Quarter 4, Week 8 Agenda

Note: All of class time this week will be spent on the joint World Cultures/World Literature final project.

Monday, 5.23
Introduce project. Begin brainstorming and formulating ideas.

Tuesday, 5.24
Preflection sheet due. Begin creating story.

Wednesday, 5.25 & Thursday, 5.26
Creating your story.

Friday, 5.27
A complete draft of your story is due.

Thursday, 6.2 & Friday, 6.3
Presentations. Reflections due.

Quarter 4, Week 7 Agenda

Monday
In Class: Close passage analysis.
Homework: JP pp. 102-121.

Day 2
In Class: Visiting the chief.
Homework: JP pp. 122-142.

Thursday
In Class: "Signatures washing away."
Homework: JP pp. 143-160

Friday
In Class: Interpreting--and embracing--ambiguity.
Homework: July's People close annotation and thesis statement.

Contextualizing "July's People"

Learn more about:

• South African Apartheid
• Nadine Gordimer and the South African Experience

Quarter 4, Week 6 Agenda

Monday
In Class: Orienting ourselves in July's People.
Homework: JP pp. 15-33.

Day 2
In Class: Passage work on objects, possession, perspective, and context.
Homework: JP pp. 34-56.

Thursday
In Class: Possessions and perspective, continued.
Homework: JP pp. 57-80.

Friday
In Class:
Homework: JP pp. 81-101.

Quarter 4, Week 5 Agenda

Monday
In Class: Reading day.
Homework: Period 4: Finish In the Pond. Period 5: ITP thesis statement and supporting quotations.

Day 2
In Class: Closing discussion on ITP and go over essay assignment.
Homework: ITP thesis statement and supporting quotations.

Day 3
In Class: Writing Workshop.
Homework: ITP essay, due via Turn It In before class meets on Friday.

Friday:
In Class: Begin July's People.
Homework: July's People, pp. 1-14.

The Use of Metaphors

In a New York Times Opinion piece, Poetry for Everyday Life, columnist David Brooks writes that metaphors are central to our thought life, and thus are worth a closer look.

Anna in the Tropics Resources

• reviews of the play
  
• a radio segment on lectors: "El Lector, He Who Reads"
• about the playwright: "A Little Bit of Magic: The World of Nilo Cruz"
• interview with Nilo Cruz
  

Quarter 4, Week 1 Agenda

Monday
In Class: Begin Anna in the Tropics.
Homework: Read Anna Act 1, Scenes 1-4 (pp. 9-35) and "The Alphabet of Smoke" (pp. 85-89) for Friday.

Tuesday
In Class: Ninth grade field trip American As Curry Pie. See post titled "Field Trip Reminder" below.
Homework: Living in Two Worlds, due Thursday.

Wednesday
Work day.

Thursday:
In Class: Discuss Tuesday's play.
Homework: Same as Monday. Anna Act 1, Scenes 1-3 (pp. 9-35).

Friday
In Class: Inhabiting a character.
Homework: Anna Act 1, Scene 4 - Act 2, Scene 1 (pp. 35-62).

Field Trip Reminder

A reminder that on Tuesday, April 5, the entire ninth grade will attend the play American As Curry Pie. We'll leave after period two and before assembly. We will return to school by 1:00. You'll miss all of periods four and three and may be late to period seven. Bag lunches will be distributed after the performance.

American As Curry Pie is written and performed by former Blake Diversity Director, Aamera Siddiqui

, and is directed by Meena Natarajan and Suzy Messerole. Below is the play description, taken from the History Theatre's website:

We’ve all felt like we didn’t fit in, whether we grew up in our hometown or moved to a new country when we were 6. For Aamera Siddiqui, growing up as an immigrant in the United States was a balancing act between her Indian heritage and her American surroundings. Aamera’s world consisted of one country inside the four walls of her family’s home and another country outside those walls. Curried peas and hot dogs, Catholic school uniforms and colorful saris, Urdu and English all blended and bounced off one another to shape Aamera’s identity.
Told with honesty and humor, American as Curry Pie is one woman’s story about immigration, assimilation, and discovering what it means to be an American.

And here's a review of the play by the Pioneer Press's TwinCities.com: "'Curry Pie' offers generous portions of American culture."

Quarter 3, Week 9 Agenda

Monday is the last day for in-class performance preparation. Performances run Tuesday through Friday and will take place in the auditorium.

Tuesday (9:50-10:55)
Amanda & Molly
Alex & Meghna
J.R. & Maddy

Wednesday (11:25-12:30)
Christopher, Danny, & Jake
Bryan, Ryan, & Grant
Charlie, Henry & Luke

Thursday (11:35-1:50)
Grace, Preston, & Taylor
Emma & Noah
James & John
Tyler
Emma, Jess & Anne
Nina, Sully, & William

Friday (11:45-12:30 & 2:15-3:00)
Hanad
Coleman, Eric, & Teddy

Friday's Guest Speaker

My aunt, Lisa Paul, will be speaking to the combined class period four this Friday. She'll be in town promoting her recently published memoir, Swimming in the Daylight: An American Student, A Soviet-Jewish Dissident, and the Gift of Hope, which is a real-life account that encompasses our overarching class themes: the three Ps and the power of story.

According to her website,

[Swimming in the Daylight] is a remarkable story of a Russian teacher who reveals an indomitable spirit to her American student and imparts an unforgettable lesson: it is possible to swim in the daylight of hope even amid an ocean of darkness and despair. Set in the years just before the collapse of the Soviet Union, this is the story of the improbable friendship between Lisa Paul, a young college student from the American Midwest, strong in her Catholic faith, and Inna Kitrosskaya Meiman, an internationally known Soviet Jew whose own government forbids her from receiving medical treatment abroad. As both women hold tight to the strength of their friendship, Lisa takes dramatic action to help Inna, and never gives up hope for her freedom. This moving account will inspire new generations to fight for the causes in which they believe.

In preparation of Friday's class, check out this video: Lisa Paul interview.

Quarter 3, Week 8 Agenda

Monday 3.7 through Friday 3.11
This week, both in class and as homework, you'll revise and rehearse your play. All classes will be held in the library.

Note: Period four Friday we'll be in the Forum for a special presentation from a guest speaker. See post above for more information.

Quarter 3, Week 7 Agenda

Monday, 2.28 through Thursday, 3.3
This week, both in class and as homework, you'll write and rehearse your play. All classes will be held in the library.

Friday, 3.4
Conferences; no school.

Uh-Oh

In the New York Times:

Book Lovers Fear Dim Future for Notes in the Margins, by Dirk Johnson

In a digital world, scholars see an uncertain fate for an old and valued practice.

Quarter 3, Week 6 Agenda

Tuesday, 2.22 - Thursday, 2.24
In Class: Write play
Homework: Write play. First draft due next Monday, 2.28.

Friday, 2.25
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “Mrs. Sen’s.”
• Social Studies: Work on play in the library.

Homework: TBD.

Quarter 3, Week 5 Agenda

Note: Monday report to classrooms, Tuesday through Thursday report to the library.

Monday, 2.14
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “A Real Durwan.”
• Social Studies: Primary Source Activity

Homework: Primary Source worksheet and have three good play scenarios to hand in.

Tuesday, 2.15 & Wednesday, 2.16
In Class: Revise paper. Discuss play scenarios with your group and your teachers. You must have a final play scenario by Tuesday, February 22.
Homework: Revise paper and think about play scenarios.

Thursday, 2.17
* Second draft of paper due today. *
In Class: Revise Paper. Discuss play scenarios with your group and your teachers (You must have a final play scenario by Tuesday, February 22).
Homework: Finalize play scenarios and begin to write play.

Friday, 2.18
Faculty Professional Development day; no class.

Maximize Net Searches

New York Times: "Ten Simple Google Search Tricks."

Life of Pi Illustration

This was passed along to me by former student, Catherine Hua:

"[This] is an illustration by Tomer Hanuka, an Israeli-born artist. He has illustrated for numerous distinguished magazines and newspapers and his work has won several awards. One of his images includes a visual representation of Life of Pi, which I thought you (and perhaps your classes) would enjoy, even though I am sure the reading and analysation (sic) of Yann Martel's work has long been completed. It's an illustration of Pi, fish in hand (and tied to the lifeboat), and Richard Parker."

Watch Sage compete in France

Here's the video link to Sage's synchronized skating French Cup competition: Sage French Cup. It's quite the spectacle. Enjoy!

Quarter 3, Week 4 Agenda

Note: All week will be spent in the library.

Monday, 2.7
In Class: Research and write.
Homework: Write first draft of your research paper. Also, for next Monday in World Lit, read “A Real Durwan” and type a Gem of between 150-200 words.

Tuesday, 2.8
In Class: Research and write.
Homework: Write first draft of your research paper.

Wednesday, 2.9
In Class: Work on first draft of research paper.
Homework: Write first draft of your research paper.

Thursday, 2.10
In Class: Work on first draft of research paper.
Homework: Finish first draft of your research paper. Due at the end of class on Friday.

Friday, 2.11
In Class: Finish first draft of research paper.
Homework: Write second draft of play scenarios and prep for Monday's Interpreter of Maladies student-led discussion on “A Real Durwan.”

Quarter 3, Week 3 Agenda

Note: Monday through Thursday report to the library; Friday report to classrooms.

Monday, January 31
In Class: Research. Meet with teachers about thesis and scenarios.
Homework: Continue research. Try to create ten note cards a day. Also, for Friday in World Lit, read “Interpreter of Maladies” and complete a Gem of 150-200 words for preparation.

Tuesday, February 1
In Class: Research.
Homework: Continue research.

Wednesday, February 2
In Class: Research.
Homework: Research.

Thursday, February 3
In Class: Research.
Homework: Read “Interpreter of Maladies” and prepare for discussion.

Friday, February 4
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “Interpreter of Maladies.”
• Social Studies: Outlines and paper organization.

Homework: Each student should create an outline of their paper.

Hennepin Co. Library

Hours & Locations

Contextualizing "When Mr. Pirzada Came to Dine"

Knowing about Partition will help you to contextualize the events that take place in "When Mr. Pirzada Came to Dine." In conjunction with this write up on Indian Partition, take a look at the map below. (Click on it to make it larger.)

Quarter 3, Week 2 Agenda

Note: Monday through Thursday report to the library; Friday report to classrooms.

Monday, 1.24
In Class: Ms. Buchanan's research presentation; continue research.
Homework: Research; set a goal to create ten note cards every day. By Friday, you'll need a total of sixty note cards each. Also, for Friday in World Lit, read “When Mr. Pirzada Came to Dine” in Interpreter of Maladies and complete the preparation side of the discussion preparation and reflection sheet.

Tuesday, 1.25
In Class: Continue research.
Homework: Write a preliminary bibliography of five good secondary sources and two good primary sources each. (Partners may not submit the same lists.)

Wednesday, 1.26
In Class: Continue research.
Homework: Research and stay on pace with note cards.

Thursday, 1.27
In Class: Continue research. Discuss possible thesis statements with teachers.
Homework: Research and stay on pace with note cards.

Friday, 1.28
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “When Mr. Pirzada Came to Dine.”
• Social Studies: Thesis statements lesson.
  

Homework: Write preliminary thesis and play scenario.

Top Ten Research Sources

Below are ten excellent sources for research. Do not come to us saying, “I can’t find any information!” until you have used every one of the resources on this list. Lastly, avoid Google. (“Joe’s Gandhi Page” is probably not as reliable as Encyclopedia Britannica.)

• US Library Catalog: use the computers in the library to find books.
• Hennepin County Library: Use the US Media Resources page (under Local Libraries) and your library card to search. You can have books sent to your local branch.
• MN Link: Interlibrary loan. Fill out a request form (get them from Ms. Arnott) to have any book from any library in the state sent here, to Blake US. Limit yourself to five books total for the project; make sure they are ones you can’t get from closer libraries and that you’re far enough into your project that you know that they’ll have good information. Do not get them all five at once, since you can only keep them for a short time.
• Questia: Excellent source of books online. Find it on the US Media Resources page, under Databases, then Student Resource Collections. Have one partner get a password from Ms. Arnott.
• Britannica Online: A great place to start your research. On the US Media Resources page (under Databases, then Encyclopedias). You can use it free at school (or at home by using the password given to you).
• New York Times: Includes the historical archives via #2 above.
• Internet History Sourcebook: Find it on the US Media Resources page, under Subject Specific Links, then History, then Primary Sources.
• Repositories of Primary Sources: Good for finding primary sources, once you have a good overview of your topic. Find it on the US Media Resources page, under Subject Specific Links, then History, then Primary Sources.
• World History Resource Center: Best to use once you have a pretty good sense of your topic so you can search for specific information. Find it on the US Media Resources page, under Databases, then Student Resource Collections.
• Librarian’s Index to the Internet: It says it’s for US History Topics, but click “regions of the world” and you’ll find lots and lots of information, all sifted through for quality by professional librarians. Best to use once you have a pretty good sense of your topic so you can search for specific information. Find it on the US Media Resources page, under Subject Specific Links, then History.

Further Reading on/about Jhumpa Lahiri

"My Two Lives," by Jhumpa Lahiri, published in Newsweek on March 6, 2006

"The Quiet Laureate," by Lev Grossman, published in Time on Thursday, May 8, 2008

Quarter 3, Week 1 Agenda

Tuesday, January 18 (in AV-A room & library)
In Class: Introduction to History Play, explain how 3rd quarter will work and start partner selection.
Homework: Start thinking about topics. You will need a list of three by Thursday. Also, for Friday in World Lit, read “A Temporary Matter” in Interpreter of Maladies and complete the preparation side of the discussion preparation and reflection sheet.

Wednesday, January 19 (in library)
In Class: Topic exploration.
Homework: Narrow down your list to 3 topics. Due at the beginning of class on Thursday.

Thursday, January 21 (in library)
In Class: Topic exploration and narrowing.
Homework: Research your topics. Narrow down to one topic. Final topic due on Friday.

Friday, January 22 (in classrooms)
In Class: Meet separately for English and Social Studies discussions.

• English: Interpreter of Maladies student-led discussion on “A Temporary Matter.”
• Social Studies: Watch video examples of plays and learn about primary sources.

Homework: Research and write 20 note cards EACH and do primary source worksheet.

Quarter 2, Week 9 Agenda

Monday
In Class: Final Discussion of Master Harold.
Homework: In your notebook, address your assigned question. (1. What does Sam mean when he says that Hally "has hurt [him]self" (56)? How so? 2. What does Willie mean when he says that Sam has "also hurt [him]self" (57)? How so?) Also, choose three passages that could work well for the Table Reading assignment.

Day 2
In Class: Begin Master Harold Table Reading.
Homework: Prepare for Master Harold Table Reading.

Day 3
In Class: Master Harold Table Reading.
Homework: None.

Friday
Grade Activities Day; no classes.

Fugard & the Foxtrot

Quarter 2, Week 8 Agenda

Monday
In Class: Intro to Master Harold . . . & the boys.
Homework: Read Master Harold . . . & the boys pp. 3 - 21 ("the intellectual heritage of our civilization")

Day 2
In Class: Calibrating characters.
Homework: Reread pp. 16-21. Prepare for discussion by annotating the pages based on the following statements and questions:

• Look up any unknown words or allusions. Be sure you know the following: magnitude (16, 17); scalars (16, 17); intrepid (17); daunted (17); Winston Churchill (17); Napoleon (18, 19); Charles Darwin, The Origin of Species, and “The Struggle for an Existence” (19, 20); bigotry (20); Abraham Lincoln (20); William Wilberforce (20); and Shakespeare (20).
• Mark any patterns/motifs that you notice and consider their possible meaning/significance.
• Interpret any subtext. What is implied by what is said?
• What does the conversation between Hally and Sam reveal about each character? Pay particular attention to what Sam “sees” that Hally doesn’t (i.e. Hally’s blind spots). Why can’t Hally see what’s right there in front of him while Sam can?

Day 3
In Class: Hally's blind spots.
Homework: Master Harold pp. 21 ("So, who is it going to be?") - 40 ("trying to do it yourself.")

Friday
In Class: Recurring motifs & essential questions.
Homework: Master Harold pp. 40 ("Nothing.") - end.