Monday, May 14, 2012

I Remember

Sometimes our best writing can come from the details of our memories.  Post your revised "I Remember" here.






I Remember (selections) By: Joe Brainard


I remember summer naps of no sleeping.  And Kool-aid.

I remember daydreams of being a dancer and being able to leap higher than anyone else.

I remember daydreams of being a singer alone on a big stage with no scenery, just on spotlight on me, signing my heart out, and moving my audience to total tears of love and affection.

I remember the tiger lilies alongside the house.  I found a dime among them once.

I remember a very little doll I lost under the front porch and never found.

I remember the sound of the ice cream man coming.

I remember once losing my nickel in the grass before he made it to my house.

I remember a big black rubber thing going over my mouth and nose just before I had my tonsils taken out.  After my tonsils were taken out I remember how my throat felt eating vanilla ice cream.

I remember a photograph in Life magazine of a woman jumping off a building.

I remember not understanding how the photographer could have just stood there and taken that picture.

I remember when one year in Tulsa by some freak of nature we were invaded by millions of grasshoppers for about three or four days.  I remember, downtown, whole sidewalk areas of solid grasshoppers.

I remember, out walking in the rain, people scurrying by with their faces all crunched up.

I remember that a good way to catch a cold is to walk around barefooted.  To not get enough sleep.  And to go outside with wet hair.

I remember the first time I heard water swishing around in my stomach (while running) and thinking that maybe I had a tumor.

I remember walking down the street, trying not to step on cracks.

I remember “If you step on a crack, you break your mother’s back.”

I remember a brief period of “bad breath” concern: the product of a health class at school. I remember that “most bad breath is caused by germs.”

I remember that germs are everywhere!

I remember trying to visualize germs (physically) as they crawl around all over everything.

I remember that my vision of germs pretty much resembled normal insects, only much smaller, of course.

I remember sneezing into my hand, out in public, and then the problem of what to “do” with it.

I remember in very scary movies, and in very sad movies, having to keep reminding myself that “it’s only a movie.

I remember the shadows of feet under the cracks of doors.  And close-ups of doorknobs turning.

I remember one day in gym class when my name was called out I just couldn’t say “here.”  I stuttered so badly that sometimes words just wouldn’t come out of my mouth at all.  I had to run around the field many times.

I remember what a hard time I had memorizing Shakespeare and how nervous I got when it was my turn to recite.

I remember trying to memorize Shakespeare so that words that began with sounds I stuttered on (s, b, etc.) would not begin with a new breath.  (Do you know what I mean?)






Thursday, May 10, 2012

Letter to Your Future Friend

The decision each boy makes will have a profound impact on his adult life.

Your task: As Danny or Reuven, write a letter to your friend.  Tell your friend about your life since you last spoke.
     Date the letter: one to five years after the closing of the novel.  Use historical references in the novel to approximate the date.
     Periods 8&9 will post first, and 2&3 will respond as the friend.  Check the list at the bottom of the post to see which student you are responding to.  8&9 are required to post a draft by Friday so 2&3 can respond over the weekend.  You can edit and make changes over the weekend.
   
     Use Details to make it real: Here's a list of questions raised by 8&9 to address in your letter.

This assignment requires the same creativity that made your newspapers of ancient Greece successful. You must invent details supported by your knowledge of the source, in this case, The Chosen

1. Your personality: How would your character write to his friend?  Would your character use humor?  Refer to passages with dialogue between these two characters.

2. Setting: Historical context or events at the time of your letter.

3. Family: How is the health of Mr. Malter or Danny's brother (what's his name?)?
                 Does Danny's brother continue the dynasty?  Are Danny and Reb Saunders speaking?
                 Do they have children? (Remember that they are about 22 when the novel closes.)

4. Goals: How close are they to achieving their goals?  Have they followed through or change their paths?

5. Religion: Changes in religious practice or beliefs?

6. Inside jokes between them.

7. Unresolved questions raised by the characters.  Unresolved events from the novel.

8.  Questions you (the Gateway student reading The Chosen) would want to ask the other character.


Character Assignments:

Reuven  (8&9)                                                        Danny (2&3)

1 Allen, Robert                                                        1 Abdelhameed, Adham
2 Berlin, Daniel                                                       2 Abdulwali, Frishta
3 Bystrik, Josef                                                        3 Adu, Kevin
4 Cai, Jun Ye                                                           4 Ahmed, Shajed
5 Chen, Amy                                                           5 Cantillo, Samuel
6 Dayen, Daniel                                                       6 Chan, Sabrina
7 Edwards III, Darwin                                             7 Chee, Eric
8 Ghuman, Khizar                                                    8 Chessky, Anna
9 Haque, Tamanna                                                    9 Choudhury, Nishat
10 Hasan, Nishat                                                      10 Dalkir, Arda
11 Henry Rerrie, Stephon                                         11 Deng, Rebecca
12 Ibikunle, Opeyemi                                               12 Eng, Mitchell
13 Jahan, Tameem                                                    13 Fouchong Brown, Yasmin
14 Khan, Mir                                                            14 Fu, Selena
15 Koon, Kevin                                                        15 Fung, Tiffany
16 Leung, Cynthia                                                    16 Garcia, Anthony
17 Lim, Shelly                                                          17 Inkateshta, Nathan

Danny  (8&9)                                                          Reuven (2&3)
18 Lin, Andy                                                           18 Jishu, Jessan
19 Malouf, Valentina                                               19 Khalique, Saif    
20 Martin, Kaitlyn                                                    20 Lau, Kelly
21 McLean, Kishauna                                              21 Lee, James
22 Memon, Alisha                                                    22 Leong, Daria
23 Moses, Kevin                                                      23 Leung, Samson
24 Ramadan, Marwan                                              24 Li, Gabrielle
25 Rodriguez, Zackary                                             25 Lopez, Erika
26 Roy, Shusmita                                                     26 Lynch, Makeda
27 Sarango, Brian                                                     27 Lyons, Krystalle
28 SiboonRuang, Tana                                             28 Mahmud, Arif
29 Syed, Shumayl                                                     29 Nadeem, Bilal
30 Sze, Angela                                                          30 Ozinegbe, Ehichoya (Matilda)
31 Villegas, Steven                                                    31 Saw-Aung, Monica
32 Wong, Jeffrey                                                       32 Talal, Lilian
33 Yang, Kerina                                                        33 Walcott, Aliyah
                                                                                   34 Yong, Emily (respond to Kerina's letter.)





Thursday, May 3, 2012

Character History (periods 8&9)


1. 
David Malter on history: Danny shares with Reuven something Mr. Malter told him: "Your father said I should read Jewish history.  He said the first important step in anyone's education is to know your own people."


What do you know about your family's history?  (Only share details you are comfortable sharing with the class.)


2.
After reading Graetz's description of the Hasidim (the plural for Hasidic Jews) as "vulgar and disgusting," Danny says: "It's awful to have someone give you an image like that of yourself."


Have you ever read something shocking written about the culture, race, religion, etc. you identify with?



3.
This is an amazing lecture given by a young Nigerian author, Chimamanda Adichieon Ted Talks.  She discusses her experiences growing up in a middle class family in Nigeria, and studying at an American university.  She discusses the "danger of a single story."
"The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” (Chimamanda Ngozi Adichie )


If you are having trouble answering any of these questions, I think this video may inspire you.



Feel free to also post any additional comments that you didn't get to discuss from today's class.

Character History (Periods 2&3)

1. 
David Malter on history: Danny shares with Reuven something Mr. Malter told him: "Your father said I should read Jewish history.  He said the first important step in anyone's education is to know your own people."


What do you know about your family's history?  (Only share details you are comfortable sharing with the class.)


2.
After reading Graetz's description of the Hasidim (the plural for Hasidic Jews) as "vulgar and disgusting," Danny says: "It's awful to have someone give you an image like that of yourself."


Have you ever read something shocking written about the culture, race, religion, etc. you identify with?


3.
This is an amazing lecture given by a young Nigerian author, Chimamanda Adichie, on Ted Talks.  She discusses her experiences growing up in a middle class family in Nigeria, and studying at an American university.  She discusses the "danger of a single story."
"The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” (Chimamanda Ngozi Adichie )


If you are having trouble answering any of these questions, I think this video may inspire you.




Feel free to also post any additional comments that you didn't get to discuss from today's class.



Wednesday, April 25, 2012

Assumptions

I found this video on YouTube today.  I really enjoyed it and wanted to share.  I think it connects nicely to our recent discussions in class.

African Men. Hollywood Stereotypes.

What's your impression of the video?  What do the makers of the video claim is the source for the assumptions?  Can you think of other sources?

What assumptions did you have about Orthodox and Hassidic Jews before reading The Chosen?  Where did your assumptions come from?

How did the novel help you see these groups in a new way?

(8&9) Most Important Phrase

Choose the phrase that best reveals the assumptions and bias of Danny and Reuven.

Post the phrase here.

Describe what you think this reveals.

Monday, March 26, 2012

Note on the Revision HomeWork

Monday 3/26
I will not have time to respond to every student before this evening, so your revision will be due Wednesday.

Describing Effect


So, you've learned how to identify some literary elements (these are patterns observed by scholars of literature).  You can recognize those patterns too.  Now what?


The next step is figuring out what those elements actually do. Let's assume that Shakespeare isn't just showing off, that he has a point.  He wants us to understand something about his play: the characters, the plot, and the meaning we can take from this.  He also wants his audience to react: sympathy for some characters, fear or anger at particular events.  


For our discussions, we will consider effect through these two terms.




Two Rules for "Effect"
1. Character/Plot/Meaning: What does the literary element reveal about the character or meaning of the events?
2. Your experience: What do you experience while you read the text (or watch a film, or listen to a radio play, or see an image)?

Thursday, March 22, 2012

Previewing the 1953 film (Periods 8&9)


Comparing your reading of Antony's soliloquy to the 1953 film version, directed and adapted for the screen by Joseph L. Mankiewicz. (This links to the IMDB page).




1. Print the soliloquy.  If you have trouble printing, you can write it out, but double space to leave room for marking. What does Antony sound like when you perform this soliloquy in your head?  This will be your interpretation.
     -Mark the shifts in tone.
     -Which words are emphasized?
     -What is the overall effect?


2. Listen to mp3 of Marlon Brando's performance: Brando's "Dogs of War" mp3.  Don't read along.  
      -Listen and concentrate on the sound.  Notice the long silence before he begins speaking.  Brutus has just left with the conspirators to address the public.  Antony is walking over toward Caesar's corpse.
      -Listen again with the handout.  Mark shifts in tone.  Which words are emphasized?  What is the overall effect?


3. Make predictions about the film.  What actions will Brando do while he is speaking?  How will the director capture this scene?


4. Watch the clip.
Film: Brado's Dogs of War  (This is a link to a .mov file.  You need Apple Quicktime to play it.  You can also use the YouTube link if this doesn't work for you. If you are watching this somewhere that blocks YouTube, I wanted you to have a second option.)  Film: YouTube link.
     -What is the total effect?  Consider Brando's performance, the stage, Mankiewicz's choices with the camera.




Just for fun: Comedian and impressionist Jim Meskimen performs Antony's funeral address in the voices of actors and famous people: Sir Ian McKellen (a.k.a. Gandolf the Grey & Magneto), JFK, George W. Bush, Napoleon Dynamite, and some other people you probably won't recognize. Jim Meskimen's Antony




Here's the whole film, if your interested.  There's probably easier ways to watch it at home.  I'm sure you can "borrow" it somewhere on the Internet.  This link will take a while, so click it, and go make some pop-corn, or take care of some chores you parents have been begging you to do.
Complete 1953 Film: William Shakespeare's Julius Caesar

Previewing the 1953 film (Periods 2&3)

Comparing your reading of Antony's soliloquy to the 1953 film version, directed and adapted for the screen by Joseph L. Mankiewicz. (This links to the IMDB page).




1. Print the soliloquy.  If you have trouble printing, you can write it out, but double space to leave room for marking. What does Antony sound like when you perform this soliloquy in your head?  This will be your interpretation.
     -Mark the shifts in tone.
     -Which words are emphasized?
     -What is the overall effect?


2. Listen to mp3 of Marlon Brando's performance: Brando's "Dogs of War" mp3.  Don't read along.  
      -Listen and concentrate on the sound.  Notice the long silence before he begins speaking.  Brutus has just left with the conspirators to address the public.  Antony is walking over toward Caesar's corpse.
      -Listen again with the handout.  Mark shifts in tone.  Which words are emphasized?  What is the overall effect?


3. Make predictions about the film.  What actions will Brando do while he is speaking?  How will the director capture this scene?


4. Watch the clip.
Film: Brado's Dogs of War  (This is a link to a .mov file.  You need Apple Quicktime to play it.  You can also use the YouTube link if this doesn't work for you. If you are watching this somewhere that blocks YouTube, I wanted you to have a second option.)  Film: YouTube link.
     -What is the total effect?  Consider Brando's performance, the stage, Mankiewicz's choices with the camera.




Just for fun: Comedian and impressionist Jim Meskimen performs Antony's funeral address in the voices of actors and famous people: Sir Ian McKellen (a.k.a. Gandolf the Grey & Magneto), JFK, George W. Bush, Napoleon Dynamite, and some other people you probably won't recognize. Jim Meskimen's Antony




Here's the whole film, if your interested.  There's probably easier ways to watch it at home.  I'm sure you can "borrow" it somewhere on the Internet.  This link will take a while, so click it, and go make some pop-corn, or take care of some chores you parents have been begging you to do.
Complete 1953 Film: William Shakespeare's Julius Caesar

2&3: Continue the Discussion (3/22)

Class is short.  Do you have more to say? Continue the conversation.

Wednesday, March 21, 2012

Literary Resources

This link is as much for me (so I don't lose it) as it is for you.  This in an unbelievably comprehensive collection of scholarship, definitions for literary terms, grammar, poetry, and so much more.

Dr. Wheeler's Website

On Irony (Periods 8-9)


Click the link to open the pdf file: The Three Most Common Uses of Irony.  (The Oatmeal is the name of the comic, and the artist also refers to himself as "The Oatmeal.") You can post here.


This comic covers dramaticsituational, and verbal irony.  Read the comic and reread Act III Scene i.  Identify at least three examples of irony from the text and describe the effect.  Don't repeat examples.  If other students have used your examples, you can discuss your interpretation of the effects by replying in the comments.


For example: We know that this play is called The Tragedy of Julius Caesar, and there are numerous warnings and portents that Caesar's murder is coming.  We know that Caesar is doomed, but he doesn't seem aware.  This is dramatic irony.


In describing the effect, we might consider: What do you think about Caesar's character?  Do you feel more sympathetic toward him knowing he is doomed to die?  Or does he just seem like a stubborn fool,  walking to his own death?


Begin describing effect in terms of your feelings toward the character.



For all discussions of literary elements, I want you all to begin going further and considering: What does this element "do" here?  For example, doctors can begin by identifying.  "This cell here in the pancreas is a cancer cell."  But doctors must go further if they want to treat that cancer.  They must consider: "What does this cancer cell do?  How does it affect the surrounding cells?  How does it affect the organ, and the person?"
     Literature is not exactly like biology.  But a clear sign to me that you understand the form and function of a text, is your ability to describe the effects on you as a reader.





Bonus: In The Oatmeal comic, what is ironic about the Oatmeal's final thought on irony?  

On Irony (Periods 2-3)




Click the link to open the pdf file: The Three Most Common Uses of Irony.  (The Oatmeal is the name of the comic, and the artist also refers to himself as "The Oatmeal.") You can post here.



This comic covers dramaticsituational, and verbal irony.  Read the comic and reread Act III Scene i.  Identify at least three examples of irony from the text and describe the effect.  Don't repeat examples.  If other students have used your examples, you can discuss your interpretation of the effects by replying in the comments.


For example: We know that this play is called The Tragedy of Julius Caesar, and there are numerous warnings and portents that Caesar's murder is coming.  We know that Caesar is doomed, but he doesn't seem aware.  This is dramatic irony.


In describing the effect, we might consider: What do you think about Caesar's character?  Do you feel more sympathetic toward him knowing he is doomed to die?  Or does he just seem like a stubborn fool,  walking to his own death?


Begin describing effect in terms of your feelings toward the character.



For all discussions of literary elements, I want you all to begin going further and considering: What does this element "do" here?  For example, doctors can begin by identifying.  "This cell here in the pancreas is a cancer cell."  But doctors must go further if they want to treat that cancer.  They must consider: "What does this cancer cell do?  How does it affect the surrounding cells?  How does it affect the organ, and the person?"
     Literature is not exactly like biology.  But a clear sign to me that you understand the form and function of a text, is your ability to describe the effects on you as a reader.





Bonus: In The Oatmeal comic, what is ironic about the Oatmeal's final thought on irony?  

Questions and Comments for Act III (periods 8-9)


Please review the directions from the previous post on "Unanswered Questions." Your task is the same: post questions or Ah-HA! momments and comment on another student's post.

Tuesday, March 20, 2012

Questions and Comments for Act III (periods 2-3)

Please review the directions from the previous post on "Unanswered Questions." Your task is the same: post questions or Ah-HA! momments and comment on another student's post.

Sunday, March 11, 2012

Information on Caesar Performances

Check this post for updated links to information.

Throughout the Caesar unit we will be comparing several performances of Shakespeare's text.  When comparing different forms (film, radio, cartoon, etc.) it is important to distinguish from the text and a performance of the text.

Think of Shakespeare's text as a musical score.  The score provides direction (how fast or slow to play, for example) and the content (the musical notes).  However, when a violinist performs this score, this is unique interpretation.



When you say "Cassius seems jealous of Caesar"; you are describing Shakespeare's text

When you refer to the Radio play, use the actor's name: "Colin McFarlane's Cassius sounded much more sinister than I imagined when reading the play."  Colin McFarlane is the actor who performs Cassius.

1.     Information on Radio Caesar.

Thursday, March 8, 2012

Radio Shakespeare (Periods 8-9)


Below is a link to the radio performance of Julius Caesar. 


Task: 
1. Review your notes from Friday's class about tone and shifts in tone.  How did your group imagine Cassius and Brutus?


2. Play the audio file.  (I.i.113-220 begins at about 9 minutes into the recording). Listen to the tone of the actors.  
     Begin with Cassius.  Describe the shifts in tone employed by the actor.
     Listen again for Brutus. Describe the shifts in tone employed by the actor.


3. Write a response. Due Monday.  Post your response in the Comments section.
      Compare and Contrast the choices made by your group and the choices of the actors.
      From the radio performance: How do the shifts in tone indicate the tactics being used?


Opening the file: When you click on the link it will open a separate page.
Radio Julius Caesar


Update: If you are having trouble playing the file, I cut an alternate mp3 to include only Act I.  
Act I

Radio Shakespeare (Periods 2&3)

Below is a link to the radio performance of Julius Caesar. 


Task: 
1. Review your notes from Friday's class about tone and shifts in tone.  How did your group imagine Cassius and Brutus?


2. Play the audio file.  (I.i.113-220 begins at about 9 minutes into the recording). Listen to the tone of the actors.  
     Begin with Cassius.  Describe the shifts in tone employed by the actor.
     Listen again for Brutus. Describe the shifts in tone employed by the actor.


3. Write a response. Due Monday.  Post your response in the Comments section.
      Compare and Contrast the choices made by your group and the choices of the actors.
      From the radio performance: How do the shifts in tone indicate the tactics being used?


Opening the file: When you click on the link it will open on the same page.  The file is large, so be patient.
radio Julius Caesar

Update: If you are having trouble playing the file, I cut an alternate mp3 to include only Act I.  
Act I




Citing Shakespeare in MLA

Here's a concise guide for citing lines and passages from Shakespeare in MLA format.

Periods 8&9: Unanswered Questions for Acts I & II


Our class time is short.  There many questions and insights that result from classwork and homework.  I don't want your ideas to go unnoticed.


Your task: 
     1. Review your notes and annotations from Acts I & II.  
What questions remain unanswered?  Are you confused about the events of a particular scene?  The meaning of a particular line?  Maybe there's a word and you just can't find a definition that makes sense in context. 
           Or...
Share one of those "Ah-HA!" moments.  Maybe there was a passage you couldn't make sense of.  You came back to it.  You reread those lines.  You read those lines again.  And again.  You went to your dictionary.  But the events still weren't clear.  So you wrote out a question and...Ah-HA!  It clicked.  And you understand this passage in a whole new way.  Tell us about your insight.


2. Click on the comments link below this post.  Read through the questions and comments of your classmates.  Post your questions and insights, with the relevant line notations (for ex: II.ii.999).


3. Comment on another student's comment.  Click on reply directly under the student's comment.


IMPORTANT: Make sure your commenting on the right post.  This post is for the morning class, periods 8 & 9.

Periods 2&3: Unanswered Questions for Acts I & II

Our class time is short.  There many questions and insights that result from classwork and homework.  I don't want your ideas to go unnoticed.


Your task: 
     1. Review your notes and annotations from Acts I & II.  
What questions remain unanswered?  Are you confused about the events of a particular scene?  The meaning of a particular line?  Maybe there's a word and you just can't find a definition that makes sense in context. 
           Or...
Share one of those "Ah-HA!" moments.  Maybe there was a passage you couldn't make sense of.  You came back to it.  You reread those lines.  You read those lines again.  And again.  You went to your dictionary.  But the events still weren't clear.  So you wrote out a question and...Ah-HA!  It clicked.  And you understand this passage in a whole new way.  Tell us about your insight.


2. Click on the comments link below this post.  Read through the questions and comments of your classmates.  Post your questions and insights, with the relevant line notations (for ex: II.ii.999).


3. Comment on another student's comment.  Click on reply directly under the student's comment.


IMPORTANT: Make sure your commenting on the right post.  This post is for the morning class, periods 2 & 3.



Tuesday, February 28, 2012

Printable Caesar

I found a full version of the text, with printable PDF's, no annoying advertisements , and the line numbers!


Click this link: Printable Caesar.


Are you as excited by this as I am?


If you're interested in reading more Shakespeare (Hamlet makes for wonderful summer reading), here's the home address with links to PDF's and resources for all of Shakespeare's plays: Open Source Shakespeare.

Friday, February 17, 2012

Questions from Friday's Class


Important: Please keep evidence of your process and progress. This includes your drafts, peer editing notes, revisions, planning, etc.


1. Do we have to site our sources in the body of the articles? 



  • No. Reference sources as a reporter would: Hesiod stated...; Apollonius claims...Achilles was such a jerk, according to Homer.
  • You will submit a separate works cited page, in accordance to your previous class work, in MLA format.



2. Where can I find newspaper templates?

  •           Right now, I don't know. If you find a useful template application online, please let me know, and I will share this with the class. Of course, contributing resources for the benefit of your peers will be rewarded with extra credit toward homework or class grades.



3. How many articles can we include?

  • Infinity, or however many the limits of your workload permits. If you are particularly inspired by this project, include as much as you want; it will be seen by your peers. If you want to make a Sunday edition, complete with a coupon circular for whatever the ancient Greeks had instead of supermarkets, I won't inhibit you.



4. What is a masthead?







5. How long should our articles be?



  • Your form and audience should be your guide.
  • When we return from break, I will ask you to note some of the decisions you've made. If your newspaper is intended to be news on the go, something like Metro, then the articles will be short, and the quality of the article will be evident with your ability to be exact and concise. If you're writing an editorial, we would expect thoughtful and developed arguments (This must be longer than a news-brief).

Wednesday, February 15, 2012

Links for Reading

Here's a page for you to share any resources you find that you think could be helpful to your classmates.  If you find an online version of your myth, please go to the link below and share it!

http://www.wallwisher.com/wall/Ifoundamyth

Alternatives to Drawing



When I told some friends about our newspaper project (they are both art teachers, also from Teachers College, Columbia), they were very excited.  However, they insisted that I offer you some other options for creating your image.


Below are some examples from my friend's class.  Their assignment was to use a newspaper for the source materials for a collage.  Collage can be a powerful method to express ideas.  Unfortunately, we don't have time to do this lesson at school.  


Here are some other techniques you can try:

  • Cutting an image into squares/stripes and rearranging them
  • Combining stripes of different images
  • Cutting out a silhouette/leaving the empty space
  • Photomontage
  • Charcoal/chalk pastel in picture

NOTE: This is not an assignment.  If you prefer to draw, please do.  However, you do need an image to accompany your article.