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.
Wednesday, December 19, 2012
Tuesday, December 18, 2012
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.
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.:
Homework:
Work on final project.
Finish The Stranger by Wednesday.
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:
- Meursault and Marie
- Meursault and Salamano
- Raymond and Arabs
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.
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.
Wednesday, December 5, 2012
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:
Homework:
Finish Literary Analysis #1.
Read The Stranger through Part 1, Chapter 5.
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.
Tuesday, December 4, 2012
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.
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--
In pairs or independently, students completed this graphic organizer:
Students began evaluating sample essay for essential characteristics, e.g.:
Homework:
Finish outline and/or rough draft of Literary Analysis #1 by Monday!
Review sample essay.
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?)
Homework:
Finish outline and/or rough draft of Literary Analysis #1 by Monday!
Review sample essay.
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