--No quiz today
--We started class with our first 5 vocab word object presentations. If you were gone and were supposed to present yours today, you can go next class.
--We did a short discussion over the reading and I showed a bunch of images of the Karakoram and the various things Greg encounters on his journey to Korphe.
--I handed out a magazine called "Journey of Hope" and we got into small groups to read and discuss. See me for a makeup assignment if gone today.
--HW: Read pgs. 83-124 (it's a big one--split it up!) and bring the notes from your first interview on Tuesday. Also, if you're supposed to do your vocab word presentation, be sure to bring your object!
Happy 4-day weekend!! :)
Thursday, January 29, 2009
Monday, January 26, 2009
Monday, Jan. 26
--Took a quiz over ch. 3-5 in 3 Cups
--Briefly discussed the reading and how some of the more minor characters, like Mouzafer Ali, make a positive contribution to their world
--Reviwed past student examples of final literary nonfiction story--get a copy of the packet from crate if absent today
--Assigned vocab words--see me if absent so you can get your word and presentation date
--HW: Read pgs. 57-82 in 3 Cups; get vocab object if yours was assigned for next class
--Briefly discussed the reading and how some of the more minor characters, like Mouzafer Ali, make a positive contribution to their world
--Reviwed past student examples of final literary nonfiction story--get a copy of the packet from crate if absent today
--Assigned vocab words--see me if absent so you can get your word and presentation date
--HW: Read pgs. 57-82 in 3 Cups; get vocab object if yours was assigned for next class
Sunday, January 25, 2009
Thursday, Jan. 22
--Took a quiz over ch. 1-2 of 3 Cups--Briefly discussed the writing style and the idea of objectivity in the story--is Relin really objective about Greg Mortenson? How can we tell?
--Reviewed some guidelines/tips for getting a good interview and how to write in the style of literary nonfiction. If absent today, get the orange handout from the crate and read it over. Then, for practice, write about the face of someone you know well using the techniques described on the handout.
--HW: Read pgs. 27-56 in 3 Cups for Monday; turn in name, contact info, and interview time for person you're going to interview on Monday; all late work, extra credit, and/or Othello rewrites are due Monday as well
--Reviewed some guidelines/tips for getting a good interview and how to write in the style of literary nonfiction. If absent today, get the orange handout from the crate and read it over. Then, for practice, write about the face of someone you know well using the techniques described on the handout.
--HW: Read pgs. 27-56 in 3 Cups for Monday; turn in name, contact info, and interview time for person you're going to interview on Monday; all late work, extra credit, and/or Othello rewrites are due Monday as well
Tuesday, January 20, 2009
Tuesday, Jan. 20th
--Turned in scratch art assignments at the beginning of class
--Today we started out Three Cups of Tea unit. We did a "photo art gallery" activity with some images from the story, and then I gave some background on the book. We picked up the books at the end of class, so be sure to get yours from the textbook window if you were gone today.
--We also reviewed an ongoing assignment that we'll be working on during this unit--an interview story about a real-life hero in our community. See below for the details on the assignment. The first deadline is to decide on a real-life hero that you want to (and can) interview, and to give me their name, contact info, and your interview time on Monday the 26th.
--HW: Read pgs. 1-26 in 3 Cups for next time; start thinking about who you want to interview
Interview/Creative Nonfiction Project
As part of our study of Middle Eastern literature and the nonfiction book Three Cups of Tea, you will be interviewing a person in our local community who has made a positive contribution to the world. This positive contribution could be anything. You might choose to interview a 30-year-old man who runs a local charity for homeless children, or you might choose to interview a single mother who works 3 jobs and still manages to make it to all of her children’s PTA meetings. Although I would prefer you choose someone who is not a family member, if you feel that someone in your family is the best choice for this project, you may choose him or her as your subject. Take this seriously, though—you need to choose someone that you truly feel has made an important, significant impact so that you can write a great story about him or her.
You will be conducting two interviews during this unit: the first should be an hour-long in-person interview, and the second can be a shorter telephone one. You will then use the information you gain from your interviews to write a final piece of creative non-fiction. In class, we will teach you some basic interview skills as well as give you a great deal of guidance in how to write strong creative nonfiction.
Due Dates:
• Monday, January 26—You will turn in the name of the person you want to interview, his/her contact information, and a 60-minute time slot you have scheduled to interview him/her. Remember to be polite when requesting interview times and that you must work around their schedule.
• The first interview must be completed by Tuesday, February 3 and the second by Wednesday, February 11. Plan accordingly.
I am available every morning before school and evenings after school for help with this assignment. Please schedule a time to talk with me if you are struggling.
People like Greg Mortenson in Three Cups of Tea exist everywhere—all we have to do is look. I hope that you will leave this project not only with some newfound writing skills, but also with a sense of hope about the positive contributions we can all make to our world.
--Today we started out Three Cups of Tea unit. We did a "photo art gallery" activity with some images from the story, and then I gave some background on the book. We picked up the books at the end of class, so be sure to get yours from the textbook window if you were gone today.
--We also reviewed an ongoing assignment that we'll be working on during this unit--an interview story about a real-life hero in our community. See below for the details on the assignment. The first deadline is to decide on a real-life hero that you want to (and can) interview, and to give me their name, contact info, and your interview time on Monday the 26th.
--HW: Read pgs. 1-26 in 3 Cups for next time; start thinking about who you want to interview
Interview/Creative Nonfiction Project
As part of our study of Middle Eastern literature and the nonfiction book Three Cups of Tea, you will be interviewing a person in our local community who has made a positive contribution to the world. This positive contribution could be anything. You might choose to interview a 30-year-old man who runs a local charity for homeless children, or you might choose to interview a single mother who works 3 jobs and still manages to make it to all of her children’s PTA meetings. Although I would prefer you choose someone who is not a family member, if you feel that someone in your family is the best choice for this project, you may choose him or her as your subject. Take this seriously, though—you need to choose someone that you truly feel has made an important, significant impact so that you can write a great story about him or her.
You will be conducting two interviews during this unit: the first should be an hour-long in-person interview, and the second can be a shorter telephone one. You will then use the information you gain from your interviews to write a final piece of creative non-fiction. In class, we will teach you some basic interview skills as well as give you a great deal of guidance in how to write strong creative nonfiction.
Due Dates:
• Monday, January 26—You will turn in the name of the person you want to interview, his/her contact information, and a 60-minute time slot you have scheduled to interview him/her. Remember to be polite when requesting interview times and that you must work around their schedule.
• The first interview must be completed by Tuesday, February 3 and the second by Wednesday, February 11. Plan accordingly.
I am available every morning before school and evenings after school for help with this assignment. Please schedule a time to talk with me if you are struggling.
People like Greg Mortenson in Three Cups of Tea exist everywhere—all we have to do is look. I hope that you will leave this project not only with some newfound writing skills, but also with a sense of hope about the positive contributions we can all make to our world.
Thursday, January 15, 2009
Thursday, Jan. 15
--Today we wrapped up Gilgamesh with a final discussion in the same groups as last time. The questions are pasted below--if absent, you can complete them on your own to get credit.
--We also started a "scratch art" project. If you were gone today, you'll need to see me to get the materials and directions.
--Turned in Gilgamesh packets
--HW: Finish scratch art. That's it!
Gilgamesh
Group Discussion Questions, Books 6-11
Directions: Discuss the following questions with your group, trying to come to some sort of consensus. Then write your response in 3-4 complete sentences. Everyone should record at least one answer.
BOOK VIII:
1. After Enkidu’s death, the epic goes in a new direction. Gilgamesh begins a long, beautiful lament for his dead friend. Discuss the changes that Gilgamesh undergoes as a result of his friendship with Enkidu.
BOOK IX:
1. Gilgamesh now realizes that he, too, will die and allows his life to fall apart; he does not bathe, shave, or take care of himself (somewhat reminiscent of the original Enkidu) because he is terrified about death. On his journey to find Utnapishtim, the first stage—the trip through the tunnel—is successful. What are the dangers in this first part of the quest?
BOOK X:
1. The tavern keeper, Shiduri, seems to offer Gilgamesh good advice for living after Enkidu’s death. Why doesn’t Gilgamesh pay attention?
BOOK XI:
1. When Gilgamesh asks Utnapishtim to reveal the reason the gods made him immortal, the man recounts the ancient story of the Flood. This is the “vision” of the “primeval days before the Flood” promised in the Prologue. But this vision doesn’t seem to help Gilgamesh find the answer to his question, “Must I die too?” Scholars differ on the reasons for including this account of the Flood; why do you think the narrator included it?
2. Based on the fact that the ending of the story is the same as the beginning, what can we assume is the overall message regarding Gilgamesh’s failure to achieve eternal life? What has Gilgamesh learned by the end of his epic journey?
OVERALL:
1. What is the relationship in this story between the ideas of the wild and the civilized? Pay attention to the relationships between Enkidu and Gilgamesh, Humbaba and Enkidu, Gilgamesh and his subjects, and the town of Uruk and the surrounding wilderness.
2. It can be argued that Gilgamesh contains a set of allegories (stories with literal meanings but with symbolic meanings as well, where some sort of moral or life lesson is conveyed.) Find an episode of the story that might be considered an allegory, then 1) briefly retell the literal meaning, 2) explain what the symbolic meaning might be, and 3) decide what it might teach us about ancient Middle Eastern civilization.
--We also started a "scratch art" project. If you were gone today, you'll need to see me to get the materials and directions.
--Turned in Gilgamesh packets
--HW: Finish scratch art. That's it!
Gilgamesh
Group Discussion Questions, Books 6-11
Directions: Discuss the following questions with your group, trying to come to some sort of consensus. Then write your response in 3-4 complete sentences. Everyone should record at least one answer.
BOOK VIII:
1. After Enkidu’s death, the epic goes in a new direction. Gilgamesh begins a long, beautiful lament for his dead friend. Discuss the changes that Gilgamesh undergoes as a result of his friendship with Enkidu.
BOOK IX:
1. Gilgamesh now realizes that he, too, will die and allows his life to fall apart; he does not bathe, shave, or take care of himself (somewhat reminiscent of the original Enkidu) because he is terrified about death. On his journey to find Utnapishtim, the first stage—the trip through the tunnel—is successful. What are the dangers in this first part of the quest?
BOOK X:
1. The tavern keeper, Shiduri, seems to offer Gilgamesh good advice for living after Enkidu’s death. Why doesn’t Gilgamesh pay attention?
BOOK XI:
1. When Gilgamesh asks Utnapishtim to reveal the reason the gods made him immortal, the man recounts the ancient story of the Flood. This is the “vision” of the “primeval days before the Flood” promised in the Prologue. But this vision doesn’t seem to help Gilgamesh find the answer to his question, “Must I die too?” Scholars differ on the reasons for including this account of the Flood; why do you think the narrator included it?
2. Based on the fact that the ending of the story is the same as the beginning, what can we assume is the overall message regarding Gilgamesh’s failure to achieve eternal life? What has Gilgamesh learned by the end of his epic journey?
OVERALL:
1. What is the relationship in this story between the ideas of the wild and the civilized? Pay attention to the relationships between Enkidu and Gilgamesh, Humbaba and Enkidu, Gilgamesh and his subjects, and the town of Uruk and the surrounding wilderness.
2. It can be argued that Gilgamesh contains a set of allegories (stories with literal meanings but with symbolic meanings as well, where some sort of moral or life lesson is conveyed.) Find an episode of the story that might be considered an allegory, then 1) briefly retell the literal meaning, 2) explain what the symbolic meaning might be, and 3) decide what it might teach us about ancient Middle Eastern civilization.
Wednesday, January 14, 2009
Tuesday, Jan. 13
--Got into small groups and discussed Gilgamesh reading--see me for makeup assignment if absent today
--Began reading Books 6-11 aloud
--HW: Finish Gilgamesh for Thursday
--Began reading Books 6-11 aloud
--HW: Finish Gilgamesh for Thursday
Friday, January 9, 2009
Friday, Jan. 9
Intro to Gilgamesh
--Started class with a journal prompt. Answer the following questions on a sheet of notebook paper: What is your idea of a hero? What are some of the traits heroes should have, in your opinion? Who are some examples of people you consider to be heroes today? If you finish early, draw a picture of your ideal hero.
--Took notes on some background info about the epic hero and the epic poem. Get notes from a classmate if you were absent.
--Got Gilgamesh packets and began reading aloud in class--see me to get your packet if gone today.
--HW: Read through Book 6 (pg. 140) in Gilgy.
--Started class with a journal prompt. Answer the following questions on a sheet of notebook paper: What is your idea of a hero? What are some of the traits heroes should have, in your opinion? Who are some examples of people you consider to be heroes today? If you finish early, draw a picture of your ideal hero.
--Took notes on some background info about the epic hero and the epic poem. Get notes from a classmate if you were absent.
--Got Gilgamesh packets and began reading aloud in class--see me to get your packet if gone today.
--HW: Read through Book 6 (pg. 140) in Gilgy.
Wednesday, Jan. 7
--Turned in Othello essays and did some wrap-up discussion about the play
--Fishbowl discussions comparing Othello and Oedipus--see me for makeup assignment if gone today
--No homework!!
--Fishbowl discussions comparing Othello and Oedipus--see me for makeup assignment if gone today
--No homework!!
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