Arts courses at Mount Si. The assigned paragraph needs to observe the structured language guidelines.
HW due Tuesday:
Read pages 20-25 in the textbook. Reread the essay by Joseph Bruchac on pages 20-21 and type a solid two-chunk paragraph explaining what Bruchac means by the essay's title, "The Sun Still Rises in the Same Sky." Refer to items 13 and 14 in the last section of the course syllabus (see Documents page) for formatting guidlines.
Students checked out copies of the textbook (Elements of Literature, Course 5) and received an assignment involving reading a short selection in it, concerning Native American literature and culture, and responding to it in writing.
We also reviewed the basics of structured writing as students have learned them in previous Language Arts courses at Mount Si. The assigned paragraph needs to observe the structured language guidelines.
HW due Tuesday:
Read pages 20-25 in the textbook. Reread the essay by Joseph Bruchac on pages 20-21 and type a solid two-chunk paragraph explaining what Bruchac means by the essay's title, "The Sun Still Rises in the Same Sky." Refer to items 13 and 14 in the last section of the course syllabus (see Documents page) for formatting guidlines.
Comments
Thu, Sep 2 2010 02:51 | Permalink
Thursday, September 2
Students recorded concrete details (CD's) from two of the four stories assigned Wednesday to demonstrate that they had in fact read them.
We took an informal poll of which stories most matched students' preconceptions of what Native American stories are like. (The consensus was "How Mosquitos Came to Be" and "The Raven.") We used the answers to this to explore what we do expect of such stories: such features as mythical accounts of how things came to be, with supernatural events and transformations of people into animals, and vice versa. Essentially realistic stories like "The First Ship," set in recent times and featuring contact with European-Americans were deemed outside the mold. And yet, as Mr. P pointed out, contact and exchange with Europeans and their culture has been part of Indian life for half a millenium!
No HW for Friday, but students are advised there will be an assignment due after the long weekend.
Students recorded concrete details (CD's) from two of the four stories assigned Wednesday to demonstrate that they had in fact read them.
We took an informal poll of which stories most matched students' preconceptions of what Native American stories are like. (The consensus was "How Mosquitos Came to Be" and "The Raven.") We used the answers to this to explore what we do expect of such stories: such features as mythical accounts of how things came to be, with supernatural events and transformations of people into animals, and vice versa. Essentially realistic stories like "The First Ship," set in recent times and featuring contact with European-Americans were deemed outside the mold. And yet, as Mr. P pointed out, contact and exchange with Europeans and their culture has been part of Indian life for half a millenium!
No HW for Friday, but students are advised there will be an assignment due after the long weekend.
Wed, Sep 1 2010 04:08 | Permalink
Wednesday, September 1
Students took a brief quiz over the course syllabus, using the syllabus to answer fourteen questions about curriculum, rules, and procedures. We then graded the quiz together and in the process reviewed the syllabus in some depth.
Students received a thin handout with several very short Native American stories of quite different sorts.
HW due Thursday:
Read the stories in the packet carefully, and prepare to answer questions about them, orally and/or in writing, in class Thursday.
Students took a brief quiz over the course syllabus, using the syllabus to answer fourteen questions about curriculum, rules, and procedures. We then graded the quiz together and in the process reviewed the syllabus in some depth.
Students received a thin handout with several very short Native American stories of quite different sorts.
HW due Thursday:
Read the stories in the packet carefully, and prepare to answer questions about them, orally and/or in writing, in class Thursday.
Tue, Aug 31 2010 03:10 | Permalink
Tuesday, August 31
Day 1
Students received a course syllabus and a letter to take home to their parents or guardians.
We started with the big picture: what do we mean by American Literature? And to begin with, what do we mean by American?
Students took a brief pretest with questions including "When was the place we now call America first settled?" Those who answered 1492 (when "Columbus sailed the ocean blue") or the like were reminded that Columbus found people already here when he arrived. The answer -- at least 10,000 years ago -- revealed that what we most often mean by "American literature" or "American history" is actually European-American literature and history. Mr. P acknowledged that our course will be primarily that, but students learned that we will be starting with a brief unit on Native American literature.
HW due Wednesday:
(1) Read the syllabus carefully. There will be a short quiz over it on Wednesday.
(2) Go over the syllabus with your parents and/or guardians and have them read and sign the
the accompanying letter. Return it by Friday.
Day 1
Students received a course syllabus and a letter to take home to their parents or guardians.
We started with the big picture: what do we mean by American Literature? And to begin with, what do we mean by American?
Students took a brief pretest with questions including "When was the place we now call America first settled?" Those who answered 1492 (when "Columbus sailed the ocean blue") or the like were reminded that Columbus found people already here when he arrived. The answer -- at least 10,000 years ago -- revealed that what we most often mean by "American literature" or "American history" is actually European-American literature and history. Mr. P acknowledged that our course will be primarily that, but students learned that we will be starting with a brief unit on Native American literature.
HW due Wednesday:
(1) Read the syllabus carefully. There will be a short quiz over it on Wednesday.
(2) Go over the syllabus with your parents and/or guardians and have them read and sign the
the accompanying letter. Return it by Friday.
Wed, Jun 9 2010 03:46 | Permalink
Wednesday, June 9
Mr. P lectured briefly, reviewing the historical background (which we learned about in the documentary film previously) of Arthur Miller's writing of The Crucible, focusing especially on the importance of "naming names" to satisfy the anti-Communist interrogators, a matter which is especially important to understanding Act III.
Then we proceeded to listen to the recording of Act III as students read along and worked on their character booklets.
Mr. P lectured briefly, reviewing the historical background (which we learned about in the documentary film previously) of Arthur Miller's writing of The Crucible, focusing especially on the importance of "naming names" to satisfy the anti-Communist interrogators, a matter which is especially important to understanding Act III.
Then we proceeded to listen to the recording of Act III as students read along and worked on their character booklets.
Tue, Jun 8 2010 02:59 | Permalink
Tuesday, June 8
Students were reminded that on the day of the final exam they will be required to turn in:
*their textbooks,
*their Crucible character booklets, and
* their exams.
The exam will cover The Crucible, The Crucible only, and all of The Crucible (not just the dialogue). The many sections Miller added to the play as published are also essential, and will be valuable in doing the character booklet.
We listened to Act II of the play, and read along silently.
Students were reminded that on the day of the final exam they will be required to turn in:
*their textbooks,
*their Crucible character booklets, and
* their exams.
The exam will cover The Crucible, The Crucible only, and all of The Crucible (not just the dialogue). The many sections Miller added to the play as published are also essential, and will be valuable in doing the character booklet.
We listened to Act II of the play, and read along silently.
Mon, Jun 7 2010 02:54 | Permalink
Monday, June 7
Students turned in their Outside Reading asignments. Papers turned in Tuesday will lose 10%; papers turned in Wednesday will lose 20%. No papers will be accepted after Wednesday, and no one can pass the class without at least one star's credit, no matter what grade they may have. Wednesday is also the last day for submitting Outside Reading papers to turnitin.com.
We discussed the characters introduced in Act I of The Crucible and students began to fill in their character booklets. Afterwards we listened to more of the play while students read along.
Booklets will be due the day of the final exam, which will cover The Crucible only and will require a detailed knowledge of the play.
HW due Tuesday:
Read through Act III.
Students turned in their Outside Reading asignments. Papers turned in Tuesday will lose 10%; papers turned in Wednesday will lose 20%. No papers will be accepted after Wednesday, and no one can pass the class without at least one star's credit, no matter what grade they may have. Wednesday is also the last day for submitting Outside Reading papers to turnitin.com.
We discussed the characters introduced in Act I of The Crucible and students began to fill in their character booklets. Afterwards we listened to more of the play while students read along.
Booklets will be due the day of the final exam, which will cover The Crucible only and will require a detailed knowledge of the play.
HW due Tuesday:
Read through Act III.
Fri, Jun 4 2010 01:53 | Permalink
Friday, June 4
We listened to most of Act I of The Crucible while students read along silently (escept in Per. 6), where we watched parts of yesterday's video.
HW due Monday:
(1) Read Act II of The Crucible.
(2) Final deadline for the Outside Reading Assignment. (See Documents page for a copy of the assignment sheet.)
The assignment must be turned in to turnitin.com as well as to me.
Thursday, June 3
Students watched part of a documentary film on The Fifties as background to The Crucible. Arthur Miller wrote the play in response to what he and many others regarded as the anti-communist witch hunt in that period.
We listened to most of Act I of The Crucible while students read along silently (escept in Per. 6), where we watched parts of yesterday's video.
HW due Monday:
(1) Read Act II of The Crucible.
(2) Final deadline for the Outside Reading Assignment. (See Documents page for a copy of the assignment sheet.)
The assignment must be turned in to turnitin.com as well as to me.
Thursday, June 3
Students watched part of a documentary film on The Fifties as background to The Crucible. Arthur Miller wrote the play in response to what he and many others regarded as the anti-communist witch hunt in that period.
Wed, Jun 2 2010 01:48 | Permalink
Wednesday, June 2
Students took the Gatsby unit test, consisting of two essay questions, one chosen by Mr. P, the other by each individual student. At the end students turned in their books (Gatsby) and motif booklets along with their tests.
HW due Friday:
Read Act I of The Crucible, to be found in our textbook.
HW due Monday:
Outside reading assignments.
Students took the Gatsby unit test, consisting of two essay questions, one chosen by Mr. P, the other by each individual student. At the end students turned in their books (Gatsby) and motif booklets along with their tests.
HW due Friday:
Read Act I of The Crucible, to be found in our textbook.
HW due Monday:
Outside reading assignments.
