Swing Kids Continued

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

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

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

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!

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!

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

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

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

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

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

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

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

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

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

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

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

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.......

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

10-29/10-20 2009 Pico Iyer Philosophical discussion

Lesson:
Today we had a silent discussion about the question that were raised in the Pico Iyer reading.
If you were absent, choose 5 of these questions to answer:
1) "Corruption is in the eye of the beholder" What does this mean in relation to travel? Do you agree?
2) How much can we truly learn about another culture? What are some ways that we can maximize this learning?
3) Movement is only as valuable as your commitment to stillness. Do you agree?
4) Wy do we travel and how do we change through traveling?
5) There seems to be a double standard for most travelers in which they want the exotic and the familiar. Discuss this double standard.
6) How has traveling changed the course of history?
7) Our IHS mission statement reads: "As Global Citizens at Eugene International High School we aspire to value diversity, ambiguity, and discovery-and to act with responsibility, integrity, and compassion." How does this mission connect to travel? How can we do this here in our own community?

Literature Homework: Study for the vocabulary test

Projects Homework: Assignment #6 due next class

10-15/16 2009 The BIG turn in!

Lesson:
We turned in our travel story, all drafts, and all editing sheets. If you were absent make sure this is turned in next class.
Read "Fried eggs with chopsticks" By Polly Evans"
Began reading the Pico Iyer Interview
If you were absent, you will need to start the reading RIGHT AWAY! You have to answer some deep questions regarding the Pico Iyer interview. The questions can be found at the "Assignments" link and you can find the reading on-line.
New vocab words (can be found by clicking the "Assignments" link)

Here is an example of an "A-ha" moment and a reflection:

Example: “I’d love to write a travel article about my hometown of Santa Barbara and walk through it as if I were just arriving for the first time.”
I relate to this statement because I have never viewed my hometown as a very interesting place. It would be really interesting to walk around it and notice things that I normally just overlook. I think I’ll try this.
This taught me that people take their usual surroundings for granted a lot of the time, so then they think they have to go far away for excitement. Actually, it is more about a person’s attitude about a place than the place itself. Every place is interesting in its own way, if you are willing to see it that way.


Homework: Read Pico Iyer reading and find 5 Aha moments. Assignment (including the reading) can be found on the "assignments link"

Projects:
Assignment #6. You can find the readings you will need to do at the IHS website.

10/ 13-14 2009 Writing Workshop

Lesson:
Turned in "Paula" poem
Had second rough draft stamped
If you were absent make sure you turn these in and get a stamp next class.
Practiced grading CIM. If you want more practice go to:
http://www.ode.state.or.us/search/page/?=527
Try grading an example. See how the state grades the imaginative papers.

In class we did peer editing on a peer edit sheet.
The sheets can be found at the "Assignments" link. If you were absent, you find three "trustworthy" people to read your story. This means adults with at least high school educations, classmates, or other students who have gone through this program.
The person grading will fill out the peer edit sheet for one of these categories:
Setting/ Style and Mechanics
Plot with conflict
Characters

Peer editors are allowed to write directly on this draft. They should ask questions to the writer, fix grammar, show where they are confused. Please have them do this clearly and neatly.

The peer edit forms are due, along with all drafts, self edits, and planning sheets next class.

Homework:
Final draft of travel story

Projects homework:
Assignment 5 due next class

10/8-12 Creating Voice

Lesson:
Self edit sheet (can be found on assignments blog)
Dialogue quiz (if absent you need to make up before next class
Went over CIM rubric for travel story (can be found on assignments blog)
Review of vivid descriptions
How to show and not tell
You can add detail to your writing by using descriptive adjectives. (The Flamenco dancer
Example:
Before

Then we saw a flamenco dancer perform in the town square. She was very good and we were glad to have had this great cultural show.
After

Then she appeared; our eyes were riveted to her black flamenco dress and the circling of its train as she wove her way through the musicians and singers on stage, acknowledging each of them individually. The fringe of her red embroidered shawl mirrored her movements; her red lips and hair ornaments were bright against her dark braided hair. When she finally looked at us, it was with just a hint of defiance in her eyes. With our mouths agape, Ian and I squeezed each other’s arms
She began her dance slowly, taking over the stage with large full steps. The hollow sound of the clappers rang out in unison with the clicking of her shoes. Her agile arms and swaying body amplified her presence. As the beat of the music quickened, her arms dropped to pick up the bottom layers of her dress, revealing her amazingly nimble feet. Then she stopped, sauntered around to one side of the stage, hesitated, then began again to a furious rhythm. Faster and faster she danced, reaching a magnificent crescendo, when suddenly she brought down one foot and…… the music stopped. A brief moment of quiet, a gasp; the applause exploded. (The Heat, the Moon, the Dance by Holly Smith)


You can add detail by writing through your senses (what does it taste, smell, feel, look, sound like?) (Vegemite, Pop Rocks, Licorice)

You can add detail by using metaphors and similes. (Eating vegemite is like……. The pop rocks are….)

You can add detail by using vivid verbs. (The children stampeded out of the classroom after trying Vegemite.

Slow it down!! (Justine Vs the snake, The adventure of Mega Chicken, Deep Fried Potato Bug)

Choose descriptive moments carefully (see “Detail” reading)

Use emotional and physical description

If you were absent, pick up a copy of “Paula” in the back of the room. (“Paula”- Isabel Allende)

Then ask: How does she create this mood?

Using the Paula” reading, create a found poem
First, go through “Paula” and find evocative lines that paint physical and emotional landscape.
What is this story about?
How is it shown through description?
Now, cut these back to their essence.
Write down the most vivid words to create poem. Aim for at least 20 lines.
It does not have to rhyme.

Homework:
* 2nd Rough Draft due next class. If absent, complete the self-edit for the first rough draft. Then go back and add details, descriptions, vivid verbs, etc for your second rough draft. There should be noticeably changes.

* If absent, pick up a copy of Paula and create a found poem


Projects: Assignment #5 due Thursday at Sheldon, Friday at South

10/6-7 Dialogue

Lesson:
We had our story planning sheet and rough drafts stamped for credit.
If absent, be sure these things get done.
Talked about dialogue in stories.
Dialogue rules
Dialogue is not conversation. Real conversation is dead boring to read. Create the illusion of real conversation.
Intersperse descriptive narration with your dialogue to give it detail and context.
In other words: show, don’t tell
Don’t overuse “he said” or “she said”
Don’t overuse the alternatives (for example “he shrieked”)
Don’t overuse dialogue tags
“Say, Joe, what is that you’re doing”
“Well, Sam, I’m fixing my car.”
“I didn’t know it was broken, Joe.”
“You know my car is always breaking down, Sam”

Here is a piece of dialogue that needs work:
“Hey, where are you going in such a hurry?” Jamie asked.
“Yeah, What’s up?” Samantha asked.
“I can’t believe it. I’m going to be the lead in the musical,” Jessica said.
“That’s great,” Jamie said.
“How in the world are you going to work that into your schedule?” Samantha asked.
“I’ll manage,” Jessica said. “Just don’t worry.”
Here is a way to fix it using the dialogue rules:
Jessica came bounding down the stairs with a smile on her face. She was going so fast that she practically ran in to Jamie and Samantha.
“Hey, where are you going in such a hurry?” Jamie asked, puzzled.
Samantha was just as confused as Jamie was. “Yeah. What’s up?” she asked impatiently.
Jessica’s heart leapt as she shared the news. “Oh! I just got the best news. I’m going to be the lead in the musical.”
“That’s great.” said Jamie, trying to summon up some enthusiasm. Deep down, she felt a stab of jealousy. She had wanted the part so badly, and now her best friend had gotten it. She tried to imagine what Jessica would look like on stage in the lead role, singing the songs she was supposed to have sung.
Samantha tapped on Jessica’s books impatiently. “How in the world are you going to work that into your schedule?” she asked. Samantha knew from experience that Jessica had trouble managing her time. She canceled their plans to study together twice in one week.
Jessica took a long look at her friends. Then she mentally reviewed her list of activities.
“I’ll manage,” she said, with a casual nod. “Just don’t worry.”

Can you see a big difference?
If you are absent, create a one page dialogue for the picture above. Look up correct punctuation on-line. Turn it in next class for credit.

HMWK:
Rough draft of the travel story is due next class (about three pages, typed, 12 point font, double spaced)
Dialogue test next class
EXTRA CREDIT!: One page of dialogue (if you were in class, it should be about Australia using Aussie slang. If you weren't in class, use the above picture.
Projects:
Assignment #4 due next class

Lesson:
Went over characterization.
Went over travel story assignment (on assignments page)
Fill out story planning sheet (on assignments page).

HMWK: Planning sheet and first paragraph of travel story: due Tuesday for Sheldon/ due Wednesday for South



Projects: Assignment #4

9-30/10-1 Details, details, details!!

Lesson:
Today was a day all about sensory details.
We had a number of sensory experiences in class.
If you were absent, pick up the short story, "Deep Fried Potato Bug", or check it out at this link:
Deep Fried Potato Bug

In addition, we wrote about our experiences in class using three descriptions. If you were absent I would like you to try three new things. They could be food, music, activities, etc and write a short paragraph for each describing your experience. Use showing details. Don't say "the pepper was waxy looking and spicy". Say: "The pepper, like a sculpted piece of wax scorched my vocal chords as it skidded down my throat".
Do something cool. Go to an ethnic grocery store and try something you've never heard of. Go to CD World and listen to some world music from a place you do not know (or find some music on-line, but don't steal).

HMWK: Vivid descriptions of things (see above if absent)

Projects: Assignment #3

9-28/29 2009 You gotta have conflict

Lesson:
Vocab Test #1--If yo were absent make sure you schedule a time to make this up.
Shared our "Where were you last night" writing
Read "The Adventures of Mega Chicken"
Discussed internal and external conflict
Practiced writing internal and external conflict using a video with traveler "Justine" drinking snakes blood in Vietnam
If absent, try writing a page about a character tasting snake's blood for the first time in Vietnam. Use the internet to see what Vietnam would look like and what this experience might be like.
HMWK:
Write a slowed down moment of someone (we used a woman named Justine) drinking snakes blood. Include lots of internal conflict and sensory details.
Travel Vocab Part Day 1 and 2
Projects: Assignment #3

9-23/24 2009 Begin with the beginning

Lesson:
Collected the "Sharing in Africa" critique
Went over vocab---STUDY for the test next class!!!!

Beginnings-
We looked at examples of beginnings in class

Beginning #1
Start in the middle of the action and/or dialogue
Example:
Lola gripped Adam’s hand during another one of Adam’s midnight back spasms.
“Oh man,” he said, squeezing his fingers, pumping his legs under the covers.
Lola thought of Mary, giving birth in a manger. Her own baby was due any minute.
“Oh Lord,” said Adam. He turned from her and slammed his free hand down on the bed. “Bloody Hell.”

Beginning #2
Start with a description

Because my father fixed everything with a soldering iron, the inside of our house looked like a dental nightmare. The fillings were numberless, blobs of silver applied to the toaster, to the washing machine--lines of stuff binding cracks in mother’s white walls. All of it stood for decay, for the cruel games of bacteria.

Beginnings #3
Start with a statement

Trevor never could find happiness, though he looked for it around every corner. His eyes had a shifty little bend to them, as if he were always checking for the next thing coming along. Maybe if he had paid attention to the passing moments themselves, he would not have missed the happiness tripping by almost daily, as she did on her way to work.

If absent, look at what these beginnings accomplish.

We then critiqued other beginnings by a number of travel writers.

Then, practice using the "Taking the Leap" assignment on the homework page. You should use your travel story brainstorming sheet and choose two ideas to develop.

HMWK:
"Taking the Leap"
Vocab Review - TEST NEXT CLASS!!!!
Basmati signed form

9-21/22-2009 Sharing in Africa

Lesson:
We checked off our brainstorming sheets. Hang on to your stamped copy as you will be turning it in with your final story.
In honor of International Peace Day, we read a story by a former Peace Corps volunteers, "Sharing in Africa" by Micheal Tidwell.
You can find the story on the assignments page.
If you're interested, here's a link to activities coinciding with International Peace Day:
http://www.peaceoneday.org/en/welcome

HMWK:Finish reading "Sharing in Africa"
Complete the critique paper.
If you have not brought me your basmati form TURN IT IN!
Vocab Review--TEST NEXT WEEK (Monday for Sheldon/ Tuesday for South)
Projects: Assignment #2 due next class

9-17/18 2009 Travel Brianstorming!

Lesson:
Went over vocab
Talked about homework quality
Today is all about brainstorming to begin our own travel story.......How do you start?
Personal memories, pictures in magazines, objects, funny incidents, taboos
Historical Angle: Went over the history of travel.
If absent, I have a reading you can use to find out what you missed. See me before class next time.
Philosophical approach. you could ask these questions to start your story:
1. What is the difference between traveling and tourism?
2. What are the positive/ negative aspects of tourism?
3. List three ways travel has affected our world’s history?
4. Overall, do you believe that traveling is a positive or negative force in our society?

Showed Globe Trekker clips to spark ideas
Shared interesting customs and festivals from around the world to spark ideas
Do you have anything you could use for a travel story???

HMWK:
Vocab Day 3 and 4
Brainstorming sheet (at least 10 ideas for a travel story)

Projects: Assignment #2 Due 9/23 (Sheldon) and 9/24 (South)

9-15/ 9-16 Travel Unit Begins!

Lesson:
Shared "My Name" writing
For classes in projects we passed out Projects due dates
Read "The Size of the World" excerpt by Jeff Greenwald
Vocab Day one and two assigned
The Grand Tour assigned

HMWK: Vocab Day one and two due next class
Parent Questionnaire due next class (if not already turned in)
Signed syllabus due next class (if not already turned in)
The Grand Tour due next class
Projects HMWK: Parent signature
Assignment #1

9-11/9-14 Yarr! Ye found me blog!

Introduction to Literature class
Class Rules
About Mr.K
Discussed the difference between Projects and Global Literature class
Discussed names and read "My Name" by Sandra Cisneros
You need to click on the link to "Grades" to get to basmati. Click on the South Eugene link and type in your student ID and the code you received in class.

HMWK:
(Copies of all can be found on the assignments page)
Signed Syllabus
Signed Parent Questionnaire
Student Questionnaire
"My Name" assignment
I am poem (directions can be found on the assignments page)