Tuesday, October 23, 2007
Sunday, August 26, 2007
FINAL SUMMER POST--YOUR SUMMER READING PROJECTS
Hello! Weeks 9 & 10 were taken up by your responses to the poetry of Langston Hughes. Be ready, as the summer reading guidelines warned, to be read to present your summer reading projects due THE FIRST DAY OF THE SECOND WEEK OF CLASS, OR SEPT. 10.
Here is the assignment again, just in case:
Finally, you will be doing a hands-on project to complement either Touching Spirit Bear, Huckleberry Finn or the poems of Langston Hughes. I WANT TO LEAVE THIS PROJECT OPEN TO YOU. THE GRADING CRITERIA WILL SIMPLY BE WHETHER YOU DID IT, WHETHER YOU CAN EXPLAIN HOW IT TIES TO THE SUMMER READING AND WHETHER OR NOT THE PROJECT SHOWS EFFORT AND INGENUITY. You may wish to make a totem pole for yourself after Touching Spirit Bear. You might want to build a little model of a raft like the one in Huckleberry Finn. You might want to bring traditional African American food to school after reading Langston Hughes. You could also write an essay about the themes in Touching Spirit Bear, or you could make a little scrapbook of the symbols favored by Langston Hughes. You could make a map of the trip that Huck makes with Jim. The way you approach this project will be completely up to you; your own strengths, the reading that most piques your interest, and your own level of creativity will guide your choice. Your projects will be due on the first day of the second week of class, but I STRONGLY suggest that you complete them (unless it’s food;) before that time! You can turn them into me at any time (again, unless it’s food) before that. If you complete them early and want to post a picture, you can do that on the blog or you can send the picture or file to me and I’ll post them for you!
Here is the assignment again, just in case:
Finally, you will be doing a hands-on project to complement either Touching Spirit Bear, Huckleberry Finn or the poems of Langston Hughes. I WANT TO LEAVE THIS PROJECT OPEN TO YOU. THE GRADING CRITERIA WILL SIMPLY BE WHETHER YOU DID IT, WHETHER YOU CAN EXPLAIN HOW IT TIES TO THE SUMMER READING AND WHETHER OR NOT THE PROJECT SHOWS EFFORT AND INGENUITY. You may wish to make a totem pole for yourself after Touching Spirit Bear. You might want to build a little model of a raft like the one in Huckleberry Finn. You might want to bring traditional African American food to school after reading Langston Hughes. You could also write an essay about the themes in Touching Spirit Bear, or you could make a little scrapbook of the symbols favored by Langston Hughes. You could make a map of the trip that Huck makes with Jim. The way you approach this project will be completely up to you; your own strengths, the reading that most piques your interest, and your own level of creativity will guide your choice. Your projects will be due on the first day of the second week of class, but I STRONGLY suggest that you complete them (unless it’s food;) before that time! You can turn them into me at any time (again, unless it’s food) before that. If you complete them early and want to post a picture, you can do that on the blog or you can send the picture or file to me and I’ll post them for you!
Sunday, August 12, 2007
Langston Hughes
I would like you to go to the following page: http://myhero.com/myhero/hero.asp?hero=langstonHughes
There you will find a mercifully succinct biography of our final summer reading author, Langston Hughes, by Jeff Trussell. This site is a part of the My Hero Poetry Project. This project is interesting. (In fact, if you scroll to the bottom of the page, you'll see lots of other poets described, and you might find someone you already like, or find a new favorite.)
Just under Mr. Trussel's writeup, you will see a link to the poetry project, http://www.poets.org/poet.php/prmPID/83, and from there you will want to click on two poems: I, Too, Sing America, and The Negro Speaks of Rivers.
I would like you to blog your response to those two poems on my website.
To get you thinking, not that you have to answer these exact questions, look at the first poem, (I, Too) and ask yourself what does it mean to be an American for the person in this poem? When you look at the second poem, ask yourself what is the symbolism of the river? What did the river symbolize in Huck Finn? What about the locations that are mentioned in the second poem?
There you will find a mercifully succinct biography of our final summer reading author, Langston Hughes, by Jeff Trussell. This site is a part of the My Hero Poetry Project. This project is interesting. (In fact, if you scroll to the bottom of the page, you'll see lots of other poets described, and you might find someone you already like, or find a new favorite.)
Just under Mr. Trussel's writeup, you will see a link to the poetry project, http://www.poets.org/poet.php/prmPID/83, and from there you will want to click on two poems: I, Too, Sing America, and The Negro Speaks of Rivers.
I would like you to blog your response to those two poems on my website.
To get you thinking, not that you have to answer these exact questions, look at the first poem, (I, Too) and ask yourself what does it mean to be an American for the person in this poem? When you look at the second poem, ask yourself what is the symbolism of the river? What did the river symbolize in Huck Finn? What about the locations that are mentioned in the second poem?
Monday, August 06, 2007
Week 7: post a link to the essay on your blog here!
August 4-August 10: Read Chapters 32-43—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
Where does that short essay material come from? As you read Huckleberry Finn, I am going to ask you to notice that the four following ideas keep cropping up: freedom, religion/superstition, education and nature. Please choose one concept to pursue throughout the book. As we read through Huckleberry Finn, I would ask you to keep a list of references to one of the above mentioned concepts. Each time you come across a reference to that concept, jot down the page, and give a brief summary of the reference. By brief, I mean a sentence or two at the most. If you own the book, you could just put “stickies” on those pages. Meanwhile, keep your ear open to the news. As you get attuned to looking for that particular concept, see if any of those concepts are in the news, or if you hear them talked about. You should post this second week about how you see that same concept addressed in today's society. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well-developed paragraphs.
Nature in Huckleberry Finn: What does the attitude of Americans toward nature seem to be in Huckleberry Finn, or how does Huck (or any other character) seem to percieve or relate to nature? What knowledge of nature does Twain portay in this book?
Where does that short essay material come from? As you read Huckleberry Finn, I am going to ask you to notice that the four following ideas keep cropping up: freedom, religion/superstition, education and nature. Please choose one concept to pursue throughout the book. As we read through Huckleberry Finn, I would ask you to keep a list of references to one of the above mentioned concepts. Each time you come across a reference to that concept, jot down the page, and give a brief summary of the reference. By brief, I mean a sentence or two at the most. If you own the book, you could just put “stickies” on those pages. Meanwhile, keep your ear open to the news. As you get attuned to looking for that particular concept, see if any of those concepts are in the news, or if you hear them talked about. You should post this second week about how you see that same concept addressed in today's society. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well-developed paragraphs.
Nature in Huckleberry Finn: What does the attitude of Americans toward nature seem to be in Huckleberry Finn, or how does Huck (or any other character) seem to percieve or relate to nature? What knowledge of nature does Twain portay in this book?
Saturday, July 28, 2007
Week 6
July 29-August 3: Read Chapters 22-31—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
The last two weeks of reading (July 29ff and August 4ff), you will NOT have a research topic due. Instead, you will post a link on my blog to YOUR blog, where you will have posted a short essay on the concept you chose from Huckleberry Finn. To get credit for those two weeks, what you should do is post the first week (July 29ff) about how you see the concept used in Huckleberry Finn, and the second week (Aug 4) about how you see that same concept today. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well developed paragraphs.
Religion/Superstition:
Wow, this summer is flying fast. Caleb started us on "superstitions" a week or so ago. In the beginning of the book, they are trying to instill religion in Huck. Several characters have their own take on religion, and it might be helpful to write down the comments they make relating to the concept of religion/superstition. Twain even inserts his OWN take on religion. What do you think Twain's is?
Education:
The age old debate between book learning and life experience is played out throughout the book. Which do you think is more important? Which characters think schooling is more important? How do you know? Which characters think life experience is more important? What do you think Twain thought?
The last two weeks of reading (July 29ff and August 4ff), you will NOT have a research topic due. Instead, you will post a link on my blog to YOUR blog, where you will have posted a short essay on the concept you chose from Huckleberry Finn. To get credit for those two weeks, what you should do is post the first week (July 29ff) about how you see the concept used in Huckleberry Finn, and the second week (Aug 4) about how you see that same concept today. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well developed paragraphs.
Religion/Superstition:
Wow, this summer is flying fast. Caleb started us on "superstitions" a week or so ago. In the beginning of the book, they are trying to instill religion in Huck. Several characters have their own take on religion, and it might be helpful to write down the comments they make relating to the concept of religion/superstition. Twain even inserts his OWN take on religion. What do you think Twain's is?
Education:
The age old debate between book learning and life experience is played out throughout the book. Which do you think is more important? Which characters think schooling is more important? How do you know? Which characters think life experience is more important? What do you think Twain thought?
Tuesday, July 24, 2007
Thursday, July 12, 2007
Week Four Post; Yes, it's Really Early. It's not due until the 20th!
Introduction to Huckleberry Finn
Hi, I am posting this Week Four prompt early (ordinarily I would post this on Monday, the 16th, but I am going to be gone camping.) You won’t post to this prompt until July 20th.
Follow this schedule to pace yourself through HUCKLEBERRY FINN: (Read at your own pace, but be sure to do the assignments on time.)
July 13-20: Read Chapters 1-11—do a mini research project as you have been. Respond to each others’ mini research projects.
July 21-28: Read Chapters 12- 21—do a mini research project as you have been. Respond to each others’ mini research projects.
July 29-August 3: Read Chapters 22-31—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
August 4-August 10: Read Chapters 32-43—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
Where does that short essay material come from? As you read Huckleberry Finn, I am going to ask you to notice that the four following ideas keep cropping up: freedom, religion/superstition, education and nature. Please choose one concept to pursue throughout the book. As we read through Huckleberry Finn, I would ask you to keep a list of references to one of the above mentioned concepts. Each time you come across a reference to that concept, jot down the page, and give a brief summary of the reference. By brief, I mean a sentence or two at the most. If you own the book, you could just put “stickies” on those pages. Meanwhile, keep your ear open to the news. As you get attuned to looking for that particular concept, see if any of those concepts are in the news, or if you hear them talked about. The last two weeks of reading (July 29ff and August 4ff), you will NOT have a research topic due. Instead, you will post a link on my blog to YOUR blog, where you will have posted a short essay on the concept you chose from Huckleberry Finn. To get credit for those two weeks, what you should do is post the first week about how you see the concept used in Huckleberry Finn, and the second week about how you see that same concept today. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well developed paragraphs. Each week, I am going to post a little blurb about one of the concepts. I’ll start with freedom.
Okay. One of the Essential Questions that we are going to be talking a lot about this year is “What does it mean to be an American?” Do you know or think about this concept very often? Many of my students will say, very quickly, “Well, yes, to be an American means that we have freedom.” Hmmm. Well, yes, I suppose that’s true. But what is freedom? Is freedom the same to each individual? I think that you will find it demonstrated in Huckleberry Finn that there are many kinds of freedom, and that freedom means different things from one character to another, or from one person to another. Does freedom to Huck mean the same as freedom to Jim? What about in the news? Have you see that word lately? How about Operation Iraqi Freedom? Where else have you seen that term used or implied? Is freedom a quintessentially American trait? You don’t have to answer these questions now, but they may help you start thinking if “freedom” is the concept you chose to map throughout the book.
ENJOY!
Hi, I am posting this Week Four prompt early (ordinarily I would post this on Monday, the 16th, but I am going to be gone camping.) You won’t post to this prompt until July 20th.
Follow this schedule to pace yourself through HUCKLEBERRY FINN: (Read at your own pace, but be sure to do the assignments on time.)
July 13-20: Read Chapters 1-11—do a mini research project as you have been. Respond to each others’ mini research projects.
July 21-28: Read Chapters 12- 21—do a mini research project as you have been. Respond to each others’ mini research projects.
July 29-August 3: Read Chapters 22-31—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
August 4-August 10: Read Chapters 32-43—do a short essay about your concept on your own blog; post a link on my blog to yours. Respond to each others’ essays.
Where does that short essay material come from? As you read Huckleberry Finn, I am going to ask you to notice that the four following ideas keep cropping up: freedom, religion/superstition, education and nature. Please choose one concept to pursue throughout the book. As we read through Huckleberry Finn, I would ask you to keep a list of references to one of the above mentioned concepts. Each time you come across a reference to that concept, jot down the page, and give a brief summary of the reference. By brief, I mean a sentence or two at the most. If you own the book, you could just put “stickies” on those pages. Meanwhile, keep your ear open to the news. As you get attuned to looking for that particular concept, see if any of those concepts are in the news, or if you hear them talked about. The last two weeks of reading (July 29ff and August 4ff), you will NOT have a research topic due. Instead, you will post a link on my blog to YOUR blog, where you will have posted a short essay on the concept you chose from Huckleberry Finn. To get credit for those two weeks, what you should do is post the first week about how you see the concept used in Huckleberry Finn, and the second week about how you see that same concept today. What concepts, issues, concerns crop up today in connection to these same themes? By “short,” I mean a couple of well developed paragraphs. Each week, I am going to post a little blurb about one of the concepts. I’ll start with freedom.
Okay. One of the Essential Questions that we are going to be talking a lot about this year is “What does it mean to be an American?” Do you know or think about this concept very often? Many of my students will say, very quickly, “Well, yes, to be an American means that we have freedom.” Hmmm. Well, yes, I suppose that’s true. But what is freedom? Is freedom the same to each individual? I think that you will find it demonstrated in Huckleberry Finn that there are many kinds of freedom, and that freedom means different things from one character to another, or from one person to another. Does freedom to Huck mean the same as freedom to Jim? What about in the news? Have you see that word lately? How about Operation Iraqi Freedom? Where else have you seen that term used or implied? Is freedom a quintessentially American trait? You don’t have to answer these questions now, but they may help you start thinking if “freedom” is the concept you chose to map throughout the book.
ENJOY!
Tuesday, July 10, 2007
Week Three Post
Hello! This week, you are:
(1) finishing Touching Spirit Bear
(2) sharing your last research project for this book
(3) responding to the following prompt:
A--page 12, “Justice should heal, not punish.”
B--page 31, “This banishment was the ultimate hurt—worst than his father’s fists, worse than his mother’s never caring. This was the hurt of being alone and unwanted.”
C--page 196, “How to help Peter heal is something that will haunt you and stay under your skin. The harm you did to him will fester and pain you all of your life unless you’re able to make up for it.”
Do you think that any of these quotes represent the main theme of the book? If so, explain, please. If not, please find the passage that best represents the theme of the book and explain why that one fits the best.
A note about next week’s work: my family and I are going camping on Thursday or Friday of this week, and we won’t be back until next Wednesday. I’ll leave an early prompt for your first week of Huck Finn, but your feedback will be seriously delayed. ;) In fact, you don’t have to post until next Tuesday night if that’s better for you. Have a great week!
(1) finishing Touching Spirit Bear
(2) sharing your last research project for this book
(3) responding to the following prompt:
A--page 12, “Justice should heal, not punish.”
B--page 31, “This banishment was the ultimate hurt—worst than his father’s fists, worse than his mother’s never caring. This was the hurt of being alone and unwanted.”
C--page 196, “How to help Peter heal is something that will haunt you and stay under your skin. The harm you did to him will fester and pain you all of your life unless you’re able to make up for it.”
Do you think that any of these quotes represent the main theme of the book? If so, explain, please. If not, please find the passage that best represents the theme of the book and explain why that one fits the best.
A note about next week’s work: my family and I are going camping on Thursday or Friday of this week, and we won’t be back until next Wednesday. I’ll leave an early prompt for your first week of Huck Finn, but your feedback will be seriously delayed. ;) In fact, you don’t have to post until next Tuesday night if that’s better for you. Have a great week!
Saturday, June 30, 2007
Please read and respond to this main post for WEEK TWO.
WEEK TWO POST
First of all, excellent work, everyone who blogged for the first week. I’ve made a chart with the names of each one of you who has contacted me regarding summer work. Behind each name are ten spaces, one for each week. For those of you who responded and commented during Week One, there’s a score (and they were very good, btw). For those of you who didn’t, there’s a zero (yikes!). Remember, however, that you get two “passes”; I am only averaging your eight best scores. You might want to post all ten weeks so that you are ensured of a very good grade. You might want to use your passes if you vacation. It's up to you, but remember: combined with your summer reading project score, the final summer reading blogging score will be a significant percentage of your S1 grade. In fact, the blogging is ¾ of your entire summer reading score, with the project comprising the other fourth. So, contact me soon if you haven’t already, and contact me soon if you have any questions about the Week One Feedback.
Here is the remaining summer reading schedule: Week Two, June 30 to July 6; Week Three, July 7 to July 13; Week Four, July 14 to July 20; Week Five, July 21 to July 27; Week Six, July 28 to August 3; Week Seven, August 4 to August 10; Week Eight, August 11 to August 17; Week Nine, August 18 to August 24; and Week Ten August 25 to August 31.
During Weeks 2 & 3, I would still like you to focus your blog responses on Touching Spirit Bear. (I’ve set Week 4 as the time to start Huck Finn. ) During Week 2, I recommend that you read at least as far as up to Chapter 16, in Touching Spirit Bear which is through pp. 134 in my edition.
This week’s blog response (you will respond to this post) must contain a topic that you have researched and applied to the book, and then I would like your opinion on ONE of the two following topics:
(1) At the end of Chapter 15 of Touching Spirit Bear, Garvey says, “We still believe in you and think there’s hope…because of that, we’ve stuck our necks out so far, we feel like two giraffes. Last night we convinced the Circle to release you to our custody.” After everything Cole has done, would you, as a member of that circle, make the same decision? Why or why not? Support your answer with details from the story.
(2) One of the themes of Touching Spirit Bear is “Justice should heal, not punish” (12). Do you agree with this theme? Why or why not? How could or should this principle be applied in mid-Maine?
Happy Fourth of July!
First of all, excellent work, everyone who blogged for the first week. I’ve made a chart with the names of each one of you who has contacted me regarding summer work. Behind each name are ten spaces, one for each week. For those of you who responded and commented during Week One, there’s a score (and they were very good, btw). For those of you who didn’t, there’s a zero (yikes!). Remember, however, that you get two “passes”; I am only averaging your eight best scores. You might want to post all ten weeks so that you are ensured of a very good grade. You might want to use your passes if you vacation. It's up to you, but remember: combined with your summer reading project score, the final summer reading blogging score will be a significant percentage of your S1 grade. In fact, the blogging is ¾ of your entire summer reading score, with the project comprising the other fourth. So, contact me soon if you haven’t already, and contact me soon if you have any questions about the Week One Feedback.
Here is the remaining summer reading schedule: Week Two, June 30 to July 6; Week Three, July 7 to July 13; Week Four, July 14 to July 20; Week Five, July 21 to July 27; Week Six, July 28 to August 3; Week Seven, August 4 to August 10; Week Eight, August 11 to August 17; Week Nine, August 18 to August 24; and Week Ten August 25 to August 31.
During Weeks 2 & 3, I would still like you to focus your blog responses on Touching Spirit Bear. (I’ve set Week 4 as the time to start Huck Finn. ) During Week 2, I recommend that you read at least as far as up to Chapter 16, in Touching Spirit Bear which is through pp. 134 in my edition.
This week’s blog response (you will respond to this post) must contain a topic that you have researched and applied to the book, and then I would like your opinion on ONE of the two following topics:
(1) At the end of Chapter 15 of Touching Spirit Bear, Garvey says, “We still believe in you and think there’s hope…because of that, we’ve stuck our necks out so far, we feel like two giraffes. Last night we convinced the Circle to release you to our custody.” After everything Cole has done, would you, as a member of that circle, make the same decision? Why or why not? Support your answer with details from the story.
(2) One of the themes of Touching Spirit Bear is “Justice should heal, not punish” (12). Do you agree with this theme? Why or why not? How could or should this principle be applied in mid-Maine?
Happy Fourth of July!
Wednesday, June 27, 2007
Restorative (Circle) Justice-- please don't send your Week One Response to this post
Hey, Guys! If you're interested in the concept of Circle (more commonly known in today's parlance as) "Restorative" Justice in connection to Touching Spirit Bear and particularly in connection to today's world...go to the downloads page on my website and you can look at a Power Point presentation on the concept. Here's the link: http://msad48.me.k12us.com/evigue/DOWNLOADS%20Page
Sunday, June 24, 2007
First Post Due by June 29--Who WILL be first? Please don't send your Week One Response to this post.
Please post your first response (which should include one researched topic from Touching Spirit Bear) beneath my Friday, June 15, 2007 AT 1:03 PM post entitled Welcome to 2007 Summer Reading for Mrs. Vigue's Honors English 11 . I've heard from many of you (9 or 10 of you), but don't forget that I've also asked you to email me at evigue@msad48.org to let me know what your blogger name is combined with the requested information about yourself. Please use that opportunity to tell me a little about you, your interests AND about the sorts of things you like to read and write. It would be a nice time to ask me any questions you might have for me, and you could also tell me if you already know an American author you might like to spend your 11th grade year researching.
Tuesday, June 19, 2007
URGENT (But, don't respond to this post)
FOLLOW THIS LINK TO MY WEBPAGE. When you get to my webpage, please click on the Downloads button on the left hand menu to see your blogging rubric and blogging instructions.
http://msad48.me.k12us.com/evigue
BE SURE to scroll past the rubric for final blogging instructions.
http://msad48.me.k12us.com/evigue
BE SURE to scroll past the rubric for final blogging instructions.
Monday, June 18, 2007
Hello! You're doing great! (but don't respond to this post)
Hi, guys! You're starting to send me your personal introductions and usernames, but make sure your chosen passwords work before you confirm them with me--otherwise, very nice! Thanks to those of you who already are introducing yourselves as I requested, and you've also raised some good questions. Here are some answers for the benefit of everyone involved: (1) for the first week--which technically does not start until the 22nd, let's try ONE post from Touching Spirit Bear on one researched topic (see my example), and please post at least TWICE in response to the posts of others in your class. (2) Please respond to my blog; use your google username from Grade 10 to sign into blogger if you wish. I am very much looking forward to working with you guys!
Friday, June 15, 2007
Welcome to 2007 Summer Reading for Mrs. Vigue's Honors English 11
Hello, and Welcome, Honors 11 Students to our Summer Reading Blog!
The first thing I would like you to do for me, is to send your blogger username to me at evigue@msad48.org. Please use that opportunity to tell me a little about you, your interests AND about the sorts of things you like to read and write. It would be a nice time to ask me any questions you might have for me, and you could also tell me if you already know an American author you might like to spend your 11th grade year researching. ________________________________________________________________________________________________
Our first book, Touching Spirit Bear, is meant to set the tone for the rest of the readings and for the year. Here’s how:
As you read the first two chapters of Touching Spirit Bear, I am going to ask you to take note of items, places or concepts that might be unfamiliar to you. Examples might be: Circle Justice; traumatic brain injury; Ketchikan, Alaska; the Tlinglit tribe; First Nation; birds of coastal Alaska; at.oow; typical policies for a juvenile detention center; a list of what one would need for a year long camping trip; Kermode (Spirit) Bears; totem poles; tips for dealing with rage
Choose two or three of these unfamiliar items and look them up.
Log onto our blog, share your information with the class, and, here’s the key…APPLY it to the book.
This will start to turn us into a community of readers who are pooling our knowledge to build greater understanding of the book and the world around us.
___________________________________________________________________
Here’s what a sample blog from you might look like:
I thought I would get us started by researching the at.oow. It’s obviously going to be an important symbol in the story. In our story, the at.oow given to Cole by Garvey is a blanket, but, apparently an at.oow is not always a blanket. One site I looked at run by Tlinglits from Sitka, Alsaka, defined the at.oow as “clan regalia… owned by the clan or house group.” Regalia means an item that shows your affiliations, such as costumes native to your ethnic group. It could also be a family crest, passed down through the years. I was wondering why the author chose to make this at.oow a blanket. Is it because blankets suggest warmth and comfort? I don’t think this particular at.oow is going to provide much of that for Cole in the pages to come, since he’s already tried to burn it, but that might change, if his attitude changes. Here’s what I found out about the importance of an at.oow to Tlinglit culture. The following picture is not labeled as an at.oow, but it is from a reliable source, and seems to be similar to what is described in the book: http://www.mnh.si.edu/arctic/features/croads/tlingit.html One site I looked at said that at.oow “can refer to land or sacred sites, celestial bodies such as the moon and sun, names, stories, songs, spirits and crests” (Worl). Own the moon? Wow! It then said, “The ownership of a clan's at.oow is validated through ceremonies most often referred to as "potlatches” (Worl). So, one way or the other, this gift from Garvey was more meaningful (to give away an heirloom so precious to his tribe) than Cole, or us, as readers might expect.) Another thing that I read about was that many at.oows were taken away by white people and placed in museums for their protection, but, today there is a movement to return these precious items to the people to whom they belong.
Works Cited:
Brady, Isabella. "Our Culture." Sheet'ka Kwaan Naa Kahidi: A House for the People of Sitka. 2000.
Southeast Alaska Indian Cultural Center. 15 Jun 2000
.
Worl, Rosita. "Introduction to the Tlingit Culture and Repatriation." 1899-2001 Harriman Expedition
Retraced: A Century of Change. 2001. PBS. 15 Jun 2007
http://www.pbs.org/harriman/explog/lectures/worl.html.
The first thing I would like you to do for me, is to send your blogger username to me at evigue@msad48.org. Please use that opportunity to tell me a little about you, your interests AND about the sorts of things you like to read and write. It would be a nice time to ask me any questions you might have for me, and you could also tell me if you already know an American author you might like to spend your 11th grade year researching. ________________________________________________________________________________________________
Our first book, Touching Spirit Bear, is meant to set the tone for the rest of the readings and for the year. Here’s how:
As you read the first two chapters of Touching Spirit Bear, I am going to ask you to take note of items, places or concepts that might be unfamiliar to you. Examples might be: Circle Justice; traumatic brain injury; Ketchikan, Alaska; the Tlinglit tribe; First Nation; birds of coastal Alaska; at.oow; typical policies for a juvenile detention center; a list of what one would need for a year long camping trip; Kermode (Spirit) Bears; totem poles; tips for dealing with rage
Choose two or three of these unfamiliar items and look them up.
Log onto our blog, share your information with the class, and, here’s the key…APPLY it to the book.
This will start to turn us into a community of readers who are pooling our knowledge to build greater understanding of the book and the world around us.
___________________________________________________________________
Here’s what a sample blog from you might look like:
I thought I would get us started by researching the at.oow. It’s obviously going to be an important symbol in the story. In our story, the at.oow given to Cole by Garvey is a blanket, but, apparently an at.oow is not always a blanket. One site I looked at run by Tlinglits from Sitka, Alsaka, defined the at.oow as “clan regalia… owned by the clan or house group.” Regalia means an item that shows your affiliations, such as costumes native to your ethnic group. It could also be a family crest, passed down through the years. I was wondering why the author chose to make this at.oow a blanket. Is it because blankets suggest warmth and comfort? I don’t think this particular at.oow is going to provide much of that for Cole in the pages to come, since he’s already tried to burn it, but that might change, if his attitude changes. Here’s what I found out about the importance of an at.oow to Tlinglit culture. The following picture is not labeled as an at.oow, but it is from a reliable source, and seems to be similar to what is described in the book: http://www.mnh.si.edu/arctic/features/croads/tlingit.html One site I looked at said that at.oow “can refer to land or sacred sites, celestial bodies such as the moon and sun, names, stories, songs, spirits and crests” (Worl). Own the moon? Wow! It then said, “The ownership of a clan's at.oow is validated through ceremonies most often referred to as "potlatches” (Worl). So, one way or the other, this gift from Garvey was more meaningful (to give away an heirloom so precious to his tribe) than Cole, or us, as readers might expect.) Another thing that I read about was that many at.oows were taken away by white people and placed in museums for their protection, but, today there is a movement to return these precious items to the people to whom they belong.
Works Cited:
Brady, Isabella. "Our Culture." Sheet'ka Kwaan Naa Kahidi: A House for the People of Sitka. 2000.
Southeast Alaska Indian Cultural Center. 15 Jun 2000
Worl, Rosita. "Introduction to the Tlingit Culture and Repatriation." 1899-2001 Harriman Expedition
Retraced: A Century of Change. 2001. PBS. 15 Jun 2007
http://www.pbs.org/harriman/explog/lectures/worl.html.
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Now, a relatively short lecture from me, Mrs. Vigue, (in my most serious tone) to you, my incoming class of Honors students. Did you see how I cited the at.oow information? A lot of people plagiarize “innocently.” No, wait, they don’t plagiarize innocently. Any time you write something that appears to be from you, but really is coming uncredited from another source, even if it’s your Mom, it’s plagiarism. Not kidding, there’s a way to cite an interview with your Mom in MLA format. When you do your research, you should just get in the habit of citing any and all sources you use, and, yes, if you haven’t already, you should get used to doing it in MLA format. I bet you’re thinking, “What’s wrong with just putting the URLs of the sites in there? Maybe she’ll ignore it if I alphabetize them.” Mmmm, well, what’s wrong with that is that for now and years to come, you’ll be writing papers that require you to use MLA format. Time for a famous teacher cliché, a cliché that should be delivered in my best Napoleon Dynamite voice (well, if I had one): Shut up, guys. You’ll thank me someday, guys. However, I’ll make it easy for you. I use a site called Son of Citation Machine. http://citationmachine.net/ Use it. It’s stronger than EasyBib, too, a site with which you may already be familiar. Who, us? Take the time to look at the website thoroughly and cough up as much of the required data as is available. Yes, I am prone to checking such things. Alright, lecture over. PS Look out for Wikipedia. It is NOT always reliable. However, it’s an okay place to start, and it can point you to stronger sites or at least give you an idea of some KEYWORDS you could put into Google.
Your first response, to the first two chapters of Touching Spirit Bear, will be due by June 29. I can’t WAIT to hear from you. Feel free to post sooner if you wish. I know at least one of you has already started the reading! I don’t THINK most of my blog posts will be this long, but I don’t PROMISE anything. Have fun!
Now, a relatively short lecture from me, Mrs. Vigue, (in my most serious tone) to you, my incoming class of Honors students. Did you see how I cited the at.oow information? A lot of people plagiarize “innocently.” No, wait, they don’t plagiarize innocently. Any time you write something that appears to be from you, but really is coming uncredited from another source, even if it’s your Mom, it’s plagiarism. Not kidding, there’s a way to cite an interview with your Mom in MLA format. When you do your research, you should just get in the habit of citing any and all sources you use, and, yes, if you haven’t already, you should get used to doing it in MLA format. I bet you’re thinking, “What’s wrong with just putting the URLs of the sites in there? Maybe she’ll ignore it if I alphabetize them.” Mmmm, well, what’s wrong with that is that for now and years to come, you’ll be writing papers that require you to use MLA format. Time for a famous teacher cliché, a cliché that should be delivered in my best Napoleon Dynamite voice (well, if I had one): Shut up, guys. You’ll thank me someday, guys. However, I’ll make it easy for you. I use a site called Son of Citation Machine. http://citationmachine.net/ Use it. It’s stronger than EasyBib, too, a site with which you may already be familiar. Who, us? Take the time to look at the website thoroughly and cough up as much of the required data as is available. Yes, I am prone to checking such things. Alright, lecture over. PS Look out for Wikipedia. It is NOT always reliable. However, it’s an okay place to start, and it can point you to stronger sites or at least give you an idea of some KEYWORDS you could put into Google.
Your first response, to the first two chapters of Touching Spirit Bear, will be due by June 29. I can’t WAIT to hear from you. Feel free to post sooner if you wish. I know at least one of you has already started the reading! I don’t THINK most of my blog posts will be this long, but I don’t PROMISE anything. Have fun!
Thursday, May 24, 2007
Visit to Augusta
Today the Honors English 11 students and I went to Augusta, early in the morning. We found our room, the Legislative Council Chamber, without too much trouble, and, being simple, rural folk, we were amazed by the elevators which allow you to make choices such as Floor 2.5 and 3.5! We were, in fact, so mesmerized by this oddity, that Micah almost fell out of the elevator into a very plush office on 2.5. We were graciously welcomed by Rep. Josh Tardy of Newport (House Minority Leader) and the rest of the caucus, and then we took the picture with Rep. Tardy in his office that you see above. At his invitation, we watched the session (45th Legislative Day) from the gallery, and, in particular, marvelled at the vocal prowess of the House Chair.
It was pretty thrilling to be recognized by the entire House. I suspect we all wondered whether cool people would wave back, and I bet that none of us remember whether we did or not. Our representatives know their business-- we were awed as they worked their way through the calendar, answering phones, working on their computers, signalling eachother, speaking, and voting on the business of this state.
Following that experience, we went to the Museum, dodging excited little children, enjoying the incredible artifacts, and we ate lunch all together, the entire time, in the sun (far, far away from the designated smoking area). It was 81 degrees at one point today.
Our next stop was the Taxation Public Hearing. There was a very interesting bill on the floor from Opportunity Maine, and we enjoyed the testimony very much.
One highlight of the day was that when we visited the Governor's office, Rose (his assistant), asked which one of us was the teacher and helped us set up the picture you see immediately above this post. Sadly, Governor Baldacci was in Bangor, but we filled in as best we could in his absence, signing a number of emergency laws into immediate effect. It was the least we could do for this very busy man. Kidding. It was very, very enjoyable to hear Rose explain the artifacts lying around the room, including a bat with a personal note to the governor from Big Papi.
Special thanks to Mr. Jason Tardy, our AD, for going out on a number of limbs with coaches and bus drivers to help us arrange the trip on such short notice. Warm thanks to Rep. Josh Tardy for his gracious hosting and Ms. Heather Priest for giving so generously of her time, arranging such an interesting day, making sure we had copies of the paperwork, and checking in on us throughout.
In all seriousness we are both honored and appreciative of how many people went out of their way to make this a lovely and educational experience for us. We missed the rest of the class, who had to miss this trip due to Envirothon and a recent Latin trip, but perhaps we can go again next year. The girls want to try paging--it looked like fun!
It was pretty thrilling to be recognized by the entire House. I suspect we all wondered whether cool people would wave back, and I bet that none of us remember whether we did or not. Our representatives know their business-- we were awed as they worked their way through the calendar, answering phones, working on their computers, signalling eachother, speaking, and voting on the business of this state.Following that experience, we went to the Museum, dodging excited little children, enjoying the incredible artifacts, and we ate lunch all together, the entire time, in the sun (far, far away from the designated smoking area). It was 81 degrees at one point today.
Our next stop was the Taxation Public Hearing. There was a very interesting bill on the floor from Opportunity Maine, and we enjoyed the testimony very much.
One highlight of the day was that when we visited the Governor's office, Rose (his assistant), asked which one of us was the teacher and helped us set up the picture you see immediately above this post. Sadly, Governor Baldacci was in Bangor, but we filled in as best we could in his absence, signing a number of emergency laws into immediate effect. It was the least we could do for this very busy man. Kidding. It was very, very enjoyable to hear Rose explain the artifacts lying around the room, including a bat with a personal note to the governor from Big Papi.
Special thanks to Mr. Jason Tardy, our AD, for going out on a number of limbs with coaches and bus drivers to help us arrange the trip on such short notice. Warm thanks to Rep. Josh Tardy for his gracious hosting and Ms. Heather Priest for giving so generously of her time, arranging such an interesting day, making sure we had copies of the paperwork, and checking in on us throughout.
In all seriousness we are both honored and appreciative of how many people went out of their way to make this a lovely and educational experience for us. We missed the rest of the class, who had to miss this trip due to Envirothon and a recent Latin trip, but perhaps we can go again next year. The girls want to try paging--it looked like fun!
Wednesday, April 04, 2007
Questions For Our Town
Please answer the three sets of questions that follow:
(1) REALIZING LIFE:
Often the people in Our Town lack any sense of wonder at the everyday goings on of life...This year has brought many changes to our lives.
Discussion questions:
What events have taught us to "realize life"?
(2) WHAT DOES IT MEAN TO BE ETERNAL? (Think Whitman, Leaves of Grass....)
What does it mean to be eternal?
There is another way that Our Town is like classical Greek drama. Our Town, like The Lion King, if you will, is concerned with the circle of life, or the paradox that from life comes death and from death comes life.
Wilder portrays this arc of life very cleverly:
In Act I, there's a literal birth.
In Act II, there's courtship and marriage.
In Act III, there's a funeral, and discussion of the afterlife.
In this play, Wilder attempts to show that when humans retain their faith that in death there is life...
He is not explicitly religious, although his audience would probably have interpreted the play that way; he mostly stayed away from overtly Christian symbols, preferring instead to concentrate on the cycle of life.
Discussion Questions:
What is it about YOU that's eternal?
What is it about your family that is eternal?
What is it about your town that is eternal?
(3) THERE IS SOMETHING WAY DOWN DEEP INSIDE....
There is a sense of community in most people. Some people are strong individuals, some identify themselves with certain groups or their families or localities. Often these individuals and groups have a sense of whom they are which is based upon traditions of the past. Sometimes they find that they have made changes and become stronger, or weaker.
Who were we? (Who was I?)
Who are we now? (Who have I become?)
Am I like others who have lived here, gone to school here, etc....?
(1) REALIZING LIFE:
Often the people in Our Town lack any sense of wonder at the everyday goings on of life...This year has brought many changes to our lives.
Discussion questions:
What events have taught us to "realize life"?
(2) WHAT DOES IT MEAN TO BE ETERNAL? (Think Whitman, Leaves of Grass....)
What does it mean to be eternal?
There is another way that Our Town is like classical Greek drama. Our Town, like The Lion King, if you will, is concerned with the circle of life, or the paradox that from life comes death and from death comes life.
Wilder portrays this arc of life very cleverly:
In Act I, there's a literal birth.
In Act II, there's courtship and marriage.
In Act III, there's a funeral, and discussion of the afterlife.
In this play, Wilder attempts to show that when humans retain their faith that in death there is life...
He is not explicitly religious, although his audience would probably have interpreted the play that way; he mostly stayed away from overtly Christian symbols, preferring instead to concentrate on the cycle of life.
Discussion Questions:
What is it about YOU that's eternal?
What is it about your family that is eternal?
What is it about your town that is eternal?
(3) THERE IS SOMETHING WAY DOWN DEEP INSIDE....
There is a sense of community in most people. Some people are strong individuals, some identify themselves with certain groups or their families or localities. Often these individuals and groups have a sense of whom they are which is based upon traditions of the past. Sometimes they find that they have made changes and become stronger, or weaker.
Who were we? (Who was I?)
Who are we now? (Who have I become?)
Am I like others who have lived here, gone to school here, etc....?
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