Intro to Persepolis
--Today we started our short unit on Persepolis. I gave some background info about the story and the Islamic Revolution in Iran. If you were gone today, it might be good to do some online research about the Islamic Revolution before you start the book so you understand the context of the story.
--I also gave out an overview of the unit and some important definitions/warnings about the book. I've pasted this below so you can look it over, or you can get a copy from the crate in the back of the room. You'll need to get a copy of the book if you were gone today, too.
--HW: For Monday, read pgs. 3-71 (it goes fast, I promise!). Also, think of a childhood memory that you could write a short comic strip about in Satrapi's style.
Thursday, February 26, 2009
Tuesday, February 24, 2009
Tuesday, Feb. 24
--Turned in rough drafts of interview stories today--we swapped papers, and each person chose 1-2 lines from their partner's story to share with the class. Interview notes due with the draft.
--For the rest of class, we discussed the upcoming state reading tests, which you'll be starting in history either this Friday or early next week. I gave out a practice test and we worked on it in class, reviewing answers as a group. If you'd like a copy of the practice test, see me, or go to the OAKS website: http://www.oaks.k12.or.us and click on "Students" then "Practice tests." You can take a practice test from home if you'd like to prepare for the test.
--HW: None for lit.; Projects homework is to finish your Cultural Brochure for Thursday
--For the rest of class, we discussed the upcoming state reading tests, which you'll be starting in history either this Friday or early next week. I gave out a practice test and we worked on it in class, reviewing answers as a group. If you'd like a copy of the practice test, see me, or go to the OAKS website: http://www.oaks.k12.or.us and click on "Students" then "Practice tests." You can take a practice test from home if you'd like to prepare for the test.
--HW: None for lit.; Projects homework is to finish your Cultural Brochure for Thursday
Friday, February 20, 2009
Friday, Feb. 20
--Started class with our LAST 3 Cups quiz over ch. 21-23 (combined with reading from last class). See me for makeup if absent today.
--We then broke into groups of 4. Each group got a specific discussion question/prompt about the book, and was responsible for making a poster to share their ideas with the class. If you were gone today, you can make up this activity by choosing TWO of the prompts (shown below) and writing your own ideas about them on a piece of notebook paper. You can use a note-style format for this, or write your ideas in a paragraph if you'd prefer.
--HW: Rough drafts of interview stories are due on Tuesday, so make sure to work on those this weekend!
Prompt 1
A book club had the following to say about 3 Cups of Tea: “While no one could argue the merits of what Mortenson accomplished, several in our group felt the style of this book was biased and self-serving, lacking in any objectivity. For us, this lead to a rousing debate about the state of ‘nonfiction’ in today's writing.”
Do you agree with this group that the book was biased and not objective? What do you think nonfiction writing should look like? What are some of the qualities you think good nonfiction should have, and how does 3 Cups of Tea show (or not show) these qualities?
Prompt 2
The authors of Three Cups of Tea write that “the Balti held the key to a kind of uncomplicated happiness that was disappearing in the developing world.” This peaceful simplicity of life seems to be part of what attracts Mortenson to the villagers. Discuss the pros and cons of bringing “civilization” to the mountain community. What will the Balti people gain from becoming more connected to the rest of the world? What will they lose?
Prompt 3
Much of the book is a meditation on what it means to be a foreigner assimilating with another culture. How does Greg balance his own cultural ideas with those of the Pakistani people he meets? Does he ever cross the line? Discuss your own experiences with foreign cultures—things that you have learned, mistakes you have made, misunderstandings you have endured. How do we find a balance between listening to our own cultural values and respecting other cultures’ beliefs? What can we learn about how to do this from reading Three Cups of Tea?
Prompt 4
At the heart of the book is a powerful but simple political message: we each as individuals have the power to change the world, one cup of tea at a time. Yet the book powerfully dramatizes the obstacles in the way of this philosophy: bloody wars waged by huge armies, prejudice, religious extremism, cultural barriers. What do you think of the “one cup of tea at a time” philosophy? Do you think Mortenson’s vision can work for lasting and meaningful change? Can his approach help solve all of the problems of the world? What kinds of things might it NOT work for? Why?
Prompt 5
Mortenson hits many bumps in the road—he’s broke, his girlfriend dumps him, he is forced to build a bridge before he can build the school, his health suffers, and he drives his family crazy. Discuss his repeated brushes with failure and how they influenced your opinion of Mortenson and his efforts. Do you think Mortenson would have been as successful as he was over time without the failures he experienced? What do Mortenson’s repeated failures show us about him?
--We then broke into groups of 4. Each group got a specific discussion question/prompt about the book, and was responsible for making a poster to share their ideas with the class. If you were gone today, you can make up this activity by choosing TWO of the prompts (shown below) and writing your own ideas about them on a piece of notebook paper. You can use a note-style format for this, or write your ideas in a paragraph if you'd prefer.
--HW: Rough drafts of interview stories are due on Tuesday, so make sure to work on those this weekend!
Prompt 1
A book club had the following to say about 3 Cups of Tea: “While no one could argue the merits of what Mortenson accomplished, several in our group felt the style of this book was biased and self-serving, lacking in any objectivity. For us, this lead to a rousing debate about the state of ‘nonfiction’ in today's writing.”
Do you agree with this group that the book was biased and not objective? What do you think nonfiction writing should look like? What are some of the qualities you think good nonfiction should have, and how does 3 Cups of Tea show (or not show) these qualities?
Prompt 2
The authors of Three Cups of Tea write that “the Balti held the key to a kind of uncomplicated happiness that was disappearing in the developing world.” This peaceful simplicity of life seems to be part of what attracts Mortenson to the villagers. Discuss the pros and cons of bringing “civilization” to the mountain community. What will the Balti people gain from becoming more connected to the rest of the world? What will they lose?
Prompt 3
Much of the book is a meditation on what it means to be a foreigner assimilating with another culture. How does Greg balance his own cultural ideas with those of the Pakistani people he meets? Does he ever cross the line? Discuss your own experiences with foreign cultures—things that you have learned, mistakes you have made, misunderstandings you have endured. How do we find a balance between listening to our own cultural values and respecting other cultures’ beliefs? What can we learn about how to do this from reading Three Cups of Tea?
Prompt 4
At the heart of the book is a powerful but simple political message: we each as individuals have the power to change the world, one cup of tea at a time. Yet the book powerfully dramatizes the obstacles in the way of this philosophy: bloody wars waged by huge armies, prejudice, religious extremism, cultural barriers. What do you think of the “one cup of tea at a time” philosophy? Do you think Mortenson’s vision can work for lasting and meaningful change? Can his approach help solve all of the problems of the world? What kinds of things might it NOT work for? Why?
Prompt 5
Mortenson hits many bumps in the road—he’s broke, his girlfriend dumps him, he is forced to build a bridge before he can build the school, his health suffers, and he drives his family crazy. Discuss his repeated brushes with failure and how they influenced your opinion of Mortenson and his efforts. Do you think Mortenson would have been as successful as he was over time without the failures he experienced? What do Mortenson’s repeated failures show us about him?
Wednesday, February 18, 2009
Wednesday, Feb. 18
--Took final 3 Cups vocab test today--see me for makeup if absent
--We briefly discussed the reading and then focused mostly on the interview stories. I gave everyone a sample "bad" first draft and showed some ways to improve and revise it. You can get this handout from the crate if absent today. On the back of this handout is another sample profile story from columnist Bob Welch that you can read and use when writing your final story.
--HW: Finish reading 3 Cups for next time (pgs. 314-331) and start working on your rough drafts (due on Tuesday of next week)
--We briefly discussed the reading and then focused mostly on the interview stories. I gave everyone a sample "bad" first draft and showed some ways to improve and revise it. You can get this handout from the crate if absent today. On the back of this handout is another sample profile story from columnist Bob Welch that you can read and use when writing your final story.
--HW: Finish reading 3 Cups for next time (pgs. 314-331) and start working on your rough drafts (due on Tuesday of next week)
Saturday, February 14, 2009
Friday, Feb. 13th
Happy Friday the 13th!
--Today we took a quiz over ch. 20 and briefly reviewed the reading, then we reviewed the vocab words using some different images representing each word. The vocab test will be on Wed. of next week, so make sure to study!
--We then went over the guidelines for the final interview story (get a copy of the cream colored handout from the crate). Rough drafts are due Feb. 24th.
--The last part of class, we did a short lesson on "passive voice." See below for this activity or get a copy from the crate if gone today, complete it, then hand it in to me next time you see me.
--HW: Read. pgs. 278-313 in Three Cups; study for vocab test. Have a great long weekend, and Happy Valentine's!
Avoiding Passive Voice
What do “passive voice” and “active voice” mean?
“Passive voice” refers to a sentence where the subject of the sentence is being acted upon. Active voice refers to a sentence where the subject is doing the action. Examples:
Passive voice: The dog was walked by its owner.
Active voice: The owner walked his dog.
Passive voice: The taxes were raised.
Active voice: The government raised taxes.
Which one is better?
In general, using active voice is preferable to using passive voice. Active voice is more concise, interesting and dynamic than passive voice. For example, “The gorgeous artwork was loved by the spectators” would be clearer and stronger as “The spectators loved the gorgeous artwork.”
Sometimes, it’s okay to use passive voice if you want to call specific attention to the object instead of the subject of a sentence, like in the following: “The students were delighted that the teacher let them out of school 2 hours early.” In this case, the sentence wouldn’t be as strong if it said: “The teachers delighted the students by letting them out of school 2 hours early” because the students are the real focal point of the sentence.
Avoiding Passive Voice—Practice
Directions: Read the paragraph below. For any sentence that you believe contains passive voice, rewrite it under the original sentence using active voice instead.
Beach balls are my absolute number one pet peeve. You know how they are always hit around by people at concerts? That drives me crazy! I hate how my view is blocked by them as they bounce around in front of the stage. One time, I actually grabbed one of the beach balls and stabbed it with my keys. The people around me were quite angered by this. Boos were hurled at me. They called me a Communist. They even spat at me. I was not fazed by any of this, though. The next time I’m at a concert and a beach ball comes my way, you can bet I’ll have my keys out, ready to strike.
--Today we took a quiz over ch. 20 and briefly reviewed the reading, then we reviewed the vocab words using some different images representing each word. The vocab test will be on Wed. of next week, so make sure to study!
--We then went over the guidelines for the final interview story (get a copy of the cream colored handout from the crate). Rough drafts are due Feb. 24th.
--The last part of class, we did a short lesson on "passive voice." See below for this activity or get a copy from the crate if gone today, complete it, then hand it in to me next time you see me.
--HW: Read. pgs. 278-313 in Three Cups; study for vocab test. Have a great long weekend, and Happy Valentine's!
Avoiding Passive Voice
What do “passive voice” and “active voice” mean?
“Passive voice” refers to a sentence where the subject of the sentence is being acted upon. Active voice refers to a sentence where the subject is doing the action. Examples:
Passive voice: The dog was walked by its owner.
Active voice: The owner walked his dog.
Passive voice: The taxes were raised.
Active voice: The government raised taxes.
Which one is better?
In general, using active voice is preferable to using passive voice. Active voice is more concise, interesting and dynamic than passive voice. For example, “The gorgeous artwork was loved by the spectators” would be clearer and stronger as “The spectators loved the gorgeous artwork.”
Sometimes, it’s okay to use passive voice if you want to call specific attention to the object instead of the subject of a sentence, like in the following: “The students were delighted that the teacher let them out of school 2 hours early.” In this case, the sentence wouldn’t be as strong if it said: “The teachers delighted the students by letting them out of school 2 hours early” because the students are the real focal point of the sentence.
Avoiding Passive Voice—Practice
Directions: Read the paragraph below. For any sentence that you believe contains passive voice, rewrite it under the original sentence using active voice instead.
Beach balls are my absolute number one pet peeve. You know how they are always hit around by people at concerts? That drives me crazy! I hate how my view is blocked by them as they bounce around in front of the stage. One time, I actually grabbed one of the beach balls and stabbed it with my keys. The people around me were quite angered by this. Boos were hurled at me. They called me a Communist. They even spat at me. I was not fazed by any of this, though. The next time I’m at a concert and a beach ball comes my way, you can bet I’ll have my keys out, ready to strike.
Wednesday, February 11, 2009
Wed., Feb. 11
--No quiz today! Turned in the "internal monologue" assignment at the beginning of class, and a few people read theirs--nice job, guys!
--We saw a few more vocab word presentations, and then briefly reviewed/discussed last night's reading.
--The rest of class, we worked on a quote illustration assignment. Basically, you just need to choose one of the quotes that appear at the beginning of all of the chapters in Three Cups. Write the quote clearly and legibly on one side of a white sheet of paper. Then, on that same side, create an illustration that communicates the quote's MEANING. Make sure to create a piece of art that reflects the actual meaning of the quote, not just the literal saying. Finally, on the back, write a 3-4 sentence explanation of your artwork and why you think the quote was included in the story.
--HW: Read pgs. 261-277 in Three Cups; finish quote illustration if needed. Projects Country Map is also due on Friday!
--We saw a few more vocab word presentations, and then briefly reviewed/discussed last night's reading.
--The rest of class, we worked on a quote illustration assignment. Basically, you just need to choose one of the quotes that appear at the beginning of all of the chapters in Three Cups. Write the quote clearly and legibly on one side of a white sheet of paper. Then, on that same side, create an illustration that communicates the quote's MEANING. Make sure to create a piece of art that reflects the actual meaning of the quote, not just the literal saying. Finally, on the back, write a 3-4 sentence explanation of your artwork and why you think the quote was included in the story.
--HW: Read pgs. 261-277 in Three Cups; finish quote illustration if needed. Projects Country Map is also due on Friday!
Monday, February 9, 2009
Monday, Feb. 9
--Took a quiz over ch. 13-14 in 3 Cups
--Last 5 vocab word presentations--get notes from a classmate
--Reviewed/discussed reading as a class. I also summarized the section we skipped in the book, pgs. 184-241. We'll be picking up from pg. 241 on for next time.
--I handed out the Internal Monologue assignment and we worked on that for the rest of the period. The assignment is to write one moment of your story well--choose one particular moment from your interviewee's life that you want to describe in vivid detail. This piece should use sensory detail and/or internal monologue to show what your interviewee experienced during this particular moment. This piece should be 100-150 words, or about half a page of writing, and needs to be either typed or neatly handwritten and double-spaced. It will be scored based on your following the techniques of literary nonfiction that we've discussed (see salmon-colored handout I gave out a while ago).
--HW: Read pgs. 241-260 in 3 Cups and complete Internal Monologue assignment for Wednesday
--Last 5 vocab word presentations--get notes from a classmate
--Reviewed/discussed reading as a class. I also summarized the section we skipped in the book, pgs. 184-241. We'll be picking up from pg. 241 on for next time.
--I handed out the Internal Monologue assignment and we worked on that for the rest of the period. The assignment is to write one moment of your story well--choose one particular moment from your interviewee's life that you want to describe in vivid detail. This piece should use sensory detail and/or internal monologue to show what your interviewee experienced during this particular moment. This piece should be 100-150 words, or about half a page of writing, and needs to be either typed or neatly handwritten and double-spaced. It will be scored based on your following the techniques of literary nonfiction that we've discussed (see salmon-colored handout I gave out a while ago).
--HW: Read pgs. 241-260 in 3 Cups and complete Internal Monologue assignment for Wednesday
Thursday, February 5, 2009
Thursday, Feb. 5
--Started class with a quiz over ch. 11-12--see me for makeup quiz next time if absent today
--Next set of 5 vocab word presenters shared their objects--get notes from a classmate if absent
--Partner Discussion: If you were gone today, look back through Chapter 12 and write down 3 different lessons Greg learned, along with the page numbers where we see him learning that lesson
--Worked on descriptive writing with sensory detail for the rest of class. If absent, write a short paragraph on each of the following prompts: 1) Write about the best thing you have ever tasted. 2) Write about the worst pain you have ever felt.
--HW: Read pgs. 153-184 in 3 Cups for next time, and bring your vocab object if assigned. Also, we're going to be skipping pgs. 184-241 in the book, so if you'd like to read those pages for extra credit, you'll need to do so by Monday. To get the extra credit, you'll need to write a short 4-5 sentence summary/response to each chapter and turn it in on Monday. Have a great weekend!
--Next set of 5 vocab word presenters shared their objects--get notes from a classmate if absent
--Partner Discussion: If you were gone today, look back through Chapter 12 and write down 3 different lessons Greg learned, along with the page numbers where we see him learning that lesson
--Worked on descriptive writing with sensory detail for the rest of class. If absent, write a short paragraph on each of the following prompts: 1) Write about the best thing you have ever tasted. 2) Write about the worst pain you have ever felt.
--HW: Read pgs. 153-184 in 3 Cups for next time, and bring your vocab object if assigned. Also, we're going to be skipping pgs. 184-241 in the book, so if you'd like to read those pages for extra credit, you'll need to do so by Monday. To get the extra credit, you'll need to write a short 4-5 sentence summary/response to each chapter and turn it in on Monday. Have a great weekend!
Tuesday, February 3, 2009
Tuesday, Feb. 3
--Today I checked to see if everyone had their interview notes, we took a quiz over ch. 8-10 in 3 Cups, and we watched 5 more vocab word presentations. If absent, show me your interview notes next time so you can get checked off for them, and get the vocab notes from a classmate.
--I also gave out a worksheet to help everyone focus their interview stories and decide what information they still need to get. See below for the questions. You should complete these questions and turn them in as soon as you've done your first interview so I can give you feedback on what you've got so far.
--Finally, we reviewed the new projects website and info. I will be everyone's projects teacher this semester, so you'll be turning all of your work in to me. The website is: http://staff.4j.lane.edu/~wiebe/ihs/eurasian/eurasian.htm
The first assignment is to download and print off the permission slip and bring it back signed next class. Your history teacher will also be talking more about the project and the website.
--HW: Read pgs. 125-153 in 3 Cups; turn in your Post Interview Writeup asap; bring in your vocab word if assigned; Projects--print permission slip and get signed
Interview Story—Post Interview Writeup
Now that you’ve done your first interview, you need to determine a few things. Answer the questions below to the best of your ability.
1. What is the story you want to tell about this person? Try writing the following: “This is a story about….” then complete the sentence. Write two different sentences like this that could describe two different stories you could tell about the person. Then share with the person next to you and ask which one they think sounds better. Circle the one you intend to use.
1.
2.
2. What images, moments, and sensory details could help you tell this story? List the moments or details here. You don’t need to make them come alive yet, just list the info you want in your story.
3. Which of the person’s thoughts are you going to need or want to tell your story? List the thoughts that you need to make this story work.
4. What facts do you have or need to make this story make sense? If you need more facts than you have, take a moment to write down questions you want to ask your person in your next interview.
--I also gave out a worksheet to help everyone focus their interview stories and decide what information they still need to get. See below for the questions. You should complete these questions and turn them in as soon as you've done your first interview so I can give you feedback on what you've got so far.
--Finally, we reviewed the new projects website and info. I will be everyone's projects teacher this semester, so you'll be turning all of your work in to me. The website is: http://staff.4j.lane.edu/~wiebe/ihs/eurasian/eurasian.htm
The first assignment is to download and print off the permission slip and bring it back signed next class. Your history teacher will also be talking more about the project and the website.
--HW: Read pgs. 125-153 in 3 Cups; turn in your Post Interview Writeup asap; bring in your vocab word if assigned; Projects--print permission slip and get signed
Interview Story—Post Interview Writeup
Now that you’ve done your first interview, you need to determine a few things. Answer the questions below to the best of your ability.
1. What is the story you want to tell about this person? Try writing the following: “This is a story about….” then complete the sentence. Write two different sentences like this that could describe two different stories you could tell about the person. Then share with the person next to you and ask which one they think sounds better. Circle the one you intend to use.
1.
2.
2. What images, moments, and sensory details could help you tell this story? List the moments or details here. You don’t need to make them come alive yet, just list the info you want in your story.
3. Which of the person’s thoughts are you going to need or want to tell your story? List the thoughts that you need to make this story work.
4. What facts do you have or need to make this story make sense? If you need more facts than you have, take a moment to write down questions you want to ask your person in your next interview.
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