Thursday, February 12, 2009
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.
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.
Tuesday, February 10, 2009
Monday, February 9, 2009
Thursday, February 5, 2009
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.
Tuesday, February 3, 2009
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)
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)
Monday, February 2, 2009
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
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
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