We will be reading Of Mice and Men for the next week.
Background info was introduced.

There will only be one assignment for this book--and we will center our class discussions around these topics. Here is the assignment and the topics:

TOPICS - OF MICE AND MEN

• Pick ONE topic only, and answer the question using details, facts, and examples from the story!
• Yes - three points, five paragraphs. 1-1/2 to 2 pages, double spaced, MLA format.

1.) Setting - Discuss the setting of this novel. Why is the time setting crucial to your understanding of George and Lennie's lifestyle?

2.) Troublemakers - Discuss Curley and his wife as trouble makers in the story. In what ways did they generally cause trouble and in what ways did they cause trouble for George and Lennie?

3.) Prosecuting Attorney - George is on trial. Your job is to prove that George is guilty of murder and that no circumstances justify the killing of Lennie. What evidence did the witnesses to the story (including George himself) give to support the prosecution? Prepare your closing statement - the speech you will give to the jury summarizing your case.

4.) Defense Attorney - George is on trial. Your job is to prove that George is NOT guilty of murder. You need to help the jury to believe that special circumstances justified the killing of Lennie Small. What are the circumstances? What evidence did the witnesses to the story give to lead to an acquittal? Prepare your closing statement - the speech you will give to the jury summarizing your case.

5.) The Theme of the American Dream - Everyone has a dream to strive for. The poor ranch hands wish to be their own bosses and actually have stability. What circumstances in the story prevent them from realizing their dreams?

6.) The Theme of Loneliness - Throughout this novel, a main quality of most of the characters was loneliness. Novels set in the West often feature the kind of character known as a "loner." Is it the same? Do the characters in Of Mice and Men enjoy being alone? How do they seek to overcome their loneliness? Consider especially Crooks, Candy, and Curley's wife.

7.) Friendship as a Theme - Everyone needs someone to make them feel special. A basic human requirement is the need to belong to someone and belong somewhere. How is this shown in the novel?

8.) Dreams -The term "dreamer" is often used as a word of mockery or condemnation, yet dreams are a necessary part of life. What are the dreams of the various characters in the novel - Lennie, George, Curley's wife, Crooks, and the others - and how do these dreams help or hinder them in their daily lives?

9.) Foreshadowing - Foreshadowing - having early events or descriptions in the story give hints about what will happen later - is used a great deal in Of Mice and Men. Discuss the many instances of foreshadowing in this novel. How effective is the use of foreshadowing in this story? Is it overused?

10.) Lennie and Animals - Throughout the story, Lennie is compared to or associated with animals. Discuss these comparisons and associations, and draw a conclusion as to why Steinbeck used them.

*^*L:K.dat

Quizzes were passed back and discussed.

We finished reading "Frenriere" aloud and connected the story to the 5 elements of American Gothic fiction.

Some ideas for stories were presented (click here for a list) and we covered the "first lines" of 10 gothic short stories to illustrate how a short story must have a "hook" to draw the reader in. Finally, we discussed the grading rubric for the short stories.

Gothic short stories are due MAY 28. All students are expected to create a rough draft this week.
Your final draft gothic story will have the following:
· Include at least three elements of Gothic (from the definitions in your notes) in the story
· have 2-4 characters
· one major conflict
· and an "ironic twist" or surprise ending.

Don’t have an idea? Use your writing from the descriptive writing assignments (especially #3, 4 or 5) as a starting point.


The paper will be typed, double-spaced, 12 pt. font, 3-5 pages, and generally free from spelling errors.

Quiz over elements of Gothic and American influences (first part of class).

Descriptive writing prompt #5:
Write a one page description of a Gothic character. In other words, create a character sketch that helps me 'see' the dark, quirky, obsessive or suppressed personality of a bitter or frightened main character.
DON'T just tell me about the character: "My character has red hair and kohl-lined eyes. She is angry and depressed." Instead show me the character: "You could tell from the slump of her shoulders and her downcast, shadowed eyes that life had not treated her well. Hiding behind her straight, shaggy red hair, her face was a mystery to me. I wanted to know the story behind that curtain of hair."

THE DESCRIPTIVE PROMPTS (all 5) WILL BE COLLECTED ON MONDAY!

We read "Frenriere" (an excerpt from Interview with a Vampire, by Anne Rice) to get a feel for the Southern Gothic as it has morphed in the last 50 years. We did not finish this story, and will compete it on Monday.

We read an excerpt from the Cambridge Companion to Gothic (from the introduction) and defined European Gothic for our notes.

On the overhead we compared and contrasted American Gothic and European Gothic elements.
Essential difference: European Gothic tends to focus on exterior setting and dark, abandoned spaces with secrets while American Gothic tends to focus on the interior landscape--our psychological issues, fears and our potential for evil or good.

We read Stephen King's "Why we crave horror movies" and discussed it as a class.

Descriptive writing prompt #4: Write a one page description of the place of your personal nightmares—the most fearsome, spooky setting you imagine (a place you would never willingly go). This setting can be urban and modern (like a dark alley in Portland), from the past (like a graveyard during the Plague years in Europe), or the imagined future (think of the movies The Matrix or The Island).

THE DESCRIPTIVE PROMPTS (all 5) WILL BE COLLECTED ON MONDAY!

Finish the activity we began on Thursday:

I have provided 3 gothic short stories (10 copies of each story). The stories are: “Lungewater” (a more classic gothic story), “Martin Roehmar’s Boys” (a Halloween story with a twist), and “Watch and Wake” (an alternate worldview gothic story). Be sure all copies make it back to the piles!

Pick two of the short stories and read them aloud in your group

After you have read the two short stories, complete a Venn diagram (two overlapping circles) that compares and contrasts the stories on a single sheet of paper for each group.

On the BACK, list examples of how one of the stories you read demonstrates at least three of the five characteristics of American gothic.
REMINDER:
American gothic characteristics: 1) image of the swamp (or deserted, barren spaces), 2) fascination with the occult or supernatural, 3) need for physical or moral guidance (America as a ship of state), 4) the abuse of reason and/or science, 5) the “senti-mentalization” of death (obsessive).
Be sure ALL group members’ names are on the paper before you turn it in.

QUIZ over Gothic unit on Thursday!!
Short story assignments were handed out (due May 28th)
Your final draft gothic story will have the following:
· Include at least three elements of Gothic (from the definitions in your notes) in the story
· have 2-4 characters
· one major conflict
· and an "ironic twist" or surprise ending.

Don’t have an idea? Use your writing from the descriptive writing assignments (especially #3, 4 or 5) as a starting point.

The paper will be typed, double-spaced, 12 pt. font, 3-5 pages, and generally free from spelling errors.

1) Read the “New Gothic” article excerpt aloud as a class (student readers, taking turns). After you have read the article, the teacher may re-emphasize some passages. Discuss the article. This information may be on next week’s quiz.

2) I have provided 3 gothic short stories (10 copies of each story). The stories are: “Lungewater” (a more classic gothic story), “Martin Roehmar’s Boys” (a Halloween story with a twist), and “Watch and Wake” (an alternate worldview gothic story). Be sure all copies make it back to the piles!

3) In groups of 2 or 3 (no more!) pick two of the short stories and read them aloud in your group (three groups can go in the hall—teacher’s choice).

4) After you have read the two short stories, complete a Venn diagram (two overlapping circles) that compares and contrasts the stories on a single sheet of paper for each group.

5) On the BACK, list examples of how one of the stories you read demonstrates at least three of the five characteristics of American gothic.

American gothic characteristics: 1) image of the swamp (or deserted, barren spaces), 2) fascination with the occult or supernatural, 3) need for physical or moral guidance (America as a ship of state), 4) the abuse of reason and/or science, 5) the “senti-mentalization” of death (obsessive).

Be sure ALL group members’ names are on the paper before you turn it in.

REMINDER: ALL late work from the second six weeks is due on Monday, May 11th!!!

Students read Poe stories--"The Black Cat," "The Pit and the Pendulum," "The Cask of Amontilado," or "The Masque of the Red Death" and compared them to the 5 elements of American gothic.

Then we watched a Poe powerpoint and took notes.

Additional info TBA--need to scan a document to complete this day's blog.



REMINDER: All late work from the second six weeks is due Monday, May 11th!

Check back for info on Wednesday, 5-13

Today we covered grade updates and dealt with any papers that needed to be passed back. Just FOUR more weeks until grades will be finalized. Late work from the first 10 weeks will no longer be accepted at this point.

Students were able to use the rest of the period to complete the Gothic short story comparison that we began on Thursday.

Don't remember it? Click HERE.

If you were absent, you need to get copies of the stories from Mrs. Evans at school.

Check back on Wednesday, 5-13 for an update.

Check back on Wednesday, 5-13 for an update.

Check back on Wednesday, 5-13 for an update.

We went to the library for the whole class period to allow students to work at the tables or computers as they gathered information for their poster... OUTLINES for the character essay were due by the end of the period.

Requirements for the poster:

• a title that clearly indicates the TITLE of the book and the ALLUSION you are presenting
• at least 3 quotes that demonstrate how your research is related to the book's allusion(s)
• at least 3 quotes from your internet research (CITED SOURCES!!!) that explain the allusion
• at least 2 paragraphs that explain, in your own words, the connections between the historical event or literary reference and the book you are reading
• visuals that help clarify the information (again, don't forget to cite your sources)

Posters are due on MONDAY, April 27th.

We covered the information needed to complete the allusion posters (Due MONDAY, April 27th)
and reviewed the definition of an allusion (see requirements below).

Students signed up for poster topics, based on the historical or literary allusions in their book.
We then went to the library to allow students to work at the tables or computers as they gathered information for their poster and finalized their character analysis essay outlines (due Thursday, April 23!!)

Requirements for the poster:

• a title that clearly indicates the TITLE of the book and the ALLUSION you are presenting
• at least 3 quotes that demonstrate how your research is related to the book's allusion(s)
• at least 3 quotes from your internet research (CITED SOURCES!!!) that explain the allusion
• at least 2 paragraphs that explain, in your own words, the connections between the historical event or literary reference and the book you are reading
• visuals that help clarify the information (again, don't forget to cite your sources)
  

Individual work (A Lesson Before Dying and Cold Mountain):
reading, summaries, journalling, character lists and quote gathering.
Begin work on character essays.


Sm. group schedule: Thursday, 1st 40 min: Red Badge of Courage, 2nd 40 min: Slaughterhouse Five
Teacher led: Check questions, discuss questions & predictions, find/discuss quotes

THEME "ONE PAGERS" DUE THURS!!!

Individual work (Red Badge of Courage and Slaughterhouse Five):
reading, summaries, journalling, character lists and quote gathering.
Begin work on character essays.


Sm. group schedule: Thursday, 1st 40 min: A Lesson Before Dying, 2nd 40 min: Cold Mountain
Teacher led: Check questions, discuss questions & predictions, find/discuss quotes

THEME "ONE PAGERS" DUE THURS!!!

Group Lesson: Introduce theme one-pagers and have students take notes/create their theme statements (themes listed with character notes).

Themes, we decided as a class, are defined as the message the author intends the reader to understand.

Individually, students created theme statements, based on one of the themes listed for their book. After discussing some examples of theme statements as a class, students reconsidered or revised their statements. NOTE: They need to be able to VISUALLY represent their theme.

Mrs. Evans (re)introduced the idea of a theme "one pager"--a visual alternative to writing a thematic essay. Students were advised to collect pictures from magazines or the internet (must be properly cited!) and three quotes that DIRECTLY and CLEARLY support their theme statement.

This theme one-pager will be completed outside of class as an assessment of their understanding of theme and visualization--two concepts we have been working on throughout the year.
DUE THURSDAY, APRIL 16th at the beginning of class.

Sm. group/lit. circles schedule:
Tuesday, 1st 40 min: A Lesson Before Dying, 2nd 40 min: Cold Mountain
Thursday, 1st 40 min: Red Badge of Courage, 2nd 40 min: Slaughterhouse Five

For those students reading Red Badge of Courage or Slaughterhouse Five, this was a workday.
Individual work: reading, study questions, journalling, character lists and quote gathering.

LITERATURE CIRCLES
Student led: discuss questions & predictions, find/discuss quotes that show characterization or emerging themes.
Teacher led: act as moderator for discussion, collect study questions, hand out "active reading" strategies bookmark as a reminder/aide for journal entries and study guide questions.

Sm. group/lit. circles schedule:
Tuesday, 1st 40 min: A Lesson Before Dying, 2nd 40 min: Cold Mountain
Thursday, 1st 40 min: Red Badge of Courage, 2nd 40 min: Slaughterhouse Five

For those students reading Red Badge of Courage or Slaughterhouse Five, this was a workday.
Individual work: reading, study questions, journalling, character lists and quote gathering.

LITERATURE CIRCLES
Student led: discuss questions & predictions, find/discuss quotes that show characterization or emerging themes.
Teacher led: act as moderator for discussion, collect study questions, hand out "active reading" strategies bookmark as a reminder/aide for journal entries and study guide questions.

Quote explication paragraphs due at the beginning of the period. Late work will be accepted, but will not receive full points.

Character Analysis lesson: writing activity (whole class)
Students will be writing a character analysis essay on one of the major characters from their novel. Work on this essay should be on-going, as students take character notes and write in their journals. Today, several examples were shared/discussed and an outline format was handed out.


Reminder of related upcoming due dates:

April 22/23: Essay outline due

April 30/May 1: Final, typed, essays due

Sm. group/lit. circles schedule:
Tuesday, 1st 40 min: A Lesson Before Dying, 2nd 40 min: Cold Mountain
Thursday, 1st 40 min: Red Badge of Courage, 2nd 40 min: Slaughterhouse Five

For those students reading A Lesson Before Dying or Cold Mountain, this was a workday.
Individual work: reading, study questions, journalling, character lists and quote gathering.

LITERATURE CIRCLES
Student led: discuss questions & predictions, find/discuss quotes that show characterization or emerging themes.
Teacher led: act as moderator for discussion, collect study questions, teach quote explication (students take notes).

REMINDER: Quote explication paragraphs are due MONDAY, April 6

This was the first truly "independent" day of our Literature circles unit.

Sm. group/lit. circles schedule:
Tuesday, 1st 40 min: A Lesson Before Dying, 2nd 40 min: Cold Mountain
Thursday, 1st 40 min: Red Badge of Courage, 2nd 40 min: Slaughterhouse Five

For those students reading Red Badge of Courage or Slaughterhouse Five, this was a workday.
Individual work: reading, study questions, journalling, character lists and quote gathering.

LITERATURE CIRCLES
Student led: discuss questions & predictions, find/discuss quotes that show characterization or emerging themes.
Teacher led: act as moderator for discussion, collect study questions, teach quote explication (students take notes).

Quick reminders:
You are expected to be IN CLASS everyday. If you know you will be gone, talk to your teacher, then turn in assignments by email (the day they are due) or before you leave. If you miss a class (unexcused), ALL study questions and journal entries are due by the next class period. Missed Lit. circle discussions may require additional makeup work, at the teacher's discretion.

It is the expectation of the teacher that students will read OUTSIDE of class on a regular basis, using classtime for discussions and written work. It will not be possible to stay caught up if you do not read outside of class.

Upcoming due dates:
April 6: Quote explication due
April 16/17: Theme One-pager due

TODAY: We did a Levels of questions/levels of answers activity (whole class), focusing on reading between the lines, and making connections to life, outside of your individual novel. We also practiced answering the same question at the three different levels.
Examples were provided. This activity should help you to read more thoughtfully, write better journal entries and demonstrate a deeper understanding of the novel in your character essays.
See Mrs. Evans to make up this assignment if you were gone.

SPRING BREAK!!! March 23-27

Although you are not required to do any work over break, it is HIGHLY recommended, if you chose to read A Lesson Before Dying or Cold Mountain, to read (see your reading schedule bookmarks).

Have a great break!

Poetry literary era presentations were conducted and graded. Absent students need to see Mrs. Evans for an alternate assignment and to schedule a presentation time outside of class.

Notes on the four novels, connecting them to Realism, Modernism or Postmodernism were taken/discussed. Each student is responsible for understanding only how the novel THEY chose fits in one or more of these literary eras.

Briefly:

• Red Badge of Courage is a realist novel.
• Cold Mountain and A Lesson Before Dying were written in the Modernist tradition, though they were both written in the 1990's.
• Slaughterhouse Five is a postmodernist novel.

See Mrs. Evans for the more detailed version! (Yes, this will be something you must be able to discuss and demonstrate, later in the unit.)

Today we covered the "short list" of characteristics for the literary eras of Realism, Modernism and Post-modernism (see below).
Features of Realism (link)

Features of Modernism (link)

Features of Post-modernism (link)

For the second portion of class, students worked in groups of three to determine the meaning and literary technique in the poem assigned to them. Presentations were begun in 7th period. All remaining presentations will be completed at the beginning of Thursday's class.

Directions for the activity and presentation rules:

Literary Styles: Realism, Modernism and Postmodernism

The Procedure:

1. Get a poem from the teacher

2. Each member—read through the poem silently.

3. Read the poem aloud as a group (share this responsibility).

4. Discuss with your group what you think the topic of the poem is (one word ideas like “Death,” “War,” “Love”).

5. Write down any words/phrases/metaphors that you do not completely understand.

6. Use a dictionary/thesaurus/other people to find definitions for the unfamiliar words/phrases—write these down.

7. CHOOSE ONE MEMBER TO READ THROUGH THE POEM AGAIN (ALOUD).

8. Discuss exactly what your group thinks the poet is saying about the topic you discovered in step #4. (This should be a phrase or sentence—this is the THEME of the poem—something like “There are horrors worse than death,” or “Love is an illusion”).

9. Paraphrase the entire poem: rewrite it in a prose form—using everyday language.

10. Think about what other messages—other than the primary topic and theme, are in the poem. Write down your ideas.

11. Write down what you think the title means. Why do you think the author chose this title? Write down your response to this question.

12. Decide which literary era your poem belongs in, based on the definitions we reviewed. Check your answer with the teacher.

13. Write down at least three specific ways that this poem conforms to the characteristics of the literary era it represents. Consider form, language use, message as you answer this question.

14. Write down each group members personal reaction to the poem—NOT “I like it,” etc., but phrase your answer in terms of the aspects you have examined—language/message/tone/form).

Poetry Presentation Roles:

Each group will do a short presentation on their poem. Each member of your group will take on the following responsibilities:

Person #1:

Read your poem aloud to the class (with feeling and emphasis, not flatly). Practice until you feel like you can enhance the meaning of the poem with your verbal presentation.

Person #2:

Write and present to the class a short speech (representing a paragraph or two) that explains what your group believes the poem has to say—describe the major theme and any minor themes you found (NOTE: use your answers to #4, 8, 10, 11, and 14 for the information you need to create this mini-speech).

Person #3:

Explain to the class what literary era this poem/poet belongs to and HOW you know this (point out characteristics from the Literary Era sheets and point to the poem’s message about how life works). Then demonstrate, referring to and quoting lines or phrases from the poem, HOW the poet uses the poetic form to convey his/her message about life. (NOTE: use parts of your answers to #4, 5,6, 8, 10, 11, and 13 to show the way the language “works” in this poem.)

We began a new unit today. After checking out books, we discussed the goals and expectations.

Academic Contracts, an intregral part of this unit, are due Wednesday, signed by both the student and a parent/guardian.


Technical issues with some documents--check back soon for downloadables!

We are finishing the book “The Things They Carried.”

As we read “The Lives of the Dead” we focused on:

Chapter 22 “The Lives of the Dead”

1. O’Brien spends a long time telling about his childhood friend, Linda, who died of cancer. When a schoolmate keeps trying to yank off Linda’s red hat, O’Brien wants to intervene, but he doesn’t. He says:

“For me, though, it did matter. It still does. I should’ve stepped in; fourth grade is no excuse. Besides, it doesn’t get easier with time, and twelve years later, when Vietnam presented much harder choices, some practice at being brave might have helped.” (234)

Discuss what O’Brien means by this passage. Where else in the novel does he show it?

2. Was this chapter a good finishing chapter for this book and why?

When we finished (it took most of the period), we filled in character charts and turned in answers to the two questions above.

Questions were collected (but NOT the character charts) at the end of the period.

Reminder: character notes and books will be turned in on Thursday, the day of the test.

Today we reviewed the week (see below) and then students read "In the Field" (p.162) in pairs or alone.

"In the Field" is a retelling of the incident with Kiowa drowning in the muck next to a river in the middle of a nighttime bombing/fight. Again, Tim O'Brien demonstrates his belief that no one person is guilty or wrong by themselves, but that all the soldiers were complicit in acts of cowardice and atrocity simply by being there. In this story, Kiowa's death becomes the responsibility of Lt. Cross, whereas in "Speaking of Courage," O'Brien describes it as Norman Bowker's fault and then takes the blame himself.

The point O'Brien seems to be making is that no one is guiltless in war. This also continues his theme about truth, that "story truth" is more true than happened truth. O'Brien never does explain who was actually, physically to blame for Kiowa's death.

Unlike "Speaking of Courage," "In the Field" is told in the 3rd person and (among other things) we finally see some redeeming qualities to Azar, the callous and immature soldier who loves to make crude jokes and blow things up.

Reminders:
All LATE work from this first unit is due by Friday, March 13 to receive credit.

The unit test will be on THURSDAY, March 12th. Character notes are due before the test. Please bring your books that day, as we will return them to the library after the test.

This is also your last reminder about the "Westside" Poetry Contest. Entries are due this week.

We completed Journal #5 for TTTC:

Read the following quotes. Pick ONE and respond to it—whatever comes to mind (free associate).

"If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie." Chapter 6, pg. 68

"Well, that's Nam. Garden of Evil. Over here, man, every sin's fresh and original." Chapter 7, pg. 80

"I want you to feel what I felt. I want you to know why story-truth is truer sometimes than happening-truth." Chapter 18, pg. 179

After writing for 10 minutes, all journals were collected (1-5).

As a whole class, we reviewed the requirements for the thematic project (due NEXT class!!):
You will create a new book cover for The Things They Carried, which represents ONLY the theme you have chosen to discuss (bravery & courage, the effects of war, truth, or the savior motif--TAG option). If you use any images from digital/internet sources, you must CITE those sources on the backside of your cover design. Your name should also be on the back, not the front.

Stapled to the re-designed cover will be your paragraphs detailing a major theme in TTTC. Remember, I am asking you to focus ONLY on the body paragraphs. You are not creating an introduction or conclusion for this assignment.

Organizational strategies for each theme/motif were discussed in class.

The majority of class time was devoted to writing/revising the paragraphs students had already begun. Teacher feedback was provided as needed.

At the end of class, we watched two video clips from Learn360: one about the effect of photographic images on the sensibilities of the American public and a second clip on the pivotal year of 1968. Connections were made to the book.

SNOW DAY! We had school, but many students were absent or late.

This was a work day--all students wrote outlines/paragraphs and received feedback from the teacher or each other.

Character notes were completed if there were gaps from Tuesday's class.

Reminder: this writing assignment is due next Thursday, BEFORE the grading period ends (March 5th).

We discussed "Night Life" and then segued into the effects of war, which is one of the three main themes we will be focusing on.
All three themes: the effects of war, courage and cowardice, and truth (happened truth vs. story truth). Students worked alone or in pairs to pick a theme and find quotes that support it from the book.

Assignment intro: all students will write three paragraphs or more on ONE of the three themes. We discussed organization structures for each theme and students took notes.
This paper will be worked on in class, but must be typed for the final draft (due March 5).

Character notes were updated. All characters have been introduced at this point EXCEPT Linda, who doesn't come into the story until the last chapter.

Journal #4:
Read the following quote and explain how it might connect to O’Brien’s idea of truth, memory, and storytelling. (Write for 10 minutes.)

“The map is not the territory;

words are just symbols for reality.”

We read "Dentist," "Stockings," or "Church" in small groups. Each group summarized their story for everyone. Groups who read the same story were able to compare their summaries. As a whole class, we discussed the significance of these very short inset chapters to the greater themes/storylines that are emerging in O'Brien's postmodern, seemingly haphazard storytelling style.

Character charts were updated/added to.

HW: Read "Night Life"

NOTE: Due to scheduling sessions this week, this lesson was taught on TUESDAY for those of you in 7th period.

Questions from your reading ("How to Tell a True War Story") were due in class.
Your MEMORABILIA visual from the 1960's was also due.

There was a short lesson on the postmodern literary era and how the novel, The Things They Carried, is a postmodernist text. This will be on the test. If you missed class, be sure to get notes from Mrs. Evans.

Journal Entry #3:

What is courage? Having read about O’Brien’s definition, consider your own definition of courage. Give specific examples. Also define the OPPOSITE of courage, to clarify the boundaries of your idea. (Write for about 10 minutes.)

We read "Speaking of Courage" (chapter 15) in class and discussed it. Particularly, we focused on the dual imagery in the story--a flashback to the war and a post-war Fourth of July day. The repeated visuals reinforced the sense of isolation from ordinary life that Norman Bowker, the main character of this chapter felt. His repetitive driving around and around the lake shows how he is "stuck" and cannot re-enter daily life after his experiences in Vietnam.
"Speaking of Courage" demonstrates other facets of the courage theme the author, O'Brien, introduced in the chapter "On Rainy River."

HW: Read (or re-read, if we started it in class) "Notes"--chapter 16.

Tuesday 5th per. OR Thursday 7th per. (scheduling days)

Answer THREE of the following questions (your choice)
What does the line "A true war story is never moral” mean?

Could this book of stories be considered a "true war story"? Explain.

How does the death of Curt Lemon compare to the deaths of other men from Tim's prospective?

In chapter 7, O'Brien relates a number of episodes. What makes these episodes seem true? Or, to put it another way, how does O'Brien lull you into the belief that each of these episodes are true?

Why is the baby water buffalo scene more disturbing than the death of one of O'Brien's platoon members, Kurt Lemon?

Finally, O'Brien says that "none of it happened. None of it. And even if it did happen, it didn't happen in the mountains, it happened in this little village on the Batangan Peninsula, and it was raining like crazy..." If O'Brien is not trying to communicate historical fact, what is he trying to communicate? Why change the details? What kind of truth is he trying to relate, and why is this truth set apart from historical truth? Is it OK that this "true" war story may or may not be entirely true?

Read “The Man I Killed” and “Ambush”

Journal Entry #2:
Describe an early childhood memory (10 or more years ago). At the end, decide whether you think your memory is accurate or a bit vague. Does this make it feel less real? Why or why not?

President's Day--NO SCHOOL/No all-meet day this week.

After answering questions on the reading homework, "On Rainy River," we spent about 30 min discussing courage--our ideas, O'Brien's ideas, etc. Courage and cowardice are one of the major dichotomies of this book. I find the idea that an act can be simultaneously courageous and cowardly fascinating, but very possibly true.

Here are the questions to answer if you missed class:
Chapter 4 “On the Rainy River”

1. Why does O'Brien tell about his experience as a pig declotter? How does this information contribute to the story? Why go into such specific detail?

2. In "On The Rainy River," we learn the 21-year-old O'Brien's theory of courage:

"Courage, I seemed to think, comes to us in finite quantities, like an inheritance, and by being frugal and stashing it away and letting it earn interest, we steadily increase our moral capital in preparation for that day when the account must be drawn down. It was a comforting theory."

What does he mean? (Explain his view of courage in your own words.) Were you surprised when he described his entry into the Vietnam War as an act of cowardice? Do you agree that a person could enter a war as an act of cowardice?

3. Do you think that Tim's reaction to getting his draft notice was justified and was it the same type of reaction as most people had?

4. At the story's close, O'Brien almost jumps ship to Canada, but doesn't: "I did try. It just wasn't possible". What has O'Brien learned about himself, and how does he return home as a changed person?

5. Why, ultimately, does he go to war? Are there other reasons for going he doesn't list?

6. Was Tim decisions not to go to Canada to a smart choice? Explain.

HW for Monday: "How To Tell a True War Story" (chapter 7). We began this in class.

Quiz over "Spin" and "Love." See Mrs. Evans for makeup quizzes.

Begin reading "On Rainy River" in class--student readers. Discussed as we read. Finish the second half of this story for homework.

NOTE: Under construction! Check back on Wednesday, Feb. 18

Define and discuss the term "spin" and the concept of "spin doctors." Connect to the political manuvering during the Vietnam War. Students give examples from their own experiences.

Read chapter 3, "Spin" and discuss.

Homework: Read "Love" (chapter 2).

Check out the novel The Things They Carried by Tim O'Brien from the library.

We read the first chapter, titled "The Things They Carried," aloud in class, discussing issues/questions as they came up.
Focused on the weights O'Brien mentions and the different categories of "things" they carry (physical things, mental things, emotional things) and the sub-categories (personal items, military issued items, weaponry, talismans/good luck charms).

Note: although this is a true story, it is also a fictional story. On the title page it is called "a work of fiction." This duality is one of the aspects of postmodern literature. As we read farther into the book, watch for ways in which this dichotomy plays out.

In class pre-reading exercise:

What are the things YOU carry with you daily? In a three column list, on your own paper, write down at least TEN things you carry for each category:
Column 1: Physical things (for example: keys, binders, water bottle, Ipod)
Column 2: Mental things (for example: knowledge, concerns, stress, ethics)
Column 3: Emotional things (for example: fear of failure, hunger, love, frustration)

We discussed (in general terms only) these three concepts and how they affect our daily lives. Key concept: mental and emotional things can have physical effects (positive or negative) on our bodies/our lives.
We will return to this concept after chapter one of O'Brien's book and towards the end of the book once again.

We discussed the general era and overview of the unit. Then we watched an introductory video about the Vietnam War and U.S. involvement.
Click below to review the movie clip.
(coming soon)

Semester 2 Begins!

Welcome back!

Today is an All-meet class day (42 minutes instead of 89), so I presented a review of last term and an overview of the upcoming term. We discussed student expectations/teacher expectations.
Click HERE to read it.

Finals (written portion only) were handed back to students so they could read teacher feedback.

We began the narrative poster project:
Create a poster that shows me who you are. Include your name, a recent photo, a biographical poem, and a 3-4 paragraph narrative (not an essay, just an organized "this is who I am" piece of writing). I prefer the poem and narrative to be typed. The poster can be 8 1/2 x 11 inches (standard paper size) up to 11 x 17 (no posterboard or trifold posters). Be creative--your poster should reflect who you are through images as well as words.
Due Thursday, Feb 5th.

While I will give some class time on Tuesday, I expect you to complete this poster primarily outside of class.
Click on a title for poem formats:
I Am Poem
About Me Poem
Yes, That's Me! Poem

All poem formats are courtesy of: http://ettcweb.lr.k12.nj.us/forms/poemlist.htm