IHS Global LIterature 2009-2010

It's a.........Baby!

2010-08-10T21:25:00.000-07:00

Nico Michels Kostechka was born on August 7 at 2:47 in the morning. He is healthy, adorable,and has incredible magical powers. See you this fall!

6-10/ 6-11 2010 Poetry publishing

2010-06-11T06:55:00.000-07:00

Lesson:
We created our own poems in class today. If absent please write three poems in at least two of the styles listed below. There is lots of room for creativity.
Enjoy! Have fun! Write poems!

HMWK:
3 poems (2 different styles)
Classmate poem

Bio Poems

Examples:

Kate.....
tall, energetic, happy, intelligent
mother (daughter, friend, etc.) of Danny
who loves music, books and fresh air
who is afraid of clowns, spiders, and heights
who wants to see Latin America, the end of poverty and summer
resident of this moment
.....Thompson.

Caleb Dog-Bone
Energetic, studious, silly, optimistic
teacher of many
who loves knowledge, new ideas, and all four seasons
who is afraid of an empty house, reruns of Lost, and apathetic
citizens
who wants to see the future, the world, and smiling students
resident of room 536 and B8
… Kostechka

Line 1: your name/nickname
 Line 2: four adjectives which describe you
 Line 3: __ of __ (describing an important relationship you have like son of ___, daughter of ___ sister of ___ friend of ____, lover of ____)
 Line 4: three things you love
 Line 5: three things that scare you
 Line 6: things you want to see
 Line 7: a time or place you are in
 Line 8: your last name  

_________________ .....(first names)
____________, ____________, _____________, ____________
____________ of ____________
who loves ____________, ____________ and ____________
who is afraid of ____________, ____________ and ____________
who wants to see ____________, ____________ and ____________
resident of ____________
..... ________________. (last name)

Noah
cheerful, willful, independent, kind
son of Gretchen and Cary
resident of Eugene
Who reads Where the Wild Things Are, Mr. Brown Can Moo, Green Eggs and Ham, and Go Dog Go
Who likes umbrellas, Mary Poppins, and They Might be Giants
Who loves his family, his friends, and his guitar
Who wishes he could fly, eat only crackers, not brush his teeth.
Who admires the big kids across the street, his teachers, and his Uncle Pete
Who needs naps in the afternoons, graham crackers at 5:30, and his tiger
Who aspires to be a rock musician, a rabbi, or a gymnast
Lieberman
(first name)
(four words that describe you)
Relative of (list three close family members)
Resident of (place where you live)
Who reads (four books)
Who likes (three things you like)
Who loves (three things you love)
Who wishes (three things)
Who admires (three people)
Who needs (three things you need)
Who aspires to (at least two aspirations)
(last name)

I’m mellow
Not a go lay in a sunny field
chewing a stick of gum mellow
Not mellow enough to give a bum
all my money
Not mellow enough to sit on an
ocean yacht and drink lemonade
But just a sit in the air-conditioned
living room watching reruns mellow
Mellow like a nothing do Saturday
morning
Mellow like watching your cork from
the banks of a cool country pond
A do what I want mellow that takes no effort or planning.

adapted from Jimmy O’Daniel’s poem, “Mellow”

Line 1: your mood
Line 2: an example of how your mood does not feel
Line 3: another example of how your mood does not feel
Line 4: a third example of how your mood does not feel
Line 5: another way of describing your mood
Line 6: an example of how your mood does feel
Line 7: another example of how your mood does feel
Line 8: a third example of how your mood does feel

(Need help finding a mood, see the list below!)

Metaphor Starter Poems

Examples

Belief is a doorway
Opening, Closing
Always thinking
You have the truth
But not really knowing
Children are shooting stars
Their love burning bright
Morning snuggles, evening kisses
Arms wrapped around you tight
And then the grow up
Pull away
Shining on their own Forgiveness is a bridge
From where I stand
All filled with rage
Mad at you but hurting myself
Only when I leave behind my anger
Can I come back to you

Choose one of the many metaphors from the list below or write your own.
Then use the metaphor as the starting line of a short poem.

Sleep is a stone
Belief is a doorway
Fear is cold water
Evening is a crooked highway
Parents are blankets
Friendship is a seesaw
Summer is a sleepy turtle
Amazement is a mirror
Jealousy is a razor
Dreams are hollow logs
Anger is a palace
People are windows
Loneliness is an empty streambed
Love is a fountain
Morning is a bridge
Anger is a rope
Fear is a hummingbird
War is an old car

Limericks

I raised a great hullabaloo
When I found a large mouse in my stew,
Said the waiter, “Don’t shout
And wave it about,
Or the rest will be wanting one, too!”
-anonymous

There was a Young Lady whose chin,
Resembled the point of a pin;
So she had it made sharp,
And purchased a harp,
And played several tunes with her chin.
-Edward Lear

There once was a fellow named Tim
Whose dad never taught him to swim.
He fell off a dock
and sunk like a rock.
And that was the end of him.

There was an old man with a beard
Who said, “It is just as I feared!-
Two Owls and Hen,
Four Larks and a Wren
Have all built their nests in my beard.”
-Edward Lear
There was an old man from Peru
Who dreamed he was eating his shoe.
He awoke in the night
with a terrible fright,
and found out that it was quite true.

Structure:
A limerick is a 5-line poem with a set format for rhythm and rhyme.

Rhyming Pattern:
When you write a limerick, make sure that it has the same AABBA rhyme pattern. The first, second, and fifth lines all rhyme and the third and fourth lines rhyme with each other.

Rhythm Pattern:
• The first, second, and fifth lines all have this rhythm pattern: da DUM da da DUM da da DUM (notice there are 3 DUMS or beats). Say, “There once was a fellow named Tim” out loud. Now say, “da DUM da da DUM da da DUM” out loud. Notice that both have the same rhythm.
• The third and fourth lines have a different rhythm pattern: da DUM da da DUM (notice there are 2 DUMS or beats). Say, “He fell off the dock” out loud. Now say “da DUM da da DUM” out loud. Notice that both have the same rhythm.
1. There was an old man from Peru, (A)
da DUM da da DUM da da DUM (3 DUMS)
2. who dreamed he was eating his shoe. (A)
da DUM da da DUM da da DUM (3 DUMS)
3. He awoke in the night (B)
da DUM da da DUM (2 DUMS)
4. with a terrible fright, (B)
da da DUM da da DUM (2 DUMS)
5. and found out that it was quite true. (A)
da DUM da da DUM da da DUM (3 DUMS)

Write your own…

Now try it yourself! if you need a template, you can use one of these, or try doing it on your own.

There once was a ________________ from _______________________ (A rhyme)
That ______________________________________________________ (A rhyme)
Each time it _____________________________________________ (B rhyme)
The ____________________________________________________ (B rhyme)
And _______________________________________________________ (A rhyme)

I once knew a __________________ from _______________________ (A rhyme)
Who ______________________________________________________ (A rhyme)
S/he ___________________________________________________ (B rhyme)
And ____________________________________________________ (B rhyme)
That __________________from ________________________________ (A rhyme)

Cinquains

Dalmatian
spotted, happy
running, barking, jumping
a wagging tail on the end
Fire Dog!
triangles
pointy edges
revolving, rotating, angling
Triangles are all different.
180°

Cats
fluffy fur
a rough tounge
cute as a button
purring

War
Sad, destructive
Killing, injuring, destroying
A thing that kills life.
Terminator

by Saud (last name unknown)
River
Clear, wonderful
Slapping, whirling, flowing
The river is cold.
Water

by Miki (last name unknown) Horned horse
Magical, real
chasing, nuzzling, prancing
Gateway to imagination
Uni

by Mr.K

Structure:
Line 1: A word for the title (two syllables)
Line 2: Two words to describe the title (four syllables)
Line 3: Three words to express action (six syllables)
Line 4: Four words to express feeling (eight syllables)
Line 5: The title again, or another word like it (two syllables)
title
describe title
action action action
feeling about the title
title

Diamante Poems
Studies
Unhappy, difficult
Boring, succeeding, sleeping
Library, pencil, card, outside
Interesting, exciting, failing
Happy, easy
Play
by Soo Young Love
Wonderful, beautiful
Caring, liking, thinking
Innocence, smile, tear, guilt
Fighting, violating, disgusting
Terrible, worst
Hatred
by Mooil

Dreams
Subconscious, imaginary
sleeping, wishing, thinking
fantasy, actuality, vision, genuine
being, seeing, knowing
authentic, factual
Reality
Winter
Frosty, Bright
Skiing, Snow Ball Fighting, Sledding
Icicles, Snowflakes, Vacation, Family
Swimming, Sun Tanning, Sweltering
Hot, Sunny
Summer

Structure:
The diamante poem is a seven-line poem in the shape of a diamond and compares two words, moving from one word to its opposite, like from winter to summer or work to play.

noun
describing describing
action action action
transition nounds or phrase
action action action
describing describing
noun Line 1: noun
Line 2: two adjectives
Line 3: three participles
Line 4: four nouns or phrases
Line 5: three participles indicating change
Line 6: two adjectives
Line 7: contrasting noun
Odes

Ode to My Socks
by Pablo Neruda
(Translation by Robert Bly)

Maru Mori brought me
a pair
of socks
which she knitted
herself
with her sheepherder’s
hands,
two socks as soft
as rabbits.
I slipped my feet
into them
as though into
to cases
knitted
with threads of
twilight
and goatskin.
Violent socks,
my feet were
two fish made
of wool,
two long sharks
sea-blue,
shot through
by one golden thread
two immense
blackbirds,
two cannons:
my feet were honored in this way
by
these
heavenly socks.
They were so handsome
for the first time
my feet seemed to me
unacceptable
like two decrepit
fireman, fireman
unworthy
of that woven
fire,
of those glowing
socks.
Nevertheless
I resisted
the sharp temptation
to save them
somewhere
as schoolboys
keep fireflies
as learned men
collect
sacred texts.
I resisted
the mad impulse
to put them
into a golden
cage
and each day give
them birdseed
and pieces of pink
melon.
Like explorers
in the jungle who hand
over the very rare
green deer
to the spit
and eat it
with remorse,
I stretched out
my feet
and pulled on
the magnificent
socks
and then my shoes.
The moral
of my ode is this:
beauty is twice
beauty
and what is good is
doubly
good
when it is a matter of
two socks
made of wool
in winter.

Ode To The Dandelions (or Why I Shouldn't Cut The Grass)
by Nancy Ness

The sun shines high: the rain's gone by.
It's Dandelion Day.
From fertile spawn my plush green lawn
Is mottled yellow spray.

The neighbors' round, all cutting down
Their blades and flowers gay -
Now green they've got, a common lot,
While mine's in vast array.

Why should I mow these lovelies low,
Defying Sunshine's ray?
To bring them down the sun might frown,
And turn blue sky to gray.

I'll let their seeds fallow new weeds
And mow another day.
Resplay they should, the neighborhood.
The Dandelions stay.

You try writing an ode….

Try copying the style of Pablo Neruda’s poem above. Think of your favorite article of clothing to write a poem about. Make a list or a web of the characteristics of this piece of clothing. Include all of the information in the sample web above and anything else you feel is important about it. Then select details that are especially striking. Use Neruda’s poem as a model.

Dactyls

A dactyl is a three-syllable word or phrase in which the first syllable is accented and the other two aren't, such as the word "cereal."
A dactyl poem generally has two stanzas. The first three lines of each stanza are 6 syllables long with the accent on the 1st and 4th syllables.
Dactyl poems are also often about people.

"History Lesson" by Allan Wolf

Higgledy-Piggledy
William the Conqueror
Ousted King Harold in
Ten Sixty-Six

Sacked Anglo-Saxons and,
Normanmaniacal,
Cut off their heads and dis-
Played them on sticks.
"Historical Reflections" by John Hollander

Higgledy, piggledy
Benjamin Harrison,
Twenty-third President,
Was, and as such,

Served between Clevelands, and
Save for this trivial
Idiosyncrasy,
Didn't do much.

Try recognizing the rhythm in these dactyls without the underlined syllables. Think of the first 3 lines in each stanza as a waltz tempo.
“Tact” by Paul Pascal

“Patty cake, patty cake,
Marcus Antonius,
What do you think of the
African queen?”

"Gubernatorial
Duties require my
Presence in Egypt. Ya
Know what I mean?”
“Brittany Spears” by Davida Chazan

Popity-Schlockity
music teen Brittany's
writing her memoirs in
spite of her age.

Thousands will snap them up
enthusiastically,
even if there's only
one word per page!

Now try writing your own dactyl poem!
Clerihews
information taken from GigglePoetry.com --Kenn Nesbitt Copyright © 2001, (http://www.gigglepoetry.com/poetryclass/clerihew.htm)
Sample below.
The enemy of Harry Potter
Was a scheming plotter.
I can't tell you what he's called; I'd be ashamed
To name "he who must not be named."
N'Sync
Stink.
Their music hurts my ears.
I much prefer Britney Spears.
My little schnauzer's name is Sparky;
Let me tell you, he is quite barky!
While his talking is quite persistent,
His loving nature is quite consistent.

One of my fourth grade teachers, Miss Dunn,
Loved to teach, run, and simply have fun.
She taught us to live by the Golden Rule,
So no one at school was ever a fool.
Edgar Allan Poe
Was passionately fond of roe.
He always liked to chew some
When writing anything gruesome.
There was a smart spider named Charlotte
Whose spinning made her a starlet.
An awesome pig named Wilbur she saved
Through her friendship, which was quite brave.

Clerihews have just a few simple rules:
1. They are four lines long.
2. The first and second lines rhyme with each other, and the third and fourth lines rhyme with each other.
3. The first line names a person, and the second line ends with something that rhymes with the name of the person.
4. A clerihew should be funny.

Now you try writing a clerihew.

5. Copying the Masters
Sometimes it helps to practice poetry by copying the feel of a famous poem. For example, read the William Carlos William poem below and see how I copied the style in my poem to the right.

This is Just to Say
by William Carlos Williams

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold
This is Just to Say
by Caleb Kostechka
inspired by William Carlos Williams

I have watched
the episode
of Lost
on the television

I had recorded it
And you were probably
intending to watch it with me

Forgive me
it was late
and you were
already in bed

Below are some additional poems, good for imitating. You may also choose one from the books.

So much depends
upon
a red wheel  barrow
glazed with rainwater
beside the white  chickens.
-William Carlos Williams

I would not paint — a picture —
I'd rather be the One
Its bright impossibility
To dwell — delicious — on —
And wonder how the fingers feel
Who rare — celestial — stir —
Evokes so sweet a Torment —
Such sumptuous — Despair —

I would not talk, like Cornets —
I'd rather be the One
Raised softly to the Ceilings —
And out, and easy on —
Through Villages of Ether —
Myself endued Balloon
By but a lip of Metal —
The pier to my Pontoon —

Nor would I be a Poet —
It's finer — own the Ear —
Enamored — impotent — content —
The License to revere,
A privilege so awful
What would the Dower be,
Had I the Art to stun myself
With Bolts of Melody!

-Emily Dickinson
Fifteen

South of the bridge on Seventeenth
 I found back of the willows one summer
 day a motorcycle with engine running  
as it lay on its side, ticking over  
slowly in the high grass. I was fifteen.

I admired all that pulsing gleam, the
 shiny flanks, the demure headlights
 fringed where it lay; I led it gently
 to the road, and stood with that  
companion, ready and friendly. I was fifteen.

We could find the end of a road, meet  
the sky on out Seventeenth. I thought about  
hills, and patting the handle got back a  
confident opinion. On the bridge we indulged  
a forward feeling, a tremble. I was fifteen.

Thinking, back farther in the grass I found  
the owner, just coming to, where he had flipped
 over the rail. He had blood on his hand, was pale-
 I helped him walk to his machine. He ran his hand  
over it, called me good man, roared away.
I stood there, fifteen.
--William Stafford

How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, --- I love thee with the breath,
Smiles, tears, of all my life! --- and, if God choose,
I shall but love thee better after death.

-Elizabeth Barrett Browning
Where I’m From

I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening
it tasted like beets.)
I am from the forsythia bush,
the Dutch elm
whose long gone limbs I remember
as if they were my own.
I am from fudge and eyeglasses,
from Imogene and Alafair.
I'm from the know-it-alls
and the pass-it-ons,
from perk up and pipe down.
I'm from He restoreth my soul
with cottonball lamb
and ten verses I can say myself.
I'm from Artemus and Billie's Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures.
a sift of lost faces
to drift beneath my dreams.
I am from those moments --
snapped before I budded --
leaf-fall from the family tree.
- George Ella Lyon

6-8/ 6-9 2010 Poetry Cafe

2010-06-11T06:53:00.000-07:00

Lesson:
We had our poetry cafe. It was really fun!
If absent you will be performing next class.

HMWK:
Classmate poem (if you don't know who you have to write a poem for, email me)

6-2/6-3 Poetry Test and practice for the big day

2010-06-02T07:06:00.001-07:00

Lesson:
We had a test on poetic terms and analysis
If absent, make sure you schedule a time to make it up.
We then rehearsed our pieces for the Poetry Cafe.
The cafe is on June 8th at South and June 9th at Sheldon.

HMWK:
Practice your poem (memorize)

5-28/6-1 2010 Peer editing and Practicing

2010-06-01T07:01:00.000-07:00

Lesson:
We had students peer edit our poem analysis paragraphs.
* Reminders
No “wrong” answers (just more and less likely – given the evidence)
Form and sound can simply help emphasize the meaning
Don’t look for “secret messages” – just notice how if things would be different, how the poem would be different

We then rehearsed our poems with a peer coach for tone.

Finally we practiced analyzing a poem for the poetry final next class. You can find the poem below and some sample questions for analysis.

“Corner” by Ralph Pomeroy
Directions: Underline all examples of similes, metaphors and personification and label them.

The cop slumps alertly at his motorcycle,
supported by one leg like a leather stork.
His glance accuses me of loitering*.
I can see his eyes moving like a fish
in the green depths of his green goggles.

His ease is fake. I can tell.
My ease is fake. And he can tell.
The fingers armoured by his gloves
Splay* and clench, itching to change something.
As if he were my enemy or my death,
I just stand there watching.

I spit out my gum which has gone stale.
I knock out my new cigarette --
Which is my bravery.
It is all imperceptible*:
The way I shift my weight,
The way he creaks in the saddle.

The traffic is specific though constant.
The sun surrounds me, divides the street between us.
His crash helmet is whiter in the shade.
It is like a bullring as they say it is just before the fighting.
I cannot back down. I am there.

Everything holds me back.
I am in danger of disappearing into the sunny dust,
My levis bake and my T-shirt sweats.

My cigarette makes my eyes burn.
But I don't dare drop it.

Who made him my enemy?
Prince of coolness. King of fear.
Why do I lean here waiting?
Why does he lounge there watching?

I am becoming sunlight.
My hair is on fire. My boots run like tar.
I am hung-up by the bright air.

Something breaks through all of a sudden.
And he blasts off, quick as a craver,
Snug in his power; watching me watch.

* loitering (v): moving around or waiting suspiciously in a public place
*splay (v): to spread out, expand, or extend
* imperceptible (adj): Impossible or difficult to see or sense

Analysis Questions for “Corner”

1. Copy two lines from the poem that are examples of metaphors.

2. Identify each metaphor.
a. Metaphor 1: ______________________I_______________________

b. Metaphor 1: ______________________I_______________________

3. Copy two lines from the poem that are examples of similes.

4. Identify each simile.
a. Simile 1: ______________________I_______________________

b. Simile 2: ______________________I_______________________

5. Copy two lines from the poem that are examples of personification.

6. Why do you think the author compares the cop’s eyes to a fish’s eyes?

7. Why does he compare his cigarette to “bravery?”

8. Why do you think the speaker stays in the heat of the sun rather than moving into the shade?

9. How would you answer the speaker’s question, “Who made him my enemy?”

HMWK:
Study for final poetry test
Practice poem (memorize)
Poetry cafe is June 8th and 9th

5-26/27 2010 Tone

2010-05-26T11:33:00.000-07:00

Lesson:
We traded our chosen poem with a classmate and had them analyze it and rate it for difficulty.
We looked at how to read a poem with appropriate tone. If absent please visit this following links to get some ideas about tone. Listen to numbers: 1, 2, 21, 28, and 30.
http://www.poetryoutloud.org/poems/audiocd.html

HMWK:
Mark up your poem for tone. Bring the marked up version to class next time along with your paragraph analyzing your poem
Practice reading your poem (begin memorizing)

5-24/25 2010 Poem-splosion!

2010-05-26T11:30:00.000-07:00

Lesson:
We had our two marked up poems stamped.
We spent the entire class ingesting poems trying to find the perfect poem to share with our classmates.

HMWK:
Type two analysis paragraphs for your two top poems. Bring them next time with your marked up copies of these poems.

5-14/17 2010 Practice Practice Practice.....

2010-05-17T15:01:00.001-07:00

Lesson:
We emphasized the important aspects of choral reading. See the choral reading sheet on the assignments page to see the rubric and how you will be graded.

We then practiced with our groups for the remainder of class.

HMWK:
Choral Reading practice. Performance next class.
Group analysis due next class!

5-11/12 2010 Speaking!

2010-05-11T07:34:00.000-07:00

Lesson:
We practiced strategies for dramatic reading. Here are the basics:

Take Risks
Have a sense of humor
Be helpful (critique-don’t criticize)
Be willing to take critiques
Be respectful and sensitive of other peoples fears, concerns, and time.
Listen!
Practice

We then divided into groups for a choral reading. You can see your group and the poems for your group on the assignments page.

Homework:
Read your poem and analyze it.
Complete the performance history on the assignments page.

4-7/4-10 Poetry analysis continued

2010-05-10T06:47:00.000-07:00

Lesson:
We went over Soweto Road as a class.
We then analyzed 3 poems in groups as a class. If you were absent, use poetry buddy to analyze the following poem.
HINT! It is about SOuth Africa!:

Motho Ke Motho Ka Batho Babang
(A Person Is a Person Because of Other People)

By holding my mirror out of the window I see
Clear to the end of the passage.
There’s a person down there,
A prisoner polishing a doorhandle.
In the mirror, I see him see
My face in the mirror,
I see the fingertips of his free hand
Bunch together, as if to make
An object the size of a badge
Which travels up to his forehead
The place of an imaginary cap.
(This means: A warder)
Two fingers extend in a vee
And wiggle like two antennae.
(He’s being watched.)
A finger of his free hand makes a watch-hand’s arc
On the wrist of his polishing arm without
Disrupting the slow-slow rhythm of his work
(Later, Maybe, later we can speak)
Hey, Wat maak jy daar?
-a voice around the corner.
No, just polishing baas.
He turns back to me, now watch
His free hand, the talkative one,
Slips quietly behind
--Strength brother, it says,
In my mirror,
A black fist

HMKW:
Final South Africa Project due next class

5-5/5-6 2010 Poetry continued!

2010-05-10T06:45:00.000-07:00

Lesson:
Today we turned in our train poems.
We practiced analyzing two poems in class. If you are not comfortable with analyzing poetry, you should come in during projects or another time to work with me on analyzing your first one. It can be a little tricky.

We practiced first with this poem by William Carlos Williams:

The Red Wheelbarrow

So much depends
Upon

The red wheel
Barrow

Glazed with rain
Water

Beside the white
Chickens

The basics to analyzing this are:
1. Read the poem once, then re-read it marking it up by highlighting, labeling, making marginal notes on: sound, form, meaning. Color-coding and making a key may be helpful.

2. Finally, make a conclusion about what the poem’s message seems to be. (Relax: there is not one “correct” meaning as long as you can give support from the poem that would be convincing and intriguing to reasonable people.)

3. Analyze this poem using the methods we talked about in class. Begin with your conclusion about the main message. Support this argument with examples you found.

Can you try analyzing "The Red Wheelbarrow". HINT! Don't go too deep. It is not a poem about South Africa.

If you think you got that one try this one from a South African writer, who wrote this during Apartheid. HINT! It is about South Africa!:
In the s*** house a shotgun
Praying hands hold me down
Only the hunter was hunted
In this tin can town
Tin can town
No stars in the black night
Looks like the sky fell down
No sun in the daylight
Looks like it's chained to the ground
Chained to the ground
The warden said:
"The exit is sold.
If you want a way out,
Silver and gold."

Broken back to the ceiling
Broken nose to the floor
I scream at the silence, it's crawling
It crawls under the door
There's a rope around my neck
And there's a trigger in your gun
Jesus say something
I am someone, I am someone
I am someone
Captain and kings
In the ships hold
They came to collect
Silver and gold
Silver and gold

Seen the coming and the going
Seen them captains and the kings
See them navy blue uniforms
See them bright and shiny things
Bright shiny things

The temperature is rising
The fever white hot
Mister, I ain't got nothing
But it's more than you got

Chains no longer bind me
Not the shackles at my feet
Outside are the prisoners
Inside the free
Set them free
Set them free

A prize fighter in a corner is told
Hit where it hurts
Silver and gold

If you were absent, try analyzing both of these poems at home. Bring in your analysis to see if you are on the right track.

HMWK:
Our homework was to analyze the poem "Soweto Road". It can be found, with instructions, on the assignments page.

5-3/5-4 2010 Poetry Unleashed!

2010-05-04T13:58:00.000-07:00

Lesson:
We took a poetry pre-assessment. Make sure to pick one up next class. We went over poetic terms. If absent , please look up the following terms and find the definition and one example of each:
Alliteration
Assonance
Rhyme
Verse
Stanza
Meter
Rhyme scheme
Simile
Metaphor
Tone
Rhythm
Onomatopoeia
Figurative Language
Symbol
Personification

Look up trains and South Africa on the internet. Follow the directions for the train poem on the "assignments" page.
HMWK:
Train poem (see assignments page)

4-30 2010 Sarafina- Poetry

2010-04-30T07:57:00.000-07:00

Lesson:
We finished Sarafina.
We began looking at poetry.

HMWK:
Sarafina Reflection
Final South Africa Project due (May 11/May 12)
This I Believe recording due next class

10-29 2010 Library/ Sarafina

2010-04-29T14:46:00.000-07:00

Lesson:
We went to a skills session in the library to use the library's search engines for Projects.
We finished the movie Sarafina. If absent, please be sure to watch the film and complete the viewing guide.
HMWK:
Sarafina viewing guide
Final Project due May 11
This I believe recording due May 3

4-27/ 4-28 2010 Sarafina!

2010-04-28T14:19:00.000-07:00

Lesson:
We viewed the film Sarafina!
If absent, please rent the movie and answer the questions on the study guide below:

South Africa: Global Literature Name: ____________________
Sarafina!
A. Please identify the following quotes. Who said them and what do they reveal about the movie’s themes?

1. “I’d rather die like him than live like you.”

Spoken by _______________ to __________________.
What does this say about the theme?

2. See what they’ve done Nelson? They’ve filled me with hate...but not enough. I have to be so full of hate, there’s no room for anything else.”

Spoken by ______________ to __________________.
What does this say about the theme?

B. Critical Thinking:

1. What is the message of Sarafina? Support your answer with specific examples from the movie.

2. What would you have done if you had been in Sarafina’s position?

3. One of the central questions in the movie Sarafina is whether violence was necessary in the fight to end Apartheid in South Africa. What do you think? Does the fact that the government/police used violence influence your opinion? How far would you go to defend your human rights?

HMWK:
Work on your final South Africa project

4-23/ 4-26 2010 TRC

2010-04-23T07:18:00.000-07:00

Lesson:
We discussed the Truth and Reconciliation process and discussed whether or not this was, in fact, justice.
If you were absent please read these two websites and then fill out the sheet on the assignments age labeled "Truth and Reconciliation"

Read these two websites first:
http://www.peaceworkmagazine.org/pwork/0599/0515.htm
http://news.bbc.co.uk/2/hi/special_report/1998/10/98/truth_and_reconciliation/203134.stm

HMWK:
TRC Worksheet (see assignments page)
Final SOuth Africa Project due 5-4 Sheldon/ 5-5 South

4-21/ 4-22 This We Believe

2010-04-23T07:11:00.000-07:00

Lesson:

We discussed our own belief systems and how they are formed. We brainstormed topics for a personal essay about our beliefs based on the NPR program "This I Believe". If absent, please go to npr.org and listen to 2 essays from the "This I believe" program. It can be found at this link:
http://www.npr.org/templates/story/story.php?storyId=4538138

ONce you get the idea of these, try it yourself. The assignment can be found on the "Assignments" link.

HOMEWORK:
"This I Believe" rough draft due next class typed.
Work on final project

4-15- 2010 SHELDON ONLY: "The Moment Before the Gun went Off"

2010-04-19T06:35:00.000-07:00

Lesson:
We worked on the story "The Moment Before the Gun Went Off" by Nadine Gordimer in class.
We went over the final project guidelines.
HWMK:
Begin working on the final project
"The Moment Before the Gun Went Off" questions (found on the assignments page

4-13/ 4-14 Two Voice Poem performances

2010-04-13T14:04:00.001-07:00

Lesson:
We performed our poems. If absent, be prepared to perform next class. Also, answer the following questions about the story:

1. Think back to the last time you stood up for someone who was teased. Was it hard to do this? Why? Were there any consequences?

2. Why might the author have chosen a “mad/man woman” as the target of this story? Why does the author wait until the end to reveal that the woman is black?

3. What does this story tell us about:
How prejudice is passed on from one generation to the next.
The role of the bystander in passing on prejudice.
The motivation of the girls.

We then went over the final project. You can read about it on-line on the assignments page.

HMWK:
Brainstorm 5 ideas for your final project

4-9/ 4-12 Once Upon A Time

2010-04-13T13:58:00.000-07:00

Lesson:
We took our vocab test.
If absent, make sure you make this test up soon!
We read the story "Once Upon a Time" by Nadine Gordimer.
If absent, email me and I can send you the story as an attachment. Then answer the questions found on the assignments page.
HMWK:
Read "Only A". If absent, email me and I will send you the story as a .pdf
Create a 2 voice poem (found on the assignments page)

4-7/4-8 2010 Tell Freedom

2010-04-07T07:37:00.000-07:00

Lesson:
We read the story "Tell Freedom" in class.

If absent, pick up the reading from the teacher and answer the following questions.

Q: Power/ what methods do people use to keep people subservient?
Q: Discuss the tension between Uncle Sam and Aunt Liza
Q: Uncle Sam says: “One day…” What does he mean? Why is he waiting? What are the consequences of rebellion for Uncle Sam? Would you have made the same decision about when to stand up for yourself?
Q: Who is the strongest character in the story?
Q: What is the author telling us about life in South Africa?

Your homework will be to read this story and answer these questions.

HMWK:
Study for Vocab Test next class

4-5/ 4-6 2010 1950s Protest Poetry---Finish Amandla

2010-04-07T07:09:00.000-07:00

Lesson:
We reviewed the history of South Africa
We did a class activity involving 1950s South African Poetry (if you're absent you can find it on the assignments page).
We finished the movie Amandla

HMWK:
Protest poetry (please note that the assignment is slightly different from the assignment I gave at South. If you were absent either get this assignment from a friend or find it on the assignments page)

4-2 Africa Celebration at the Wheeler Pavillion

2010-04-04T11:18:00.000-07:00

THIS IS BEING POSTED EARLY SO MAKE SURE YOU ARE DOING MAKE UP WORK FOR THE CORRECT DAY!!!
Africa Celebration

If you were gone today, you missed out. Wipe that frown off. It will be OK, but you need to do some work to make up for this. To get credit for the day you need to do 2 of the following 3 activities:

1. Interview a student who went to the celebration. Sample questions may include: What was the best part about the celebration? How did the Model African Union voting turn out? What was the most interesting booth at the conference?
(1 page minimum, typed).

2. Visit Swahili Imports at the 5th Street Market. Describe the most interesting things there. Talk with someone who works there and learn at least three new things about African art or culture. (1 page minimum, typed)

3. Find African music on-line. Find at least three different artists. Name the groups you heard. Give a short bio and description of the music. What did you like? What wasn’t your favorite? If possible, what’s the story behind this music?
Some cool websites to check out are:
http://bennloxo.com/
http://www.naijajams.com/
http://soundroots.org/

(1 page minimum, typed)

3-31/ 4-1 Amandla!

2010-04-04T11:16:00.000-07:00

Lesson:
We viewed the movie Amandla! If absent, please see me to set up a time when you can watch what you missed.

HMWK:
Apartheid History Packet #2 due next class
South Africa Vocab Day 3 and 4

3-19/ 3-30 2010 Kaffir Boy

2010-04-04T11:13:00.000-07:00

Lesson:
Discussed our personal reflections. If absent, answer the following questions:
Q: How can people use fear?
Q: How is fear used to control people?
Q: Can you have courage without fear?
Q: Can you blame Black South Africans for their circumstance?
Q: What is true courage?
Q: When was a time when you felt you had courage?

HMWK:
Complete the Apartheid History Packet #2 (You will need to get this form me in class)
Answer the questions found on the assignments page

3-17/3-18 2010 Intro to South Africa

2010-03-18T18:05:00.001-07:00

Lesson:
We introduced the South Africa Unit.
If you were absent, please pick up the Kaffir Boy packet from the back of the classroom tomorrow. Answer the questions on the study guide. To get credit for the class activity, pick up the extra reading from the classroom (this can be found also at the website: http://www.sahistory.org.za/pages/specialprojects/apartheid-and-resistance/background.htm).
Write a page explaining what apartheid was in South Africa and how it was able to keep going for such a long time.

HMWK:
Kaffir Boy Packet (sorry I don't have an electronic copy)
Study Guide (Found on the assignments page on the last page)

3-15/ 3-16 2010 FInal Kenya Discussions

2010-03-15T15:25:00.000-07:00

Lesson:
We read "The Martyr" and answered questions in class.
We then concluded our Kenya unit by watching some excerpts of a Kenya GLobetrekker.

HMWK:
Read South Africa Background and complete study questions (need to get these from teacher)

3-11/ 3-12 2010 Mau Mau/ "The Martyr"

2010-03-11T12:05:00.000-08:00

Lesson:
Today we answered these questions. If absent, turn these in next class answered:

Kenya Final Discussion
1. Why does Robert Edgerton, the author of Mau Mau: An African Crucible, argue that the Mau Mau movement, an epic battle of sacrifice, cruelty, and courage, should be remembered not just in Kenya or in Africa—but as a lesson for us all? What is the lesson? How can this lesson be applied to our world today? Use specific examples from the world today to apply these lessons.

2. In what ways are the lives of Mrs. Hill and Njoroge similar? In what ways does Ngugi show the “human” sides of both characters?

3. How do Ngugi and Harry Hook, the director of The Kitchen Toto, incorporate cultural lens into the two stories?

4. Take these stories to a modern context. What are three themes you see in The Kitchen Toto and/or The Martyr. Remember, a theme is a universal message the author is expressing. Use examples to back your opinion of the author’s message.

Choose one of the following to answer as a group
5A. Make an argument from the point of view of Mrs. Hill regarding why she should have fired the shot. Extra credit if you have a thesis, assertions, and support from the story.

5B. Make an argument from the point of view of Njoroge that he should have warned Mrs. Hill or make an argument that he should not have warned her. Extra credit if you have a thesis, assertions, and support from the story.

HMWK:
Letter to Mr.K (See assignments blog)

3-9/3-10 2010 Kitchen Toto

2010-03-10T17:13:00.000-08:00

Lesson:
We turned in our River Between papers
We finished the film The Kitchen Toto

HMWK: Nothing
Get late work from Kenya in before the mid-quarter check

3-6/3-8 2010 Rough Drafts, Peer Edits, Start Kitchen Toto

2010-03-08T08:05:00.000-08:00

Lesson:
We edited sample Night Paper in class.
We peer edited our essays. If absent, have a friend or parent edit our essay using the checklist on the assignments page.
We began the movie The Kitchen Toto.

HMWK:
Final Draft of The River Between Essay

Projects: Rough Draft due Friday, March 12

3-1/ 3-2 2010 River Between Outlines

2010-03-02T06:56:00.000-08:00

Lesson:
Today we worked on coming up with a thesis and assertions for The River Between that have tension.

HMWK:
Create an outline for the River Between based on either the four themes you discovered or answering one of the four questions from the Kenya reading packet.

2-25/ 2-26 2010 Final River Between Discussion

2010-02-25T15:37:00.000-08:00

Lesson:
We took the vocab test
We completed the group final discussion (if absent, please make this up on your own. You can find it on the assignments page).

HMWK:
Read the Kenya articles form magazines (you will need to get these from me if you were absent)
Complete the questions assignment related to these articles (this can be found on the assignments page)

2-23/24 2010 Pen pals, vocab, and figurative language...oh my!

2010-02-23T21:14:00.000-08:00

Lesson:
We took a quiz (if absent, come in to make it up)
We went over the self made study guides
We practiced allusions, metaphors, similes, and personification
We then were assigned pen pals. If absent, email me and I will assign you a pen pal as well as an email for epals.com
The pen pals assignment can be found on-line.
We then reviewed vocab and created Utenzi poems with vocab for extra credit (This can be found on the assignments page).

HMWK:
Finish the book
FInd four themes in this book. List them in complete sentences and explain why they are themes in a paragraph for each.
Study for the vocab test next class
Write your penpal using the directions on the assignments page: due Monday (south)/ Tuesday (sheldon)

2-19/ 2-22 2010 Golden Lines!

2010-02-18T18:04:00.000-08:00

Lesson:
We went over allusions, imagery, and figurative language in class.
If absent, write a definition for similes, metaphors, symbols, personification, and allusions.
Then, find an example of each of these in the River Between.
If you were absent, also complete the Golden Lines activity on the assignments sheet.

Homework: Read pgs 84-116
Complete the "Create your own study guide" assignment on the assignments page.

2-17/18 2010 FGC and Feminism

2010-02-17T12:37:00.000-08:00

Lesson:
We took a quiz on the last reading and went over the study guide

This lesson covered Female Genital Cutting (FGC) or Female Circumcision
We discussed this human rights issue as it related to Muthoni's initiation in the River Between. Please see me when you return for the information that we covered. If you want to research this on your own we answered the following questions in class. We then discussed what our role is as educated citizens regarding this topic.
Some websites that will be helpful in your research include:
http://www.tostan.org/index.htm
http://www.fgmnetwork.org/index.php

What is female circumcision?
Where is it practiced?
Why is it practiced?
What are the dangers?
Who performs it?
Why is it difficult to stop?
How, if at all, should other countries be involved with stopping this initiation?
What complications arise from trying to stop this practice?

Homework:
Read pages 58-83
Study Guide #3
Quiz next class
For extra credit: Write a letter to Tostan thanking them for the work they are doing.

2-12/2-16 2010 Initiation and Adulthood

2010-02-15T09:55:00.000-08:00

Lesson:
Quiz #1 (If you were absent make sure you take it when you return)
If you were absent answer the following questions and turn it in next class:
What does foreshadowing mean?
What happened to all of the great men from Kameno?
What is so frightening about Waiyaki’s second birth?
Why does this happen? What is the author doing? What does Waiyaki find out later that might explain this?
What is a prophecy?
Self-fulfilling prophecy?
What do you think about Chege’s prophecy?

What does it mean to be a child?
What does it mean to be an adult?
At what age or event does this happen? Would your parents agree?
How has this age changed throughout time (example middle ages you were an adult when you were 12)?
Teenager is a relatively new concept? How do you think it came to be?
What are some pros and cons of this “teenager” process?

Would you like to see society adopt a clearer event or ceremony to transition young adults into adulthood?
What kind of transition would you prefer?
What would it look like specifically?
What challenges would this initiation address?

HMWK:
Read pgs: 23-57
Study guide #2 (found on the assignments page)
Quiz next class

2-10/ 11 2010 The River Between Cast Party!

2010-02-10T12:49:00.000-08:00

Lesson:
We had our cast party and met the characters from our book over some tasty snacks
We filled out a family tree of the characters. If you missed this class, go to the assignments page and read the excerpt about each character at the party. Take notes on each character. Next class, get a character chart from me and fill it out.
Also, if absent, check out the book from the textbook window before next class.

Homework:
Read pgs 1-22
Study guide #1 (SEE ASSIGNMENTS PAGE)
Quiz on the reading next class

2-8/2-9 2010 Facing Mount Kenya- Gikuyu Background continued

2010-02-09T11:06:00.000-08:00

Lesson:

Lesson:
We read and discussed "Facing Mount Kenya" in class.
Pick up a copy of "Facing Mount Kenya" and a worksheet from class if you were absent. It is not available on-line.

Homework:
Kenya Vocab Day 3 and 4
Finish Facing Mount Kenya Worksheet (need to pickup in class. See me BEFORE class if you are absent.
After break we will be having a cast party on the day we return to class. If you were absent choose one of these characters and click on their Character sheet on the assignment page. Follow the directions on the sheet. You must have at least a nametag and your character info memorized to get credit. In addition, bring in a photo of a famous actor who might play your character in a Hollywood production of our novel. Extra credit will be awarded to those who dress as their character. See the above photos for some character ideas.

2-4/2-5 2010 Kikuyu Background

2010-02-05T06:44:00.000-08:00

Lesson:
If you missed class today go to:
http://www.bluegecko.org/kenya/

Click on the tribe link and click on the Kikuyu label on the map. Read the "introduction" and the "history-origins" link. It will also be very helpful to get a copy of notes from a student in class next time.

Answer the following questions:
1. Who are the Kikuyu?
2. How did the Kikuyu come into existence according to the creation story of the Kikuyu?
3. What did the Kikuyu do to support themselves before European contact?

Homework:
Study Vocab Day 1 and 2
Judgment Tales (found on the assignments page)

2-2-/ 2-3 2010 Kenya!

2010-02-05T06:42:00.000-08:00

Lesson:

.

We talked about how we form our ideas of the world. We talked about how Europeans and Africans formed their view of one another. If you were absent, go to teaching tolerance's website: http://www.tolerance.org/hidden_bias/index.html

Complete the hidden bias activity and the follow up activity. Then write a reflection that deals with the activity. Turn these in next time.

HMWK: Kenay Vocab Day 1 and 2 (on the assignments page)

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:21:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:19:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:17:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:16:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:15:00.001-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:13:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:11:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:09:00.001-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:07:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:04:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:01:00.001-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T15:00:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T14:59:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T14:56:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T14:54:00.000-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T14:47:00.001-08:00

Night Gallery 2-1-2010: Sheldon Campus

2010-02-01T14:37:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:59:00.001-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:57:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:34:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:31:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:28:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:24:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:16:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:07:00.001-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:02:00.001-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T08:00:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T07:56:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T07:54:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T07:51:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-29T07:49:00.000-08:00

1- 28---Holocaust Gallery 2010: South

2010-01-28T15:39:00.000-08:00

1-28 South Holocaust Gallery 2010

2010-01-28T15:28:00.000-08:00

1-26/27 2010 In-class essay Continued

2010-01-28T15:09:00.000-08:00

Lesson:
We finished our in-class essays.

HMWK: Night Art Project due next class. NO LATE WORK!

1-22/ 1-25 IN-class essay

2010-01-22T07:48:00.000-08:00

Lesson:
Today we worked on our in-class essay in class. You were allowed to have your quote chart, your book, and the assignment packet. If you used the entire period you will be able to fine tune your essay next class.
HMWK:
Work on your final art project for Night
This can be found on the assignments page.

1-20/1-21 Preparation for in-class essay- FInal discussion

2010-01-22T07:44:00.000-08:00

Lesson:
We looked at the following questions about :
Night Final Discussion:

1)Why do you think Elie Wiesel begins his story with Moshe at the Beadle?
What lessons does the narrator seem to learn from Moshe's experiences in telling his own story?

2) How did the relationship between Elie and his father develop? What prompts the changes in their relationship? Why did Elie include the stories about the Rabbi and his son and the fight over the bread?
How does this relationship affect the way Eliezer sees himself as an individual?

3) How does Elie’s relationship with god change? Why does Elie Wiesel direct his anger at god rather than at the Nazis? Is there such a thing as a benevolent (an all good) god? What do you think his position might be on the subject today?

4) What does the memoir tell us about human nature?

5) Explain how the Nazis dehumanize their prisoners. What are some examples of ways that the prisoners tried to hold on to their identity even in a place where it seemed impossible?

6) A memoir is a historical account or biography written from personal knowledge or special sources. How accurate are our memories? What responsibility does the author have toward the reader? How do you analyze a memoir?

7) This book uses some writing techniques to tell Elie Wiesel’s story. Describe what each of these are and give an example of ho Elie uses these in the book.

Foreshadowing

Irony

Metaphor

8) What are some words that took on an entirely different meaning in Night?

9) The original title of Night was And the world has remained silent. Which title do you prefer and why?

10) Nobel Peace Prize introduction of Elie Weisel:
“His mission is not to gain the world’s sympathy for the victims or the survivors. His aim is to awaken our conscience. Our indifference to evil makes us partners in the crime. This is the reason for his attack on indifference and his insistence on measures aimed at preventing a new holocaust. We know that the unimaginable has happened. What are we doing now to prevent its happening again?”
Can literature help avert another holocaust & is that the purpose of the literature we’ve read?

We then went over the criteria for the final paper (this can be found on the assignments page). We will have an in-class essay next class.

HMWK:
Work on your final Holocaust Art project.

1-15/ 1-19 2010 The Last Days

2010-01-15T10:14:00.001-08:00

Lesson:
Today we watched the film The Last Days. If absent, please see me next class for an alternative assignment. I also collected the Night Study Guides.

HMWK:
Work on your final Holocaust Project

1-13/ 1-14 Holocaust Art

2010-01-14T15:23:00.000-08:00

We took our vocab test
We discussed Night up to the point where we are reading.
We looked at some art that was created during the Holocaust to help inspire us for our final project for the book Night. This project, the Holocaust Museum, can be found on the assignments page.
We also looked at our quote logs and began preparing for the in-class essay next week.

HMWK:
Finish Night and study guide
Study for vocab test (next class)
Must have at least three quotes for each column in your quote log
Begin brainstorming for your final art piece for the museum

Holocaust Poetry

2010-01-12T06:50:00.000-08:00

href="http://4.bp.blogspot.com/_QK4uBilwfvQ/Rj9GZNtKqRI/AAAAAAAAAOg/q6ki88WEgzs/s1600-h/Holocaust+PoetryCover.jpg">

We discussed further the cause for the Holocaust and the memoir Night up to this point, including close readings of passages and stylistic choice Elie makes.
We then walked around the room analyzing and reacting to various poems about the Holocaust. If absent, please see the poetry assignment as well as the poems on the assignments page. I collected reactions to four poems in class.
We went over the vocabulary. Please review for next class. There will be a test.

HMWK:
Read pgs 66-97
Complete the study guide for these chapters
Vocab Test next class. Please review!

Projects:
2nd Health article due next class.

1-7/1-8 2010 The Final Solution

2010-01-07T15:13:00.000-08:00

Lesson:
Today we went over vocab day one and two
We also began a quote chart (if absent, get this from me when you return)
We then talked about the first reading and I lectured about what happened during the Holocaust. IF you were absent, please get the alternate reading from me when you return.

HMWK:
Read pgs 29-65
Complete the study guide for these chapters
Vocab Day 3 and 4 (found on the assignments page) and the vocab review

1-5/1-6 Propaganda

2010-01-07T15:12:00.000-08:00

Lesson:
We turned in our worksheets for "The Children's Story"
Today we looked at how propaganda was used during the Holocaust and how it is still used today.
If you were absent, please go to propagandacritic.com and come to class with the definitions of the following terms and example of these being used in Swing Kids or "the Children's Story".

1. Glittering Generalities
2. Plain folks
3. Transfer
4. Fear
5. Logical Fallacies
6. Slippery Slope Fallacies

We then checked out the book Night

HMWK: Check out Night from the textbook window
Read pgs. 3-28
Answer the questions in the study guide pertaining to these chapters (this can be found on the assignments page)

12-18-2009 SHELDON ONLY: The Children's Story

2010-01-04T07:59:00.000-08:00

Lesson:
We read "The Children's Story" in class and answered questions regarding propaganda.
We then learned about the real HJ.
HMWK:
Holocaust Vocab Day 3 and 4

Swing Kids Continued

2009-12-16T07:40:00.000-08:00

Lesson:
We watched the remainder of Swing Kids. If absent, you will probably want to rent this and view the final part before our next class when we finish the film. You can also see this film in clips at this website.

HMWK:

SOUTH ONLY: Read "The CHildren's Story" and answer questions on the assignments page.

SHELDON ONLY:Answer three of the six response questions regarding the movie.
Response Writing:

Write well-developed and supported paragraph answers to the following questions. Write your answers on a separate sheet of notebook paper. You may type or word process you answers.

1. The Swing Kids all strongly believed that they were immune to Nazi propaganda, and refused to believe that Emile, a former swing kid, had actually become a Nazi. Explain at least two strategies the HJ used so successfully to transform both Emile and Thomas into authentic Nazis.

2. Identify and explain three or more values and beliefs in the Swing Kid subculture which truly were dangerous to Nazi discipline, values and ideology (belief system).

3. Related to the proceeding question, there was a segment in the film where there were several images of Nazi torchlight rallies, the powerful uniforms, the steel-toed boots, and finally a short clip of Adolph Hitler making a speech are followed immediately by a clip showing Arvid playing his guitar. In another scene we move directly from shots of marching Nazi boots to a wild frolic of dancers and swing music in the club. Overall there were several scenes in which the mood went quickly from great fun to serious danger. Why did the film’s director/producer arrange so many of these glaring juxtapositions? What effect do they produce in the viewer? What ideas are highlighted?

4. Peter was ambivalent (having contradictory feelings/thoughts) about his father. Much of the early part of the film deals with his questions about whether his father was a good, courageous man or an irresponsible fool for defending the rights of persecuted Jews. Compare and contrast the father/son relationships might possibly have influenced the eventual decisions made by the boys. Use quotations and specific details to support you analysis.

5.Attack or defend the following assertion: In order to keep his little brother from getting into trouble with the Nazis (prison, torture, death), and thereby also saving his mother from losing her last remaining family member, Peter should not have acted so defiantly in the last scene. Rather, if he truly loved his brother and his mother, he should have encouraged his little brother to go along with the Nazis.

6. Peter and Thomas are obvious contrasts. What is Arvid? How does his character act as a catalyst for the action in much of the last half of the film? What does his character represent?

12-14/ 12-15 2009 Hitler Youth and Resistence

2009-12-14T07:02:00.000-08:00

Lesson:
We talked about how the Nazi party rose to power after the elections. If absent, see me to get an alternative reading.
We then watched the first 60 minutes of Swing Kids. If absent, you will probably want to rent this and view the first part before our next class when we finish the film. You can also see this film in clips at this website.

HMWK:

Holocaust Vocab Day one and two

12-11/12-12 2009 The Rise of Nazi Germany

2009-12-11T10:03:00.000-08:00

Lesson:
If you were absent, please pick up a copy of the chapter title, "Why Germany?" to get the information discussed in today's lecture. You need this information as background to our next novel.

HMWK:
Read "The Master Race" reading
Answer three questions off the question sheet found on the assignments page

12-8/12-9 2009 Turn in papers/ Japanese Internment

2009-12-09T12:35:00.000-08:00

Lesson:
We turned in our final Samurai's Garden essay along with the rough drafts and outline. If absent make sure this gets to me next class.
We watched a short video clip on Japanese internment and talked about how this related to our book. If absent please check out this website and answer four of the following questions (due when you return)
# Just before leaving for the internment camp, Yumi Kataoka burned her family's Japanese books, letters, calendars and certificates from a Japanese bank. Why? If you had to destroy the possessions that identified your cultural heritage, what would you choose? How might you feel?

# At the farewell breakfast she prepared, Mrs. Perkins refused to allow Nee and Sox to help serve the meal. She told them that it was her turn to serve them. What did this symbolize? How did Mrs. Perkins continue to show acts of kindness to the Kataoka family even after their internment?

# What effect did the camps have on Japanese American family life? Describe the conditions of the camps, including living quarters, food and climate. How did Japanese Americans build a sense of community in these difficult conditions?

# During World War II, the United States was at war with Germany and Italy as well as Japan. Why do you think the government treated Japanese Americans differently than it treated German Americans or Italian Americans?

# Some Japanese American men refused to pledge loyalty and fight for the U.S. until the government released the internees. Were they justified in their protest? Why or why not?

# Write a journal entry in which you imagine you have 30 minutes to gather a small suitcase of important belongings before being sent to an unknown place for an unspecified period of time. You may not take any electrical or battery-operated items such as a Walkman or hair dryer. What items do you choose and why? Describe how you would feel about being forced to leave your home.

# Should the government attempt to provide financial compensation to the ethnic and racial groups it has discriminated against? If so, how can the government arrive at a dollar value for these injustices?

HMWK:
Return you copy of The Samurai's Garden to the textbook window.

12-2/12-3 2009 Rough Drafts!

2009-12-02T20:34:00.001-08:00

Lesson:

We started class by practicing writing an assertion paragraph. Here are some tips:

Well-organized paragraphs have four components that work together to produce a coherent, unified product. Think of each paragraph as a mini-essay endeavoring to prove one aspect of your thesis statement. That is, each paragraph should:
* make a debatable claim (assertion/ topic sentence)
* provide proof for that claim (the evidence or support)
* show how the evidence supports the claim (the analysis)
* contain effective transitions both within the paragraph and between paragraphs so that the reader can follow the logic of the argument (transitions).

Next we worked on introductions
Your first paragraph for this paper should include:
A way to grab your reader that fits your paper.
An overview for your reader.
Your thesis and blueprint.

Here are some good ideas for attention getters:
Introduce the subject with…
 Interesting background information
 A telling quotation
 An illustrative story (keep it brief)
 A series of questions
 Move from general to specific (zero in on your specific topic just before stating your thesis)

Introductions to avoid:

 Using obvious or worn-out expressions:
“I would like to tell you about…”
“According to the dictionary…”
 Using say-nothing sentences:
“World War II was a huge war…” (duh)
“Uncontrollable forest fire devastate the landscape.” (tell me something I don’t know)
 Asking an opinion question that your audience may say “no” to.
“Have you ever wondered what it would be like to be an astronaut?”
Make sure your attention getter is closely related to your thesis. If it is not, it will not pull your reader into your topic.

Tips on writing an intro:
Write the intro as the next-to-last part of your paper (Title is last)
For a 3-5 page paper, make your intro 1-2 paragraphs. Put your thesis as the last sentence of your intro
The most important sentence of any paper is the first one. Make the reader want to go to the second sentence!
Do not start with dry facts, figures, or statistics such as dates of birth
Do start with sensory details, a story, or whatever works to intrigue your reader

Here's an example of a good intro:
Imagine being thrust away from your family because of an illness. Picture yourself trying to heal in a strange, new environment. Now, imagine that this environment is another country, engaged in a brutal war with your own country during a time where reports of terrible massacres are occurring on a regular basis and your family is under threat by the very people you are living with. One can imagine the cultural conflicts that would arise. This is exactly the case for the main character, Stephen, in The Samurai’s Garden by Gail Tsukiyama. Throughout the book he is recovering from tuberculosis in Japan while war ravishes his homeland, China. In the novel The Samurai’s Garden, Stephen is able to overcome cultural conflicts to form strong, lasting bonds with the people his country are at war with, however, he is unable to connect with the girl he loves the most due to his conflicting culture.

Then we practiced conclusions. They should include:

 Transition and echo of the thesis
 Re-cap of three main points (do not simply repeat the words)
 End interestingly with an application for reader

How do I end interestingly without sounding like a 4th grader?

 Suggest a solution to the problem
Say how info. You have presented can affect the future
 Put your ideas in a wider perspective
Move from the specifics to the deeper concerns
 Raise further questions or implications
State the limitations of your format to explain the idea
Circle back to your attention getter to show how you have developed the idea.

All we need to add now are transitions between each assertion. This can be as simple as
First of all….
Secondly…..
Finally…..
Great authors go further with these and make sure they help the paper flow together.
See me for a sheet of good transitions:
Here are a few:
first
next
finally
although
therefore
similar to that
in addition

They can also be more complicated and tie everything all together: Metaphors (red thread)
Like an eagle the authors words soar across the page,
But, like this majestic bird, the author sinks her talons into the subject and won’t let go....

HMWK:
Rough Draft of your Samurai's Garden Theme Paper
You can find an outline on the assignments page if you have not done one yet. This MUST be done before the rough draft,
You can find the CIM grading sheet on the assignment page as well.

11-30/12-1 2009 TAD continued!

2009-11-30T18:46:00.000-08:00

Lesson:
We created a thesis, assertion, development tree for Samurai's Garden.
If absent, schedule a time to work on these skills with me to make sure you are getting everything.
HMWK:
Outline for your final Samurai's Garden paper. Choose one of the below topics and fill out the Thesis, Assertion (Topic Sentence), and Development (Sub-topics) on the outline for your chosen theme. The outline can be found on the assignments page.

11-24/11-25 Thesis, Assertion, Development

2009-11-27T10:22:00.000-08:00

Lesson:
We started the writing process for a literary analysis of Samurai's Garden.

HMWK:
Write a thesis and three assertions for the topic you were assigned in class.
Theme capsule due next class (found on the assignments page)

11-20/11-21 2009 Final Samurai Test/ The Tale of Genji

2009-11-20T09:18:00.000-08:00

Lesson:
We took our final Samurai Test.
We learned about the Tale of Genji, Lady Murasaki, and the first novel ever!
If you missed class, you can get a summary of the tale at this link:
Tale of Genji

Homework:
Theme Capsule (Due Nov 30 (Sheldon)/ Dec 1 (South))

11-18/11-19 2009 Theme Capsule planning and Tanka Games

2009-11-20T09:14:00.000-08:00

Lesson:
We planned for our final theme capsule. Please see the assignment page for a planning sheet.
We played Tanka games from imperial Japan. If you weren't here you missed some competitive fun.

Homework:
Samurai Assignment #4 due next class
Samurai Final test next class
Theme capsule due Nov.30 (sheldon)/ Dec 1 (south)

11-15/ 11-16 2009 Symbols and themes

2009-11-15T20:22:00.000-08:00

Lesson:
We went over our book group assignment.
We discussed symbols.
The theme capsule assignment was explained (see the assignments page for details and directions)
We worked on theme charts (due by the end of book)

HMWK:
Read pages 163-182
Assignment #4 due Friday (Sheldon)/ Monday (South)
Theme charts due at the end of the book

11-10/ 11-12 2009 Samurai and Zen Parables

2009-11-11T18:52:00.000-08:00

Lesson:
We took a book quiz. If absent, please make this up before next class.
We discussed who samurai were. Her is a link to learn more. SAMURAI

We discussed the oral code of Bushido.
Bushido- The Way of the Warrior
It meant to live honorably by being mindful of the nearness of death
Samurai valued: honesty, courage, benevolence, respect, self-sacrifice, self-control, compliance with duty, and loyalty.

Here is a quote regarding how a samurai's life had to be balanced:
Culture and arms are like the two wings of a bird. Just as it is impossible to fly with one wing missing, if you have culture but no arms, people will slight you without fear, while if you have arms but no culture, people will be alienated by fear. Therefore, when you learn and practice both culture and arms, you demonstrate both authority and generosity, so people are friendly but also intimidated, and they will be obedient

If absent, think about this code and answer the following questions:

Is Sachi’s decision to live in Yamaguchi part of Bushido?

How has Matsu lived up to the code of Bushido thus far?

Are Kenzo’s actions honorable?

We turned it in during class. If absent, turn it in to me next time you see me.

We then read some Zen Parables. If absent, read the below parables and summarize their meaning for credit.

ZEN PARABLES

Zen Parables

Muddy Road
Tanzan and Ekido were once traveling together down a muddy road. A heavy rain was still falling.
Coming around a bend, they met a lovely girl in a silk kimono and sash, unable to cross the intersection.
“Come on, girl,” said Tanzan at once. Lifting her in his arms, he carried her over the mud.
Ekido did not speak again until hat night when they reached a lodging temple. Then he no longer could restrain himself. “We monks don’t go near females,” he told Tanzan, “especially not young and lovely ones. It is dangerous. Why did you do that?”
“I left the girl there,” said Tanzan. “Are you still carrying her?”

A Parable
Buddha told a parable in a sutra.
A man traveling across a field encountered a tiger. He fled the tiger after him. Coming to a precipice, he caught hold of the root of a wild vine and swung himself down over the edge. The tiger sniffed at him from above. Trembling, the man looked down to where, far below, another tiger was waiting to eat him. Only the vine sustained him.
Two mice, one white and one black, little by little started to gnaw away the vine. The man saw a luscious strawberry near him. Grasping the vine in one hand, he plucked the strawberry with the other. How sweet it tasted.

Publishing the Sutras
Tetsugen, a devotee of Zen Japan , decided to publish the sutras, which at the time were available only in Chinese. The books were to be printed with wood blocks in an edition of seven thousand copies, a tremendous undertaking.
Tetsugen began by traveling and collecting donations for this purpose. A few sympathizers would give him a hundred pieces of gold. but most of the time he received only small coins. He thanked each donor with equal gratitude. After ten years Tetsugen had enough money to begin his task.
It happened that at that time the Uji River overflowed. Famine followed. Tetsugen took the funds he had collected for the books and spent them to save the others from starvation. Then he began again his work of collecting.
Several years afterwards an epidemic spread over the country. Tetsugen again gave away what he had collected, to help his people.
For a third time he started his work, and after twenty years his wish was fulfilled. The printing blocks which produced the first edition of the sutras can be seen today in the Obaku monastery in Kyoto .
The Japanese tell their children that tetsugen made three sets of sutras, and that the first two invisible sets surpass even the last.

The Thief Who Became a Disciple
One evening as Shichiri Kojun was reciting sutras a thief with a sharp sword entered, demanding either his money or his life.
Shichri told him: “Do not disturb me. You can find money in that drawer.” Then he resumed his recitation.
A little while afterwards he stopped and called: “Don’t take it all. I need some to pay taxes tomorrow.”
The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift” Shichiri added. The man thanked him and made off.
A few days afterwards the fellow was caught and confessed, among others, the offense against Shichiri. When shichiri was called as a witness he said: “this man is no thief, at least as far as I am concerned, I gave him the money and he thanked me for it.”
After he had finished his prison term, the man went to Shichiri and became his disciple.

HMWK:
Read pages 139-159
3rd Samurai Group Project is due next class

11-6/ 11-9 2009 Close Reading

2009-11-08T12:34:00.000-08:00

Lesson:
We took a comma quiz/ book quiz to start class.
Book groups shared and decided who would do what for the next assignment.
You will be marked down for not citing your passage using MLA style. Here is an example of this citing done correctly:

Tsukiyama says, “Kenzo stepped back. ‘You really are a monster!’ he roared” (67).

Kenzo shows his true colors when he verbally attacks Sachi. “Kenzo stepped back. ‘You really are a monster!’ he roared” (Tsukiyama 67).

NOTICE WHERE THE PERIOD GOES!!!!

We then did a close reading as groups. If you were absent, please look for the "Close Reading" assignment on the assignments page and complete it for the next class.
We then played poetry games using Tanka poems

HMWK:
Read pages:95-113 for next class
Complete assignment #3: Due 11-4 Sheldon/ 11-15 South

11-4/11-5 2009 Negative Space

2009-11-05T10:32:00.000-08:00

Lesson:
We took a quiz on Samurai's Garden Reading 3
Samurai Garden Group Assignment #2 due next class
We reviewed commas for the quiz next class.
We discussed the book and how negative space influences Japanese art and poetry. If absent, check out this link:
Negative Space

Homework:
2nd Samurai Group Assignment due next class
Read pages: 73-95
Study for the comma quiz

11-1/11-2 2009 Reading Strategies

2009-11-03T11:51:00.000-08:00

Lesson:
We looked at examples for Samurai's Garden assignment two. Make sure you talk with your group to decide who is doing what for the next assignment. It is due Friday for Sheldon and Monday for South.

We looked at reading strategies and discussed how to be a better reader. Reading is more than just what's on the page.
Here are the big things that make up a good reader:

Concentration:
The ability to block out distractions, both inside and outside of your mind as you read

COmprehension:
Main Ideas: The ability to understand what is important and what are the less important details
Decide what's important: Sometimes we need direction
Visualizing: The ability to see pictures in your head
Identifying: The ability to connect what you read to something in your own life
Anticipating: the ability to guess intelligently what might happen next as you read.
Recall: The ability to remember what you have read and describe it in your own words.
(Talkbacks)

Speed: The ability to choose and control your reading speed to maximize comprehension and enjoyment. We talked about ways to read more effectively and faster. If absent, please see me to hear about some reading strategies.

We talked about practicing this in our reading for Samurai's Garden.
We shared our Assignment #1 in groups.
We took a group "graphic novel" quiz in class. If absent, please schedule a time to make this up.

Homework:
Read pages 53-70
Samurai's Garden Book Group Assignment #2 due Friday at Sheldon, Monday at South.

Projects: Assignment #8 due Monday at South, Tuesday at Sheldon

10-29/10-30 Samurai Bookgroups

2009-10-30T10:59:00.001-07:00

Lesson:
We took our first book quiz for Samurai's Garden. If absent, make this up ASAP.
We went over book groups and assigned projects and groups for the novel. If absent, please print off a book group packet from the assignments page. You will be given your group next class.
Homework:
Read pages 30-53
Complete assignment #1 in the Book Group packet. Due next class.

10-27/ 10-28 Zen Buddhism and The Samurai's Garden

2009-10-28T08:23:00.000-07:00

Lesson:
We started raising money for Project Our Turn- to help benefit schools for former child soldiers in Uganda. Please bring whatever you can towards this cause as we continue our novel.
We then talked about Zen Buddhism influences the culture of Japan, specifically in the book Samurai's Garden. If you were absent go to the assignments page. Read the Zen parables. After reading these write one paragraph explaining what you can deduce about Zen Buddhism after reading these parables. Also, make sure you pick up a copy of The Samurai's Garden from the textbook window

Homework:
Read pgs 3-30
There will be a quiz next class so make sure you read!

10-23/10-26 2009 Intro to Shintoism

2009-10-23T11:40:00.000-07:00

Lesson:
We went over comma rules and passed in our Shinto Storyboards
We acted out our Shinto myths and looked at Shintoism in Japan. If you were absent, write a half page explaining what Shintoism is using this website:
http://www.religioustolerance.org/shinto.htm

HMWK: None

10-21/10-22 On to Japan.......

2009-10-22T07:18:00.001-07:00

Lesson:
Travel Vocab Test 2 (If you were absent please make up the test on the day you return)
We went over comma rules. HEre are the notes:
Commas after introductory clauses
Clause-- a group of words that’s not quite a sentence, though it often has a subject and a verb
Ex. After the rain started,
Ex. Before I finish dinner,
Ex. When Madonna sings,

When clauses like these introduce a sentence (Hey! That’s why they’re called introductory clauses; it ain’t rocket science), they require commas after them to reflect a pause in the reader’s voice.

Ex. After I finish typing, I’m going to my book club meeting.
Ex. Before I sat down to type this, I went to watch my daughter’s swim lesson.
Ex. Even after all this punctuation practice you do on introductory clauses, you’ll still need to practice some more! That’s the way the brain works!

Commas are used between words, phrases, or clauses in a series.
Example:
My favorite foods are pizza, hamburgers, and French fries. (Three nouns in a series)
I took her for walks, read her stories, and made up games for her to play. (Three verb phrases in a series)

A comma may be used between two independent clauses that are joined by coordinating conjunctions such as these: but, or, nor, for, yet, and, so
Examples:
I would like to speak to him, but I do not know what to say.

Our clothes had become dirty, and we had no other garments to wear.

We then watched a short film on Michael Palin traveling to Japan
I passed out Shinto stories to read and perform

Homework: Read a Shinto story. If you were absent, get a story from a classmate, read it, and fill out storyboard (found on the assignments page)

Projects:
Assignment #6 and #7