november 5

JOURNAL TOPIC: [today's tunes: "My Hero" by the Foo Fighters; "Heroes" by David Bowie]

Heroes are essential to humanity. Every culture throughout history has chronicled their experiences. Today their role is more important than ever; heroes inspire us to think differently, act differently, and ultimately become better versions of ourselves. Even though everyone gets the general idea of a hero, however, the people we admire are as individual as we are. They may have impressive personalities, intellects or physical attributes; they may be ordinary people who accomplish extraordinary goals; they may be public or private. They may even be our friends and relatives.

Write a letter to someone you consider to be a hero. Explain to this person why s/he is heroic and tell the person how s/he has moved or inspired you.

AGENDA:
1. Journal
2. Socratic seminar [suggested topics: performative utterances in Hamlet, the essay, vocabulary, recent speakers, study/blog strategies, "Modern Thinkers," how the course can provide maximal value to every participant from now until the end of the semester]; take notes (There's a chance I won't be there, so would you please capture on phones and upload to the YouTube channel?  As always, please be mindful; before you turn on the camera ask everyone whether it's ok to include their image in the video-- if they say "no" please don't.  Thanks.)

HW:
1. Post definitions and sentences/remix to your blog under title "fall vocab #11" (due by COB Monday 11.5)
2. Comment to the hamlet essay post from your Socratic seminar notes
3. Write the hamlet essay and bring a hard copy (typed or handwritten) 

hamlet essay

Using what you've learned about Hamlet the character and Hamlet the play, evaluate the impact of performative utterance on Hamlet and your own sense of self. How does the way Hamlet speaks constitute action in itself? How does it impact the characters and the plot? How does this compare with your own "self-overhearing"? How does the way you reflect on your experience create a sense of memory, expectation, and real-world results? Use the text, your reading/lecture notes, the experience of memorizing the "To be, or not to be" soliloquy, de Boer's paper (and Bloom's/Austin's theoretical frameworks), and the many online and offline discussions we've had.

Please comment to this post by COB Monday 11.5 with any questions/ideas about the topic and ways to write about it. Please bring a hard copy (typed or handwritten) to class on Tuesday, 11.6.

vocabulary: fall list #11

affinity
bilious
cognate
corollary
cul-de-sac
derring-do
divination
elixir
folderol
gamut
hoi polloi
ineffable
lucubration
mnemonic
obloquy
parameter
pundit
risible
symptomatic
volte-face

carlos comix

This just in from Carlos Cruz (RHS '12).  Thanks, Carlos!


carlos cruz osl comic -

our chat with cory doctorow

On Halloween Cory Doctorow joined us to talk about writing, his new book Pirate Cinema, Internet culture, the evils of content filters, and the future of learning in the Information Age.

Here's the video (Note: Cory's image freezes at 23:58 but the audio goes on and it's worth a listen).

November 2

JOURNAL TOPIC: [today's tunes: "The End" by The Doors]

Part I
Now that we've finished reading Hamlet, reflect on the play as a whole. Describe the major theme(s) and provide at least two examples from the text to support your ideas.

Part II
Now that we're at the end of the second grading period, reflect on your performance in the course.  Given your scores on vocabulary, grades on writing assignments, and your approach to journals/blogs, what grade do you think you've earned?

[Before turning your journal in for the week please come by for your grade conference.]

AGENDA:
1. Journal/grade conferences
2. Vocab quiz
2. Discussion/analysis of Hamlet

HW:
1. Follow up on last night's PLN homework by: 1) reviewing five of your colleagues' blogs and commenting about the resources they found; 2) reaching out to one of the communities and asking a question you still have about Hamlet; and 3) posting to your blog about the process under the title "GROWING MY PLN."
2. Find a sonnet you'd like to study and post it to your blog under the title "Sonnet"
3. Read/work on Literature Analysis #3 (due by November 12)

November 1

JOURNAL TOPIC: ["Say What" by Stevie Ray Vaughan; "Say It Now (I'm Black and I'm Proud)" by James Brown; "Say It To Me Now" by Glen Hansard]

How does what we say relate to what we do? Does telling ourselves or other people what we think/feel/intend change our thought process and/or feelings? Does it make us more or less likely to act? Does it teach us anything about ourselves?

AGENDA:
1. Journal
2. Socratic Seminar: "The Performative Utterance in Hamlet" & vocab
[UPDATE: The agenda got hijacked.  0 finished Act V.  3&4 groups discussed major takeaways and questions from Hamlet.  Please see HW #3.]

HW:
1. STUDY "The Performative Utterance in Hamlet"
2. Begin creating your PLN by searching out AP and university courses that include Hamlet.  Review at least fifteen, pick the best five, and post links to your blogs (under the title "AP HAMLET PLN").  Include a brief paragraph for each in which you explain why the resource made the cut.
3. If you're in period 3 or 4: please comment to this post with your group's major ideas and questions.
4. Everyone:  please reply to the group's questions with answers (credit per each).