December 19th, 2012

12/19/12

In Class:
Journal--Respond to the following quote: "All our knowledge begins with senses, proceeds then to the understanding, and ends with reason. There is nothing higher than reason." -Immanuel Kant

Studied Bloom's Taxonomy in regards to Meursault in The Stranger and Maslow's Hierarchy of Needs.

Final exam essay.

Exit surveys.

Homework:
Thanks for your hard work this block! Best of luck in your ongoing education.

December 14th, 2012

12/14/12

In Class:
Journal--Respond to the following quote: "We are always getting ready to live, but never living." -Ralph Waldo Emerson

Independently, each student wrote down facts and laws they have learned about existence: what are the laws of the world around you? What have you learned about being?
Discussion of perception by sensory experience: color and texture as subjective.
If your understanding of the world is based exclusively on your clearly subjective and unreliable perception, how can you be certain of what is real? This applies to the intangibles (love, freedom, justice), but even more to the actual standards of reality. How can you prove that anything exists outside of your own mind?
Transcendentalism, an existential theory promoted in America in the 19th century, posits the importance of the individual and the transcendence from assumed reality through self-reliance and appreciation of the natural, simple world. "Simplify, simplify." -Henry David Thoreau
Absurdism, the existentialist theory presented in Camus' works (including The Stranger), draws attention to the absurdness, meaningless, and intractability of existence in the real world.

Work period to:
- Finish The Stranger.
- Finish Literary Analysis #1.
- Catch up on missing/unfinished work.
- Work on/study for final.

Homework:
- Finish The Stranger.
- Finish Literary Analysis #1.
- Catch up on missing/unfinished work.
- Work on/study for final.

December 12th, 2012

12/12/12

In Class:
Journal--What does "A Modest Proposal" tell us about morality vs. practicality?
Discussion of "A Modest Proposal."
In pairs, students mapped out plot events of The Stranger so far using a flow chart. Reviewed with full class:

Lecture on and discussion of literary foils. Class identified foils within The Stranger, e.g.:

• Meursault and Marie
• Meursault and Salamano
• Raymond and Arabs

Introduced final project.

Homework:
Work on final project.
Finish The Stranger by Wednesday.

December 10th, 2012

12/10/12

In Class:
Journal: The Judeo-Christian model of moral behavior, the Ten Commandments, identifies 10 essential rules of virtue and goodness:
  You shall have no other gods before me.
  You shall not make for yourself an idol.
  You shall not take the Lord's name in vain.
  You shall remember the Sabbath day.
  You shall honor your father and mother.
  You shall not commit adultery.
  You shall not murder.
  You shall not steal.
  You shall not lie.
  You shall not covet.
Which of these standards are enforced by our legal code? Which are enforced by our social mores? Do you consider these ideas to be essential to being a 'good person?'

Discussed social institutions and ideals as constructed.
Defined terms of moral, immoral, and amoral in contrast to good and bad.
Discussion of the construction and human definition of morality; in theory, all events and actions are amoral, but humans attribute morality to those events and actions. "A Modest Proposal" by Jonathon Swift.

Homework:
Catch up on unfinished work.
Finish Part One of The Stranger.

December 5th, 2012

12/5/12

In Class:
Journal: Respond to the following quote: "One can acquire everything in solitude except character." -Stendhal
Read and discussed "Lost in Translation: What the First Line of 'The Stranger' Should Be" by Ryan Bloom. What sort of character does Meursault seem to be? How do Camus' style and our particular translation affect the character of Meursault?
Read "Volar" by Judith Ortiz Cofer.
Used remainder of class to:

• Work on outline and/or rough draft of Literary Analysis #1 (due Mon., 12/3)
• Work on Literary Analysis #1 (due Mon., 12/10)
• Read The Stranger through Pt. 1, Ch. 5 (due Mon., 12/10)
• Catch up on any missing work
• Identity illustrations (due Mon., 12/10)

Homework:
Finish Literary Analysis #1.
Read The Stranger through Part 1, Chapter 5.

December 3rd, 2012

12/3/12

In Class:
Collected outlines/rough drafts.
Journal : Recall your first day at Boulder Prep. How did people see you and define who you are? Is this the person you wanted them to see? Are you the same person today?
Lecture/discussion of various identity roles and characteristics, including 'ascribed' vs. 'achieved' status roles and 'inward' vs. 'outward' perception and portrayal.
Students individually listed 10 roles/characteristics which they saw as essential to their independent identities, then began the identity illustration mini-project (due Wednesday).
Class collaboratively read "Harrison Bergeron" by Kurt Vonnegut to discuss social and intellectual imprisonment and the idea of independence.

Homework:
Work on Literary Analysis #1.
Read Part One, Chapters 1-2 of The Stranger.

November 28th, 2012

11/28/12

In Class:
Read "Mending Wall" by Robert Frost and briefly discussed its relevance to The Tortilla Curtain.
Journal: Respond to the following quote: “Every act of rebellion expresses a nostalgia for innocence and an appeal to the essence of being.” - Albert Camus
Mini-lesson on different types of conflict--

• Person vs. person
• Person vs. society
• Person vs. self
• Person vs. nature
• Person vs. supernatural/technology

In pairs or independently, students completed this graphic organizer:



Students began evaluating sample essay for essential characteristics, e.g.:

• Plot summary 
• Quotes/textual evidence 
• Explanation of quotes
• Introduction 
• Thesis statement
• Conclusion 
• Thematic shift (where do I finish setting up the case and draw an insight?)

Distributed copies of our next novel, The Stranger by Albert Camus.

Homework:
Finish outline and/or rough draft of Literary Analysis #1 by Monday!
Review sample essay.

Tortilla Curtain Example Essay

I wrote a model essay for Literary Analysis #1 in order to give you an idea of my expectations and hopes. Your essay doesn't haven't to be a carbon copy of mine--I don't expect (or want) that. But this is the sort of analytical style I want to see.

You can download the essay as a PDF by clicking here.

November 26th, 2012

11/26/12

In Class:
Journal: Wade back through the last 15 pages of The Tortilla Curtain. Identify one passage--no longer than a paragraph--that sums up a theme or thread of the novel. Make note of this passage, and then briefly explain the theme or significance of the passage.
 
In groups of three, students reviewed the primary plot and character developments from Part Three of the novel. Each group should write a 2-paragraph summary of about a) what happened, and b) how the characters change or don't change.  
 
Individually, each student wrote an alternative ending to The Tortilla Curtain, beginning anywhere in the course of the plot.

Class reviewed Shane's model outline for Literary Analysis #1. An image is included below. Important notes:

a. I copied the passage into the outline so I had an easier time reviewing and quoting within my essay. Students should do this on their outlines/first drafts too.  b. I incorporated general ideas and sentence fragments, but focused mostly on thesis and structure/organization so I would have some idea where the essay was going. c. This is not the only way to format an outline, and I do not require any specific format; the purpose, rather, is to give you a starting point, some direction, and an opportunity to begin thinking more critically before writing.

 

Homework:

Work on your outline or rough draft; it is due next Monday, and you will not have much class time dedicated to it on Wednesday.

November 14th, 2012

11/14/12

In Class:
Journal--Describe an experience when the presence or absence of money somehow changed the course of your life.

The class was arbitrarily into two separate groups using traits beyond the control of group members (e.g., eye color, birth place, etc.). Each group began building a model bridge; one group used considerably weaker materials, while the other group had several material advantages. 

After testing and presenting the bridges, the class determined that the end result would have been much stronger if the class had collaborated, using the stronger materials of the 'advantaged' group and the ideas of the 'disadvantaged' group. This exercise demonstrates the inequity of resources and access in a stratified capitalist society, as well as revealing the futility of competition between various classes.

Introduction to Marxist literary critical theory, including ideology, socioeconomic status, hegemony, commodity fetishism, and reification. Introductory reading packet distributed to students.

Homework:
Finish The Tortilla Curtain by the end of break.
 

November 12th, 2012

11/12/12

In Class:
Journal: Respond to the following quote--
“Exclusion is never the way forward on our shared paths to freedom and justice.” -Desmond Tutu
 
Independently, students read and annotated “Putting up the Gates” by Edward J. Blakely and Mary Gail Snyder on gated communities and the 'fortress mentality.'
 
Discussed the mentality and social implications of gated communities, as well as the relation to The Tortilla Curtain:
   - What is a gated community? 
   - What are the primary rationalizations for living in a gated community? 
           Crime/safety; traffic; privacy; prestige  
   - What do Blakely and Snyder mean by ‘fortress mentality’? 
   - What is homogeneity, and how do gated communities encourage it?
    - How can gated communities be detrimental to actual community?
    - How does the plight for safety relate to the gated community mentality?
    - How does the gated community mentality reinforce social distinctions (e.g., classism, racism, etc.)?
    - In what specific ways do you think gated communities are inextricably intertwined with capitalism?
           Socioeconomic distinction and homogeneity; prestige and pride; media, developers, and real estate industry playing on the market of fear-mongering

Introduced Literary Analysis essay assignment. See assignment sheet in below post.

Homework:
Journals collected on Wednesday. (You should have 8 by the end of class on 11/14.)
Golden Lines collected on Wednesday. (Complete the sheet using The Tortilla Curtain text.)
Read through p. 265 of The Tortilla Curtain by Wednesday.
 

Tortilla Curtain Literary Analysis Assignment Sheet

Modern Literature – Literary Analysis ^#1

Due dates:

Outline and/or Rough Draft — Monday, December 3rd

Final Draft — Friday, December 7^th, 2012

In order to expand your knowledge of literature and cultivate your ability to critically analyze text, you will create a ‘close reading’ analysis of The Tortilla Curtain by T.C. Boyle. This exercise will both extend your interpretation of the novel and also foster your growth in critical thinking overall.

Assignment: Your task in this literary analysis is to develop a thoughtful, relevant thesis, which you will then expand and support throughout an organized essay. You shall use textual evidence to support and articulate your argument.

In order to create a focused close reading, you should choose a particular passage, chapter, or small section which represents a larger, overarching theme of the novel: think part-to-whole.

You may analyze any theme which you consider significant and insightful. However, some particular ideas may include:

·      Immigration and human rights ·      Gender roles ·      Classism ·      Racism and ethnic heritage	·      Family dynamics and structures ·      Fear and security ·      Social privilege ·      Humans’ relationship with the natural environment
…and many more.

Keep in mind, this is not a book report. You should not just summarize a particular passage, but draw some deeper, insightful conclusion regarding the passage. What are the big-picture implications, ideas, and themes that the passage (and, by extension, the book) communicates?

There is no page maximum or minimum; you should use as much writing as is necessary to convey your understanding—to prove that you’re an expert on this theme. If you need a number, though, shoot for five pages.

You must use MLA format. If you have any questions, consult the MLA Handbook, Purdue OWL (http://owl.english.purdue.edu/owl/resource/747/01/), or Shane.

Tips for success on this project:

·      Start early. The more time you allow yourself, the better your analysis will be.

·      Ask questions. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose a theme that really stuck out to you; then, find a passage that completely supports your insight. You might struggle if you try to complete the process in the opposite order.

Your paper will be graded by the rubric below.

Rubric:

Literary Analysis: Student develops an insightful, organized close-reading of his/her chosen passage from The Tortilla Curtain. The analysis should be built on a strong thesis and supported with textual evidence. The essay should be in MLA format with minimal grammatical/mechanical errors.
Format                                       (25 pts.)	MLA format, as outlined in the MLA Handbook or online at Purdue OWL.
Thesis                                         (40 pts.)	A thesis should be a strong, focused, and relevant insight/argument.
Organization                             (40 pts.)	An essay should be organized in a logical manner which most clearly and persuasively conveys the argument.
Support                                      (40 pts.)	An essay should include frequent and appropriate textual evidence throughout in order to support the argument.
Grammar and mechanics       (40 pts.)	Grammatical and mechanical errors can distract from the content of a paper if they are too blatant or too frequent. Ask if you have any questions. Don’t rely on Microsoft Word.
Insight                                        (40 pts.)	The most significant function of the essay is to provide unique, compelling insight which helps the reader understand a new side of the studied text.

225 total points possible.

October 31st, 2012

10/31/12

In Class:
Journal: Respond to the following quotes:
“Those who surrender freedom for security will not have, nor do they deserve, either one.” 
-Benjamin Franklin

“Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing.”
-Helen Keller

Discussion of race as a social construct, including the terms ethnicity, assimilation, ideology, and transparency.

Personal reflection on race:

  - What ‘race’ are you?
   - How often do you consider your race or ethnicity?
   - What physical/biological characteristics do you have that associate you with that race?
   - What non-physical characteristics do you have that associate you with that race?
   - What social advantages or disadvantages can you attribute to your racial/ethnic status in any way?
   - In what ways are you not typical of that race?
Discussion of T.C. Boyle's perspective on race evident in the first 100 pages of The Tortilla Curtain.

Homework:
Read through p. 146 of The Tortilla Curtain.
Read the two articles connected to "The Love of My Life."
Adopt the perspective of either Jeremy or China in "The Love of My Life." Write a letter to your partner from prison.

November 7th

11/7/12

In Class:
Journal: If Delaney and Kyra from The Tortilla Curtain were voting in Colorado, how would they have voted on Amendment 64?

• Shall there be an amendment to the Colorado constitution concerning marijuana, and, in connection therewith, providing for the regulation of marijuana; permitting a person twenty-one years of age or older to consume or possess limited amounts of marijuana; providing for the licensing of cultivation facilities, product manufacturing facilities, testing facilities, and retail stores; permitting local governments to regulate or prohibit such facilities; requiring the general assembly to enact an excise tax to be levied upon wholesale sales of marijuana; requiring that the first $40 million in revenue raised annually by such tax be credited to the public school capital construction assistance fund; and requiring the general assembly to enact legislation governing the cultivation, processing, and sale of industrial hemp?

Discussion of traditional family models, specifically in regard to gender and The Tortilla Curtain. How do culturally-specific family ideals contrast with our own? And to what extent can we share our beliefs without imposing? Discussed masculinity/femininity displayed by Delaney, Kyra, Cándido, and América.
Lecture on binary opposition in relation to Feminist literary theory, gender roles, and vocality. T.C. Boyle engages in the process of deconstruction (deliberate creation of traditional models followed by the conscious and organized destruction of said models) in order to demonstrate the irrationality and restrictiveness of certain family models. Creation of a circular spectrum, including shades of gray and binaries which are similar in their extreme nature.

Homework:
Catch up on missing work. (Each student was given a list of missing assignments.)
Read through p. 246 of The Tortilla Curtain by Monday.
Write a page of América’s diary by Monday.

November 5th, 2012

11/5/12

In Class:
Journal: When you hear the phrase ‘traditional family,’ what do you picture? What role does each member of the family play?
Discussed family models, including the notion of the 'nuclear family' and stereotypical American life.

Collaborative writing: Exchange the letter you wrote for homework with another student. Respond from the appropriate perspective (i.e., if the letter was written to China, respond as if you were China; if the letter was written to Jeremy, respond as if you were Jeremy). When finished, put both student names at the top and submit for credit.

In groups, students created a family tree for Delaney’s family and Cándido’s family, making notes of each character’s role in the family, gender, and personal characteristics. 
<<-- Example

Independently, each student read the provided introduction to Feminist literary theory and wrote a brief (3-5 sentence) summary of the perspective in his/her own words. Additionally, each student wrote at least one question he/she still had about the theory.

Homework:
Read through p. 200 of The Tortilla Curtain by Wednesday.
Write a page of América’s diary, due Monday, 11/12.

October 29th, 2012

10/29/12

In Class:
Journal: What does it mean to be ‘privileged?’ -->
Discussed privilege and access in terms of socioeconomic advantages including general human needs according to Maslow's hierarchy:

Discussed The Tortilla Curtain, focusing on issues of socioeconomic status, xenophobia, and fear of the unknown.

Homework:
Finish "The Love of My Life" by T.C. Boyle.
Read through p. 100 of The Tortilla Curtain.

Revised Tortilla Curtain Reading Assignments

As I mentioned in class, the reading assignments listed in the syllabus were notated using a different edition of The Tortilla Curtain than you were loaned. The following are the proper assignments for your book:

By the beginning of class on…	read through page…
10/24	30
10/29	65
10/31	100
11/5	146
11/7	200
11/12	246
11/14	265
11/26	366 (end)

October 24th, 2012

10/24/12

In Class:
Journal — What right do Mexican people have to live in the United States? Discussed immigration policies, ranging from amnesty to border protection and self-deportation.
Noted foundational elements of The Tortilla Curtain using this graphic organizer:

The Tortilla Curtain
Setting:			Plot:
Characters:

Seminar discussion of The Tortilla Curtain--Delaney's humanism and detachment, xenophobia and "the Other." Distributed 'Golden Line' worksheets.
Began "The Love of My Life" by T.C. Boyle, a short story corresponding with The Tortilla Curtain.

Homework:
Read through p. 65 of The Tortilla Curtain. Be sure to identify Golden Lines.
Finish "The Love of My Life."