So, "My Brother Sam..." begins and there are already some fireworks!
Sam comes home in a huff.
Father loses it.
These two need some serious counseling.
We need a group of Sams, a group of Fathers, and some counselors.
Sams: Research his point of view. Get to the bottom of his passion for this war.
Father: Research his point of view. Get to the bottom of his absolute disdain for war.
Counselors: Try to mediate the situation by helping both sides see the other's point of view. Help them relate to each other.
HW: Complete "quotes and notes" and reading for tomorrow. See the previous blog post for details.
Thursday, February 12, 2015
Wednesday, February 11, 2015
HW for Friday
Name____________________________
1. Please read Chapters 1-3 in My Brother Sam is Dead by Friday
2. Take note of 4 moments when we get a sense of how Tim Meeker feels or thinks
about war.
3. Please write out the quote and the page
number where you found the quote. After each quote, please explain the subtext
(elaborate on the idea—what can the quote tell us about Tim?)
Tuesday, February 10, 2015
Synthesizing Information
Synthesis: A combination of ideas to form a conclusion or new thought.
Task: Considering all 5 texts we have read so far, create a visual (symbolic or literal) that represents how war transforms the individual. On the back, please write 3-5 descriptive sentences that explain your visual.
You need not just focus on "The Sniper" or "The Rising of the Moon." Recall the articles regarding the psychological reasons why people go to war. This also can help us explain the transformations that war causes within people.
Why we go to war (CNN article that discusses the "we're smarter than the next person" theory)
Why do human beings keep fighting (Guardian article that discusses the "us versus them" appeal of war)
Why do nations go to war ( article that discusses two falsehoods of why we go to war)
"The Rising of the Moon"
'The Sniper"
Why do human beings keep fighting (Guardian article that discusses the "us versus them" appeal of war)
Why do nations go to war ( article that discusses two falsehoods of why we go to war)
"The Rising of the Moon"
'The Sniper"
Monday, February 9, 2015
The Rising of the Moon
We are going to act out a short play in order to compare perspectives on war/conflict.
"The Rising of the Moon" (song)
Historical context for the song
My attempt at History:
"The Rising of the Moon" is a One Act play by Lady Gregory, first performed in 1907. The play deals with the ongoing tension between Irish nationalism and loyalty to the British government.
PLEASE NOTE: The POLICEMEN in the play (Sergeant included) are Irishmen working for the British government. Great Britain governed this part of Ireland at the time. Nationalists were known as rebels, and they organized demonstrations (some violent) to liberate Ireland from British rule. Anyone involved in the Nationalist party was thought as a threat. The fugitive in this play is thought to be a very dangerous leader of this party.
Why does the Sergeant let the man go?
"The Rising of the Moon" (song)
Historical context for the song
My attempt at History:
"The Rising of the Moon" is a One Act play by Lady Gregory, first performed in 1907. The play deals with the ongoing tension between Irish nationalism and loyalty to the British government.
PLEASE NOTE: The POLICEMEN in the play (Sergeant included) are Irishmen working for the British government. Great Britain governed this part of Ireland at the time. Nationalists were known as rebels, and they organized demonstrations (some violent) to liberate Ireland from British rule. Anyone involved in the Nationalist party was thought as a threat. The fugitive in this play is thought to be a very dangerous leader of this party.
Why does the Sergeant let the man go?
Thursday, February 5, 2015
Found Poems Due Friday
Agenda: Mini-lesson on arranging phrases into lines.
Think about the different combinations of lines you can create. While you shouldn't over think, the obvious arrangement might not always be the most moving. Both fragments and complete thoughts work here.
Your TYPED Found Poems are due tomorrow. You may write in any font you choose. Please be reasonable. The ideal word range is 50-100 words.
Tomorrow in class, we will have a "cafe poetry" sharing session.
Aside from sharing your found poem (voluntarily of course), you will be required to describe your thought process. Be able to explain how each part of your poem contributes to your purpose.
Think about the different combinations of lines you can create. While you shouldn't over think, the obvious arrangement might not always be the most moving. Both fragments and complete thoughts work here.
Your TYPED Found Poems are due tomorrow. You may write in any font you choose. Please be reasonable. The ideal word range is 50-100 words.
Tomorrow in class, we will have a "cafe poetry" sharing session.
Aside from sharing your found poem (voluntarily of course), you will be required to describe your thought process. Be able to explain how each part of your poem contributes to your purpose.
Wednesday, February 4, 2015
Mini lesson on imagery
imagery- the use of vivid descriptions that often appeal to the senses (touch, taste, hearing, smelling, seeing)
Tuesday, February 3, 2015
Found Poem
"The Sniper" is short story about the subject of war. What point is the author making about war in general?
A found poem recasts the story in a different genre: POETRY!
But there's a catch...you have to leave the language pretty much as you "found it"
This activity not only has you think about purpose while writing, but it also requires you to pay attention to word-choice and language.
The nitty-gritty: Represent the story in a new way. The goal isn't to retell the story in fewer words. The goal is to bring the subtext (the feelings and the ideas) to light.
1.Choose powerful and descriptive phrases that convey the author's idea of WAR.When doing this, consider the descriptions of characters, action, and setting.
2. Then, go through the story selecting powerful, descriptive phrases and lines that relate to the idea of war.Highlight or write these words in your journals. Be sure to provide the page number as well. Your looking for about 50-100 words.
3. Once your list is completed, eliminate dull or unnecessary lines.
4. You can make minor changes to the words (capitalization, punctuation, tenses), but nothing else!
5. You may add up to two little words, but that's it. JUST 2.
Copy the words and phrases into your journal or type them in a word processor. Space or arrange the words so that they’re poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
• Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it’s probably right.
• Arrange the words so that they make a rhythm you like. You can space words out so that they are all alone or allruntogether.
• You can also put key words on lines by themselves.
A found poem recasts the story in a different genre: POETRY!
But there's a catch...you have to leave the language pretty much as you "found it"
This activity not only has you think about purpose while writing, but it also requires you to pay attention to word-choice and language.
The nitty-gritty: Represent the story in a new way. The goal isn't to retell the story in fewer words. The goal is to bring the subtext (the feelings and the ideas) to light.
1.Choose powerful and descriptive phrases that convey the author's idea of WAR.When doing this, consider the descriptions of characters, action, and setting.
2. Then, go through the story selecting powerful, descriptive phrases and lines that relate to the idea of war.Highlight or write these words in your journals. Be sure to provide the page number as well. Your looking for about 50-100 words.
3. Once your list is completed, eliminate dull or unnecessary lines.
4. You can make minor changes to the words (capitalization, punctuation, tenses), but nothing else!
5. You may add up to two little words, but that's it. JUST 2.
Copy the words and phrases into your journal or type them in a word processor. Space or arrange the words so that they’re poem-like. Pay attention to line breaks, layout, and other elements that will emphasize important words or significant ideas in the poem.
• Read aloud as you arrange the words! Test the possible line breaks by pausing slightly. If it sounds good, it’s probably right.
• Arrange the words so that they make a rhythm you like. You can space words out so that they are all alone or allruntogether.
• You can also put key words on lines by themselves.
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