DAY 02 - CYCLE 09 - SEMESTER 02: 04-02-12

DAY 04 - CYCLE 06 - SEMESTER 02: 02-23-12

Watch Macbeth on PBS. See more from Great Performances.

DAY 05 - CYCLE 05 - SEMESTER 02: 02-14-12

HANDOUTS FROM TODAY:
None. BUT, here is the literary terms sheet for homework tonight


IN CLASS TODAY:
Group 1 (Wynn, Caroline, Eric, Ben) coverage of Lord of the Flies, chapters 1-3

• Quiz (8 questions)
• Divide into three groups to address questions
• Poll - move to the part of the room to indicate your answer and then defend
• Larger group discussion 

CLASS NOTES:
Great questions. As Ben noted in class, really weak on specific textual citation to support otherwise fabulous insights.

Discussion questions were:


Poll Questions:

• Who is a better leader? Jack or Ralph?
• CONCLUSIONS
• While Jack is forthright and direct, he seeks power for its own sake, desiring control rather than anything else. He cites irrelevant credentials (the notes he can sing) to support his cause, and sees his choir as serving a purpose that is not required in their circumstances (as an army). In basic leadership, he fails, getting too consumed in his task to notice boys missing. 
• Ralph, on the other hand, seeks to be democratic and wants to make the right decisions, but is not old enough or experienced enough to recognize what is required. He granted Jack much of the power he now enjoys, but there is some suggestion of that contributing to a sense of his weakness rather than strength (he did it to placate Jack, not to establish a limited and subordinate role on a hierarchy). There is question if Jack could handle being subordinate to anyone.
• There is agreement that Jack could have an advisory role and be useful (as could Piggy and Simon)
• Jack seems like Woundwort and Ralph like Hazel, but primitively so.
• Jack and Ishmael Beah have traits in common as well, but unlike Ishmael, Jack does not have a more seasoned veteran after which to model himself.
• Jack and Ralph are unaware of their weaknesses.
• Simon and Piggy have strengths, but they're ignored.
• Will this situation progress into greater order or chaos?
• CONCLUSIONS:
• Chaos. Everyone agreed that the weight of this conflict falls to the side of chaos
• The boys are too young to understand their roles in regard to one another
• None are adequately practiced in leadership to make things happen
• Many are too young to recognize the perils of the situation and behave maturely as a result
• The older boys either feel no responsibility for the young 'uns or if they do, are powerless to effectively act on it.
• As a result, the boys all do what they want to do far more than what they ought to do, even the good ones:
• e.g. Ralph doesn't stand up for Piggy
• e.g. Piggy says they should get the little boys' names but makes no effort to make the list
• The boys are too young to be swayed by rhetoric or reasoned argument. Ralph is too inexperienced to turn leadership tasks into fun games for kids. 
• In short, the age of these boys and their lack of maturity contributes greatly to what we sense will be devolution
• Funny. Things are devolving in Macbeth, too.  Why is chaos winning over order in these stories? What is it in human nature (or nature itself) that makes this happen?
• Will Piggy gain respect
• CONCLUSIONS:
• Perhaps. to a limited degree. But as no one will stand up for him, it's unlikely. (That's something to make you think about how life could be different for some at school if they only had a defender...)
• It's unlikely because his physical traits will matter more to younger kids, which these are, and they will have a harder time seeing past hi infirmities
• Question after class: Is the factthat Piggy is farsighted but can't see up close symbolic in any way?  Great question!
• Other observations
• Nascent competence or potential value is not prized or cultivated in this group: strict pecking order is. In other words, no one nurtures anyone in this group, and that's a huge problem.


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HOMEWORK

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  Literary Terms Worksheethttp://zarwell-english.wikispaces.com/file/view/Literary+Terms.doc

DAY 03 - CYCLE 05 - SEMESTER 02:02-11-2012

HANDOUTS FROM TODAY:
Syllabus up to Spring Break
Mugshot Activity: Appearances can be deceiving!
Yoda and Shakespeare: You wouldn't think there's a resemblance, but there is...

IN CLASS TODAY:

1. Discussion of syllabus:
1. While we read Macbeth in class, you will read Lord of the Flies outside of class.  We will have four days over the next several weeks (each F day) on which the class will discuss this highly readable, dystopic novel.  These classes are entirely class driven: in groups, YOU will determine class activities, group member responsibilities, quiz questions, class goals, EVERYTHING.  Please see the syllabus for specifics. What goes into a good lesson plan?
1. Group 1: Wynn, Ben, Caroline, Eric: you will go on Tuesday, February 14th, and cover and cover chapters 1-3.
2. Group 2: Sameer, Erika, Thompson, David: you will go on Friday, February 24th, and cover chapters 4-6.
3. Group 3: Austin, Justin and Adam: You will go on Wednesday, March 7th, and cover chapters 7-9.
4. Group 4: Nico, Sarah, Sam and Natalie: You will go on Thursday, March 15th and cover chapters 10-12.
• Clear objectives: Know exactly what you want the class to learn over the course of the period. Character shifts? Novel structure? The various theories that could explain particular character action? Ten new vocabulary words from the text? Four uses of literary terms in action?
• Clear standards: Know what mastery will look like when it is achieved. Students will be able to accurately and precisely describe how a character shifted from what to what over the course of the passage? Students will be able to describe how the author uses structure to enhance tension? Students will offer three plausible theories to explain a character's actions? Students will complete a list of ten terms and definitions? Students will identify, mark and explain four literary terms in action in their book?
• Activity to focus the lesson. For example, my goals in today's lesson were to have the class recognize the central theme of the first act of play that things are not what they seem, and to have students recognize the need to reorder phrases within sentences to achieve understanding--hence the mugshot activity and Yoda quotations/translations.
• Presentation of needed information: This may be a series of questions, selected passages from the novel to frame the discussion, etc.  You want to make sure that everyone knows and understands the material they are being asked to use to develop a better understanding.  You may need to model the behaviors you would like to see, or establish rules and limits to make sure students behave in the way that best yields better understanding/learning.
• The Actual Class Activity. Wondering what on earth to do in class apart from standard old discussion?  Might I recommend you take a look here for some ideas!? Great possibilities here!
• Formative Assessment as you go: Are students understanding? How will  you and they know when they've got it right? What exactly will getting it right look like?
• Closure: How will you effectively assess student understanding at the end and determine whether or not you have met your objective?
2. Discussion of Macbeth, Act I:scenes ii, iii, and iv. What actually happens? What gets said? In what ways are things not as they seem?
1. Fair is foul, and foul is fair
2. Good or ill?
3. Who can be trusted and how do we know?
4. What are the predictions?
5. What are the natural signs of impending disorder?
3. ACK! We didn't get to vocabulary!!! DRAT!

CLASS NOTES:
You should take them in your book!

HOMEWORK

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  Read chapters 1 and 2 in Lord of the Flies

DAY 02 - CYCLE 05 - SEMESTER 02: 02-08-12

IN CLASS TODAY:

• Vocabulary: Acuity, Delineate, Depraved, Enervate, Esoteric.  I realize that many people find the words of Shakespeare to be like its own esoteric language, but with concentration and some degree of lingual acuity, one can understand just how well this playwright delineates basic human conditions.  While the concentration required to understand a Shaespearean tragedy early on can leave one feeling enervated, it's not so long before one gets the hang of it and finds it much easier.  It should be noted that this limited struggle that leads to vastly improved understanding and thinking skills is certainly preferable to what would assuredly happen if one were never to make the effort! Why, people who never read Shakespeare almost always end up as depraved criminals who leech off of society in despicable ways!
• Your name as a Shakespearean insult
• The Great Chain of Being. Everything and everyone has its place. God  loves order. Satan loves chaos. Let the games begin...
• Review and discussion of Act 1, scenes i and ii.  We learned a lot about the brutal, violent, but brave and loyal Macbeth. Duncan, the king, is profiting from Macbeth's traits and eager to reward this captain in his army. But, the witches have something up their sleeves...

YOUR HOMEWORK FOR FRIDAY:

• Read Act 1, scene iii. NO SPARKS NOTES. NO STUDY GUIDES. NO AIDS OF ANY KIND! It's you, your brain, your book and a pen.  Just do your best. It's perfectly OK to be confused. In fact, it's no problem at all.
• Bring your vocabulary book.

DAY 01 - CYCLE 05 - SEMESTER 02: 02-07-12

Today in class: WHY DOES SCHOOL EXIST AND WHAT DOES SHAKESPEARE HAVE TO DO WITH IT?

·         What is LANGUAGE?

o   It is not only WHAT we think, but HOW we think.  It is the way we navigate the universe, construct meaning and understanding, and build our sense of self.  We listened to a part of a radio show on language and its relationship to understanding. It’s a cool program: you can find it here: http://www.radiolab.org/2010/aug/09/words-that-change-the-world/.

·         Studying Literature is a DISCIPLINE. What is a discipline?

o   It is a WAY OF THINKING that allows one to detect PATTERNS

§  In the discipline of HISTORY, one examines patterns in past events

§  In the discipline of GEOMETRY, one examines patterns in shapes

§  In the discipline of PHYSICS, one examines patterns in motion/stasis

§  In the discipline of CHEMISTRY, one examines patterns in chemical actions/reactions

§  In the discipline of ECONOMICS, one studies patterns in markets

§  In the discipline of ANTHROPOLOGY, one studies patterns in human behavior

§  You get the idea…

·         Literature is the study of patterns in language to create meaning

o   The questions that then follow are;

§  What kinds of patterns?

§  What kinds of meaning?

·         Why do we study PATTERNS?

o   Because that’s how our brain creates understanding—in any discipline.  We use language to create patterns as well as discern them. With every new piece of information, our brain seeks to connect that information with something else. “What does this remind me of?” is the brain’s very first question.  If the answer is “nothing,” the response is fear and thus, often, rejection.

o   Discipline is required to conquer that impulse so our brains grow, our lives become richer and more interesting and we become more interested in the world around us.

·         Why do we study Shakespeare?

o   Because his work is particularly rich fodder for discovering patterns, thus growing your skills in the discipline of literature. (And once those skills are better honed, Shakespeare just keeps on giving and giving and giving, which is why he has been continuously read and performed for over 500 years. Just sayin’…)

§  Patterns in sound

§  Patterns in rhythm

§  Patterns in grammar

§  Patterns in word construction

§  Patterns in sensory appeals

§  Patterns in simile and metaphor

§  Patterns in structure

§  Patterns in character development

§  You get the idea…

·         And just in a brief study of Act I; scene I, we see that the witches do not speak in the traditional rhythm of iambic pentameter, suggesting their unnaturalness as well as the need to consider their words carefully.  Patterns, folks.  Amazing things.

YOUR HOMEWORK:

Finish your argument paper, if you haven’t.

Bring Macbeth AND your vocabulary book tomorrow

DAY 01 - CYCLE 04 - SEMESTER 02: 01-27-12

HANDOUTS FROM TODAY:
An outline for an argument paper.


IN CLASS TODAY:

1. Looking at how two articles structure their efforts: how to they start? How do they mix in facts? What order do they go in?
2. Review of above handout.
3. Write three or more sample opening sentences for a specific argument.

CLASS NOTES:
NONE

HOMEWORK

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  Outline your essay. Yes, it should be written out.
• EXAMPLE: Argument-->University School of Milwaukee should start college counseling in 5th grade. (Incidentally, I don't believe this to be true--I doubt I have to clarify that with anyone, especially given the absurdity of what follows, but just in case...)
• Opening paragraph
• Stats about applicant pools
• Size, competitiveness, etc.
• Explanation of my own experience
• Goal-->make audience fearful about admissions, feel like they need to do something. Create the anxiety that the later part of the paper soothes; instill their trust in me to be the one to solve their problems.
• Next paragraph
• USM specific anecdotes - case study approach. "By senior year, for Billy and Sally's best chances to get into Miracle U. with a weighted average of 4.7 (which they'll need because Miracle U accepts only 1% of applicants) and totally perfect scores on standardized tests, they will need to have taken X,Y, and Z and had four and a half years of test prep. That means they need to start worrying in 6th grade."
• Goal-->make audience visualize their own son or daughter as being in need of this  advice at a young age.
• Next paragraph
• How a 5th grade college curriculum can solve all of these fears
• Anecdote
• Stats
• Question
• Conclusion

You get the idea. Explain what you hope to do and how you hope to structure it.