12-20/21- 2007 Facing Mount Kenya and Vocab

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 1 and 2
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. Extra credit will be awarded to those who dress as their character. See the above photos for some character ideas.

12-19-2007 Gikuyu Background

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?

I turned back AUstralia papers. Please schedule a writing conference if you did not pass your CIM.

Homework:
Study Vocab
Pen Pal Extra Credit (found on assignments page)

12-18-2007 Facing Mount Kenya (Sheldon Only)

Lesson:
We went over the answers to the Judgment Tales and turned them in.
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.
Australia papers were returned. Schedule a writing conference if you did not pass you CIM.

Homework: Finish Facing Mount Kenya Worksheet (need to pickup in class. See me BEFORE class if you are absent.

12-17-2007 (Churchill Only)

Lesson:
I had a guest teacher so the lesson is different from Sheldon
Recap from last class.
When is it the easiest to form files?
(As a child)

How are your files formed?
(Through experiences, parents, teachers, etc)

How do we see this happen in the story “Closer” by David Malouf?
(Parents in the story are set in their ways)

Why is it so difficult to change your files?
(Once your files are full it’s hard to add a new one)
We are going to be studying a very specific ethnic group that lives in Kenya called the Gikuyu or Kikuyu whose culture is the primary culture we will be looking at in our next book. Next class we will learn a lot about this group and how they fit into our previous knowledge of Africa, but for today we are going to look at a decision making body that is similar to the one they will use in our book. Instead of a court with a jury and lawyers, the Gikuyu people would bring disputed cases like these in front of a group of elders to make a decision. You will see this judiciary body in our book we will be beginning.

Read Judgment Tales.
Write about four sentences for each case saying what you think the answer is and then explaining your reason.

We wnet over Vocab day 1-4. Then, using dictionaries in the room we created Vocab flashcards. Make a flashcard for each word with the definition, a sentence using the word, and a picture to help you remember. You will get a grade next class for having these complete.


HMWK:
Finish Vocab Flashcards and begin studying

12-13-2007 Kikuyu Background (Sheldon Only)

Lesson:
Collected final Australia papers, outlines,and peer edits

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?

Homework:
Judgment Tales worksheet and questions. If absent, please pick a copy up from the front of the room.

12-11/12 2007 Introduction to Kenya

Lesson:

We started today by completing a peer edit for our essay from the Australian final. If you were absent, have someone complete the peer edit for you on the assignments page.

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:
Redo your outline after you have had a peer editor.
You may find a pen pal from the list on the assignment link for extra credit

12-7/10 2007 Australia Test

We had our test for Australia. If you were absent you will have to schedule a time to make this up. You may start the final essay at home. Th instructions are below:


Short Essay
Develop an outline for a paper that discusses one issue or deep philosophical question as it is explored in at least one of the following stories:
The Drover’s Wife by Henry Lawson
Absalom Day’s Promotion by Price Warung
Rabbit Proof Fence by Dorris Pilkington
Rabiit Proof Fence (the screenplay) by Christine Olsen
The Chosen Vessel by Barabra Bayton
Enri Enri by Doris Pilkington
Marngit by B. Wongar
Traditional Aboriginal Myths and ballads
Closer by David Malouf
Your outline must include a clear thesis and blueprint, assertions (topic sentences), and detailed supporting evidence to back up your assertions. Please use the outline provided. You may attach additional sheets if necessary.

For homework you will develop this outline into a five-paragraph essay.

Some example questions:
∑ Who is your true family?
∑ What price do you pay for standing up for what you believe in?
∑ Is it better to live in a modernized society or live a traditional lifestyle?
∑ What is a realistic portrayal of women living in the bush?
∑ How does society shape your lens regarding what is right or wrong?
∑ Should people be held accountable for their actions if society says what they’re doing is the right thing?
∑ Is violence an intrinsic, natural part of human nature?


Points will be taken off for use of first person in your argument.
Quotes from the story, used to support your argument, will strengthen your paper.

HMWK: Type your final essay (Double space, 12 pt font)

12-5/6 2007 Enri- Enri and outlines part 2

Lesson:
We went over Enri-Enri and worked on our outlines.
If absent, go over writing introductions, conclusions, and transitions in your Writer's Inc. Book and complete your outline for suspense OR write a new outline answering the question: According to the author P.K. Elkin, the author "Enri- Enri", is it better to live in a modern, lavish lifestyle or is it better to revert to a more traditional way of living? Answer this using support from the story in a five-paragraph essay format.

HMWK:
Practice writing an outline
Study for the Australia final

12-3/4 2007 Enri- Enri and Outlines

Lesson:
We performed our bush ballads
Vocab Test
We worked an expository paper.
See your Writer's Inc book and read about how to write an outline for an expository paper if you were absent. Then, write an outline using the outline found at this link.
http://staff.4j.lane.edu/~wiebe/ihs/minds/minds_outline.htm
Although it is for a different paper, the outline we will be using this year and next will be the same. You can download it as a pdf or word document at this site. The question you will be answering is: "How did the writers and directors in the Australia unit build suspense.
"Enri- Enri" (Can not be found on the assignments page. Need to pick this up in class in the back of class or from a friend if you were absent.)

Homework:

Study for Australian final
Finish Outline
Read "Enri-Enri" and complete study guide

!!! ALL LATE WORK FROM AUSTRALIA IS DUE NEXT CLASS FOR CREDIT !!!

11-29/30 2007 Drover's Wife and Chosen Vessel

Lesson:
Quiz on "The Drover's Wife"
Discussed "The Drover's Wife"
Read "The Chosen Vessel" (Full text of the story can be found on the assignments page)

If you were absent, answer these three questions for homework:

1. In what ways do each story portray women living in the outback? How are they similar? How are they different? (A Venn diagram would be helpful here)

2. Compare the two lead characters. Which do you feel is the more realistic portrayal of a woman in the outback?

3.Look at how the author builds suspense. How do the authors accomplish this? (What is the trick?) Make a list of each authors technique. Which way is more effective?

Work on a bush ballads. Everyone needs to turn in a Bush Ballad but you may work with a group. If you were absent, turn in a written copy of your own bush ballad for credit. Next class we will perform for extra credit.

Homework: Vocab Review. We will be having a vocab test next class. This can be found on the assignments page.
Write a bush ballad

11-27/28 2007 Absalom Day's Promotion

Lesson:
Quiz on the story. If absent, make sure you make this up.

We had a small group debate on issues raised in the story. If absent, please expand on these questions. Back as many answers as you can by referring to the text of the story.


1. What decisions would you have made in Absalom DayÂ’s position? Why?
2. Are executions a deterrent to crime? What do you say? What would the author say?
3. Is violence a natural human behavior?
4. What are some examples of Social Darwinism (survival of the fittest applied beyond biology to society) at work in our society today?



Homework:
Read “The Drover’s Wife”
You can read this on -line at:
http://whitewolf.newcastle.edu.au/words/authors/L/LawsonHenry/prose/billyboils_2/droverswife.html
Answer the questions on the study guide. (this can be found on the assignments page)

There will be a quiz next class.

Extra credit options:
Baking (recipes found on poem sheet)
Convict diary (pick this up in class)
Articles and questions (pick this up in class)

11-21/ 26 2007 Convicts!!!

Lesson:
We turned in our strong paragraph argument.
Went over convict history. If you were absent you will want to answer these questions ont he web. Good sites are:
wikipedia.org
http://www.convictcentral.com/
http://www.cultureandrecreation.gov.au/articles/convicts/


Questions:

1. What caused England to send convicts to the US and Australia?
2. Why was convict transportation so awful?
3. What types of jobs did convicts do when they got there?
4. What age were most of the convicts?
5. How many women were there and what did they do?
6. What was convict life like?
7. Three of the worst prisons were Macquerie Harbor, Norfolk Prison, and Port Arthur. Why were they so bad?
8. What is a ticket of leave?
9. Who were drovers? What did they do?

Bush Ballads
A poem in verse form that tells a story about life in the bush.

These poems were often sung in bars and around campfires.

One of the most famous of these is Waltzing Matilda by Banjo Patterson.

Go to this link to take a look at it.

http://www.nla.gov.au/epubs/waltzingmatilda/

Now it's your turn.
with what you have learned about drovers and convicts, write your own bush ballad to the tune of any song of your choice. It should have about 3 verses and a chorus and tie into what you have learned

If you are absent, before next class stop by my room to pick up a copy of Absalom Days Promotion and the study guide that accompanies it. I can't put it up electronically.



HMWK: Read Absalom Day's Promotion. Complete the study guide.
Quiz next class on the reading.

11-19/20 2007 Stolen Generations: Creating an argument

Lesson:
We viewed a documentary looking at Aboriginal teens today.
We then hhttp://www.blogger.com/img/gl.photo.gifad discussions in groups regarding the following questions:

What way is the more effective way to tell the story of Rabbit Proof Fence? The book or the movie?

What do you see as the best approaches to healing the scars of the Stolen Generation and helping all Australians move forward in harmony?

What do you see as the best approaches to healing the scars of our own country and helping all Americans move forward in harmony?

What can you do here, as a student at our school, to become part of the reconciliation movement here or in Australia?

How would you judge Neville? Can he be a seen as a product of his society and its values, or are the decisions he made universally wrong?
Many Australians support the notion of an official apology for the removal of children, while others resist the idea.

Make a list of arguments in support of an apology and those against the idea.
Australia adopted the official policy of assimilating the aboriginal population. What are some reasons Aboriginal people would want to fully assimilating, not assimilating at all, or partially assimilating (live between two worlds).


If you were absent, please write a short response to each of these. Then, create a one paragraph argument backing up your position to one of these questions.

HMWK:
One paragraph argument to one of the above questions.
Vocab Day 3 and 4

11-15/11-16 2007 Dramatic Scenes

Lesson:
Vocab Test (If absent make up)
Acted out our dramatic scenes. If absent, you will need to complete the individual assignment(poem) that can be found in the previous day's blog entry (11-13/11-14)

HMWK: Australia vocab part 2 Days 1 & 2

11-13/11-14 Dramatic Retelling

Lesson:
We had a book quiz. If absent please make this up.
We worked with groups for our dramatic retelling next class.
If you were absent, I would like you to create a one minute performance of an original poem based on the events of the story you were assigned. Basically, modify the dramatic retelling assignment for one person. You will not have to perform it for the whole class if you choose not to but you will have to perform it in front of me and at least 3 other people (your choice) to get credit. You must make this up! It's 40 points!!
Vocab test is next class as well

Homework:
Vocab Review (see assignments link)
For vocab review please practice the words by using them in a sentence (not the one from the original sheet). Vocab Test next class

11-7/11-8 Rabbit Proof Fence

Lesson:
Today we watched the film Rabbit Proof Fence.
If you were absent, please rent the film. Write down things that were changed and/ or added in the film that were not in the book. Try to find at least 5 main things. Look for symbolism, added characters, suspense, etc.

HMWK: Finish the book
Skit next class
Book quiz next class

11-5/6 2007 Adding the drama

Lesson:
Showed the first 25 minutes of Rabbit Proof Fence (If absent, stop by at lunch next time and we'll watch it)
Took book quiz
We discussed why the book is written in a sparse, factual style and what the movie hopes to achieve.
Began creating a dramatic retelling of scenes from other children who were taken away.
If absent, please see the assignment on the assignments link and get a copy of a story from me next class.


Homework:
Read pages 75-96
Scene rewrite (see assignments link for details)
YIRTB quiz next class

Projects:
Nothing (except extra credit)

11-1/11-2 2007 Stolen Generations

Lesson:
Collected final projects from Alpha students

Today we discussed the Stolen Generations in Australia.
If absent please get notes from a classmate and explore the following websites to answer these questions:
http://www.hreoc.gov.au/bth/additional_resources/bth_guide/intro.html
http://www.humanrights.gov.au/social%5Fjustice/

1. What was the stolen generation?

2. How was this policy carried out?

3. What were the conditions in the mission homes?

4. What were the long term effects of this policy?

HMWK:Read pgs: 50-75
Create your own study guide (see assignments link for instructions)

Projects: Final Project due next class for Omega student
Alpha students are done with Projects!!!! Yeah!!! (unless they want to do extra credit)

Extra credit option:
Picadocurtis Project (see assignments link)
Extra Credit for Stolen Generations Unit (see assignments link)

10-30/10-31 20007 Marngit

Lesson:
Assembled myth books
Book Quiz (if absent , make sure you make it up)
Turned in Rabbit Study Guide #1
Read Marngit (see assignments page)
Talked about reading skills (if you're struggling with reading and were absent, see me!! I can help!!)
Answered Marngit Questions (see assignments page and complete these if absent)
Went over Vocab Day 3 and 4

HMWK: Read pgs 34-49
Self made study guide
Reading quiz next class

Projects: Final Project due November 1st and 2nd

10-27/ 10-29 2007 Aboriginal Background Cont.

Lesson:
Assembled our myth books and turn them in.
Picked up our Rabbit Proof Fence books from the textbook window. If absent, be sure to pick up your book before next class. You will need it for homework.
Compared British explorers to Aborigines (religion, relationship with land, community)
If absent, answer the following questions:
1. Predict what the British would want to change about the Aboriginal people.
2. What strategies do you think they would use to bring about the changes?
3. What would be the effects on the Aborigines both at the time and the future?

Went over Aboriginal History (if absent pick up a sheet in class next time)
Started Rabbit Proof Fence (if absent, pick up a book mark next class)

Homework:
Read Rabbit Proof Fence----pgs 1-33
Complete study guide (can be found on Assignments link)
Vocab Day 3 & 4
There will be a reading quiz next class

Projects: Final Project due November 1st for Alpha and November 2nd for Omega

10-24/10-25 2007 Dot Painting

Lesson:
Vocab Test at South
Aboriginal Dot Painting- We made dot paintings for our myth (in the style of the above picture).
If absent, create a dot paintings for your myth using paint, markers, or colored pencils. If you want to use my paint, come to class during your projects class next time and I will have it here.

Homework:
Australia Vocab Day one and two (See assignments page)

Projects:
2nd Project planning sheet due next class
Final Project due November 1st at Sheldon
Final Project due November 2nd at South

10-22/10-23 Introduction to Aboriginal Australia

Lesson:
Lecture on Australian Aborigines
If you were absent go on-line to answer these questions. You may want to try the following websites:
http://www.dreamtime.net.au/
wikipedia
http://www.didgeridoos.net.au/dreamtime%20stories/Index%20dreamtime%20stories.html

Answer these questions about Aboriginal culture:
What is a totem?
What is dreamtime?
What is a songline and why is it important?
What is a walkabout?
Find 2 australian myths and summarize them on your paper.

We played with boomerangs, bullroarers, and didgeridoos. Sorry if you missed class. It was fun.
Assigned myth book. (Check Assignments link for details)

Homework:
Myth book

Projects:
Final Project due Novemebr 1st for Alpha
Final Project due November 2nd for Omega

10-18/10-19 More Tests!! Yay!

(Sorry this is coming up late. MY site kept crashing)

We had weird schedules at both Sheldon and Churchill this week so check which campus you are on for the lesson.

Sheldon lesson (1/2 day):
Turned in Author Interview
Vocab Test

HMWK:
Work on Final Project for Travel Book

CHurchill lesson:
Turned in Author Interview
Travel book test

HMWK:
Work on Final Project for Travel Book

10-16/10-17 Travel/ Vocab Tests

(Sorry this is coming up late. MY site kept crashing)

We had weird schedules at both Sheldon and Churchill this week so check which campus you are on for the lesson.

Sheldon Lesson:
Travel Book Test (if absent you need to come in and make this up)
We went over the final project for your Travel Book

HMWK:
Author Interview due next class
Study for you vocab test

Churchcill Lesson:(1/2 hour class)
Vocab Test

HMWK:
Author Interview due next class
Travel test next class

10-11/10-15 The Philosophy of Travel

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: Vocab Day 3 and 4 (Can be found on assignments link)

Projects Homework: Travel Book Test next class!!!!
Author Interview due Wednesday for Alpha/ due Thursday for Omega (can be found on the assignments link)

10-9/ 10-10 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 "Bill's stroll through Paris"
Read Pico Iyer Interview
If you were absent, do a lot of travel book reading. You will need to pick up a copy of these readings next class. You have to answer some deep questions regarding the Pico Iyer interview. The questions can be found at the "Assignments" link if you can borrow the reading from a friend before class. If you can't get the reading from a friend be sure to pick it up next time.
New vocab words (can be found by clicking the "Assignments" link)

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

Projects:
Read. Book test next week!!!!

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:
Read

10/2-10/3 Writing metaphorcially

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: Read your travel book (Only two weeks left!!!)

9-28/10-1 Dialogue

Lesson:
We turned in our descriptions of food and flying phones.
We had our story planning sheet 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 clas for credit.

HMWK: 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.
Rough draft of the travel story is due next class (about three pages, typed, 12 point font, double spaced)

Projects:
Becoming your Author
Click on the Lit assignments link on the left side to get this.

9-26/27 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", we read when you return.
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)
Story Research sheet (Due next class)
Rough Draft of Travel Story due Tuesday for Alpha classes/ Wednesday for Omega classes

Projects: Read your book!!

9-24/9-25 Characters

Lesson:
Vocab test
Assigned "Description" for projects class. See assignments page
Went over characterization.
Went over travel story assignment (on assignments page)
Fill out story planning sheet (on assignments page).

HMWK: Planning sheet: due Wednesday for Sheldon/ due Thursday for Churchill
Rough Draft of story due Oct2 (Sheldon)/ Oct 3 (Churchill)


Projects: Description

9-17/9-18 Begin with the beginning

Lesson:
Collected "Grand Tour" and "Writing History"
Beginnings-
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 imagined a character going to a world festival. We wrote a beginning using that festival as a jumping off point.

Then, practice using the "Taking the Leap" assignment on the homework page.

HMWK:
Write a beginning for a character at a world festival
"Taking the Leap"
Vocab Review
Basmati signed form

Projects: Need travel book in class for next time.

Travel stories begin: Brainstorming!!

Lesson:
Went over vocab
Talked about homework quality
Showed student example for Grand Tour
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: Continue Grand Tour. Due Next class
Travel book due in class 9-19/9-20

9-11/9-12 Travel Unit Begins!!!

Lesson:
Shared "My Name" writing
Projects overview
Connections between Global Literature and Projects explained
Passed out Projects due dates
Passed out travel book options sheet
Read "The Size of the World" excerpt by Jeff Greenwald
Vocab Day one and two assigned
The Grand Tour assigned (Need to create your own map if absent. I handed out blank ones in class)

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)
Projects: The Grand Tour due 17/18
Travel book in class due 19/20

Yarrrr! Ye found the blog!!! 9-7/9-10

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
Signed Basmati form and attached printout
Student Questionnaire
"My Name" assignment

Projects Homework:
I am poem (directions can be found on the assignments page)