Tuesday / Wednesday 30 September / 1 October

Class began by sharing revisions utilizing the hyphen from last nights homework.

Students had some time for SSR -- students should have at least three journal entries so far.

In class we read "Crossing the Border Without Losing Your Past" by Oscar Casares. We also listened to a radio piece featuring him as a tour guide:

The class then practiced a new form of journaling -- QAR -- on the Mukereheje

Then the class began the following sheet in class. It is to be finished for HOMEWORK:

Monday, 29 September

Class focused on the six principles of the United States Constitution.

Students should review the six principles as presented on pages 64-70 of the text.

We also discussed the unique properties of triangles, and small groups.

Periods 2 and 3 should answer the following questions for homework:

A) What is the power of the triangle? (e.g. What makes a triangle a very strong shape? How does 3 make it special? What are three examples of the use of the triangle in the everyday world?)

B) What is the most productive and manageable size for a small group of people? Why?

Monday, 29 September

Class began with a review of the dash as a useful punctuation device. We also reviewed the hyphen. Students analyzed the use of the dash in "Being Country" and completed a worksheet (get one from Mr. Zartler) on the dash and hyphen.

Students then revised one of their previous writing drafts by adding the use of at least two em-dashes.

Students should read the story "American Dreamer by Bharati Mukherejee on pages 114-119 of the Thomsen reader for next class.

Thursday/Friday 25/26 September

Class spent considerable time reading the story "Being Country."

We talked about issues of identity and completed and spent time writing on the prompt: write about a way in which you identify with food as an individual, family, community, or ethnic group.  Address how food contributes to defining one of these aspects.

Students had time to read in their independent reading book, and the class went over how to create a journal entry. Students shared journal entries in order to verify that what they are doing meets the requirements of the assignment.

Tuesday / Wednesday 23 / 24 September

Class began with SSR.

7th period, because it was longer included time to share journal entries.

Both classes turned in the home work on "Rainy Mountain" and then reviewed the work in class.

7th period was assigned a new journal entry for Friday.

7th period wrote on the prompt: Write about a way in which you identify with food as an individual, family, community or ethnic group. Address how food contributes to determining one of these. Include a specific event.

Monday, 22 September

Students were assigned the N. Scott Momaday piece "The Way to Rainy Mountain" and the following questions:

Questions for “The Way to Rainy Mountain”

Directions: As you read Momaday’s story, answer the following questions.  Have the chapters from Genesis on your desk so that you can refer to them in order to answer some of the questions.  Feel free to refer to Pandora’s Box as well.

1) What natural descriptions in Momaday’s story also are found in Genesis? Find at least five of them and identify the verse in Genesis that corresponds Momaday’s piece.

a.

b.

c.

d. 

e.

2) How are the beginnings of man similar and different in the two stories?

3) What is the forbidden fruit found in Momaday’s story?  What knowledge is learned? 

4) What evils of mankind are subjected upon Momaday’s grandmother?  What does the grandmother say about hope?  Link your answer to Pandora’s Box.

5) How is his grandmother’s home like Eden; how is it not?

Tuesday / Wednesday 16 / 17 September

Students have been given an extra class in which to obtain an independent reading book (because of shortages in the Grant Library). Students will be taken to the library next class period, and will then begin their reading during SSR that period.

Class began with discussing the ways Prometheus and Pandora are like Genesis.

Students worked in groups and discussed the following questions from the Prometheus / Pandora chart handout:

1) What do the similarities say about the nature of humans? 

2) What are women’s roles in the relationships? What are men’s roles? 

3) What is significant about the differences between the stories?

4) What do these stories say about individuality and society? 

5) What lessons do the stories teach us? 

6) How is contemporary society reflected in these worlds, both before and after the fall?

4th Period analyzed two cartoons set in the garden of Eden.

Students were assigned the following Conflict in Current Events Homework due next class:

Provide the following information along with a one page summary and reflection of your article:

Your name; title of article; publisher/name of news organization; date of article.

Summarize what you read providing details from throughout the article and reflect on your reactions to the article.  Consider the questions below if you need some help with this part.

1      1) What is the root of the conflict?

2      2) To what degree did the military action or conflict achieve the reported result at this time?

3      3)  How was or could the conflict be resolved?

4      4) What connections can you make between this conflict and another current conflict or one in history?

Monday, 15 September

Class began by completing the analysis of Genesis.

Next students were given descriptions of the stories of Prometheus and Pandora, and a pair of charts to use to compare these creations myths with the stories presented in Genesis.

The completed chart is due next class.

Thursday / Friday 11 / 12 September

Students were reminded that by next week they have to have an independent reading book. Some copies of some titles are available in the library. All students will be able to get one of the books from the library, but not all students will be able to get their first choice.

Students wrote about and discussed the following questions:

 If you were God, what would a perfect world be like for your children?  Describe a day in the life of your children’s Eden.
 
Describe the first conflict you had.  Who was present?  Who should have been present to stop the conflict?  What happened previously to escalate the situation?  What were the consequences from the conflict?  Fill in any other details.   

The rest of class was spent reading the R. Crumb version of Genesis. Students created an analysis of the book by recording the "steps" depicted in each chapter.

No homework this weekend.

Tuesday / Wedenesday 8 / 9 September

Class began with students writing and sharing their writing on the prompt: Write about a time that you found faith in someone or some thing. (One academic "trick" is to write the opposite of what is assigned when a prompt doesn't work for you.)

The class then reviewed the analysis of "Salvation" by Langston Hughes that was done as homework.

Mr. Zartler reminded students of the Indpendent Reading assignment for this quarter and introduced the available titles with the following:

The Other Wes Moore by Wes Moore (available from Grant Library) The Other Wes Moore Official Web site.

Country Driving by Peter Hessler (available from Grant Library) Video of Mr. Hessler reading from the book.

UnBroken by Laura Hillenbrand (must obtain on your own) Movie trailer for a soon to be released film based on the book.

Escape from Camp 14 by Blaine Harden An inteview with the subject of the book Shin Dong Hyouk or an NPR News interview with the author.

I am Malala by Malala Yousafzai. A posting in the Guardian from today about the book.

My Beloved World by Justice Sonia Sotomayor. The Amazon listing, including the audio of the preface.

Students should have one of these books on next Tuesday or Wedensday.

Mr. Zartler told students that on Thursday they would be assigned a "current events" related activity, and they should locate a source of news.

Monday, September 8th

Class began with sharing homework.

Next, as a group we analyzed the beginning middle and end of "Living Like Weasels." Students should see Mr. Zartler for a chart used to isolate "What draws the reader in?" / How the story is developed? How tension is increased? / and What the author learns from her experience.

Homework:
Students are to read "Salvation" by Langston Hughs and complete the same worksheet analysis. This is due next class.

Thursday & Friday, 4-5 September

Studnet ID Photos were taken today.

Students wrote about and discussed the following:

WOW Unit I

Essential Questions

1.    What are the kinds of internal conflicts individuals write about and what do they usually learn from those conflicts?

2.    What makes a personal essay engaging to a reader?

3.    Why is it that humans constantly seek peace and harmony knowing that they are plagued by internal and external strife?

4.    How do individuals survive in society that is sometimes at odds with their beliefs?

5.    What factors do individuals consider when identifying themselves?

SHomework:

Read "Living Like Weasels" by Annie Dillard in the Thomsen Reader (p 143). Write a short essay according to prompt #1 Entering the Conversation (p. 147). Due Monday.

Bring Thomsen Reader to class all next week.

Tuesday & Wednesday, September 2 & 3

I am very excited to be working with you all this year.

Class began with a detailed review of the syllabus, including grading policies, and academic honesty policies. I will edit this post and create a link to the entire document as soon as it is officially approved.

The class did an activity built around the summer reading assignment.

Students checked out a copy of the Thomsen Reader from the library.

Students have a short writing assignment due next class Thursday / Friday. If you do not have the handout please get it from Mr. Zartler.

Students will have an independent reading project this semester. More details to follow next class.