Monday, October 25, 2010
Day 25
English 101 Fall 2010 Day 25
1. H/In Study Guides
2. Homework: Chapters through Chapter 26-27
3. Atticus’s attack attacked.
4. Divide into 6 groups—Reader’s Theatre. Each scene needs at least three parts—two speakers and a narrator. You can jump around the book if you want to. About a page total. Then, come up with a follow up question.
a. 19
b. 20
c. 21
d. 22
e. 23
f. 24
1. H/In Study Guides
2. Homework: Chapters through Chapter 26-27
3. Atticus’s attack attacked.
4. Divide into 6 groups—Reader’s Theatre. Each scene needs at least three parts—two speakers and a narrator. You can jump around the book if you want to. About a page total. Then, come up with a follow up question.
a. 19
b. 20
c. 21
d. 22
e. 23
f. 24
Friday, October 22, 2010
Day 24
English 101 Fall 2010 Day 24
1. Bonus points?
2. Homework: Chapters through Chapter 25
3. Study guide due Monday—no late work.
4. Keep your eye out as you read for second half “Tracking Themes” examples.
5. Complete panels on chapters from yesterday.
Let’s see some of the movie.
1. Bonus points?
2. Homework: Chapters through Chapter 25
3. Study guide due Monday—no late work.
4. Keep your eye out as you read for second half “Tracking Themes” examples.
5. Complete panels on chapters from yesterday.
Let’s see some of the movie.
Thursday, October 21, 2010
Day 23
English 101 Fall 2010 Day 23
1. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.
2. Homework: Chapters 18-19
3. Keep your eye out as you read for second half “Tracking Themes” examples.
4. In six groups
a. Three illustrated panels that tell the story of the chapter.
b. A significant quote from the chapter—re: Hero’s Journey, if possible.
c. A title for the chapter.
1. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.
2. Homework: Chapters 18-19
3. Keep your eye out as you read for second half “Tracking Themes” examples.
4. In six groups
a. Three illustrated panels that tell the story of the chapter.
b. A significant quote from the chapter—re: Hero’s Journey, if possible.
c. A title for the chapter.
Wednesday, October 20, 2010
Day 22
English 101 Fall 2010 Day 22
1. Grades so far. Check them carefully. It’s not uncommon to miss something.
a. No late work accepted. No exceptions.
b. It’s fair and it’s getting you to be disciplined students.
c. Use bonus points to catch up.
2. Bonus points from yesterday or last night?
3. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.
4. Homework: Chapters 16-17
5. Keep your eye out as you read for second half “Tracking Themes” examples.
6. Hero’s Journey, so far, for Scout, Jem and Atticus. (Is there anyone here who’s participating in the pilot project for portfolios?)
7. A bit of the film if there’s time.
1. Grades so far. Check them carefully. It’s not uncommon to miss something.
a. No late work accepted. No exceptions.
b. It’s fair and it’s getting you to be disciplined students.
c. Use bonus points to catch up.
2. Bonus points from yesterday or last night?
3. Bonus points for Thursday (1130-1220) and 7pm in the Writing Center.
4. Homework: Chapters 16-17
5. Keep your eye out as you read for second half “Tracking Themes” examples.
6. Hero’s Journey, so far, for Scout, Jem and Atticus. (Is there anyone here who’s participating in the pilot project for portfolios?)
7. A bit of the film if there’s time.
Tuesday, October 19, 2010
Day 21
English 101 Fall 2010 Day 21
1. Homework: Chapters 14-15
2. Keep your eye out as you read for second half “Tracking Themes” examples.
3. Video and links: Tracking themes. Plus, Part 1: Tracking Themes—On the boards.
a. Hand in.
4. Hero’s Journey, so far, for Scout, Jem and Atticus.
5. Handing back essays—1030 class.
1. Homework: Chapters 14-15
2. Keep your eye out as you read for second half “Tracking Themes” examples.
3. Video and links: Tracking themes. Plus, Part 1: Tracking Themes—On the boards.
a. Hand in.
4. Hero’s Journey, so far, for Scout, Jem and Atticus.
5. Handing back essays—1030 class.
Study Guide Section 2
Chapters 12-14
1. How does Jem change?
2. Identify Lula, Zeebo and Reverend Sykes.
3. What does Scout learn about Calpurnia?
4. Who was waiting for the children when they came home from the church service? Why
had she come?
5. "Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the
world of Jem and me." Explain.
6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus
handle the situation?
7. Describe Jem and Scout's relationship through these chapters as Jem matures.
8. Why did Dill run away from home back to Maycomb?
Chapters 15-17
1. What did Mr. Heck Tate's mob want?
2. What was the purpose of Walter Cunningham's mob?
3. Why did Mr. Cunningham's mob leave?
4. Identify Mr. Dolphus Raymond.
5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor.
6. What was the importance of Mayella's bruises being primarily on the right-hand side of
her face?
Chapters 18-21
1. What was Mayella's account of the incident with Tom Robinson?
2. What was Tom's side of the story?
3. What was Tom's handicap? Why was it important to his case?
4. What do Dill and Scout learn from Mr. Raymond?
5. What were Atticus' closing remarks to the jury?
6. What was the jury's verdict?
Chapters 22-25
1. Why did Jem cry?
2. What was "'round the back steps" when Calpurnia came in on Monday morning?
3. What was the significance of Maudie's two little cakes and one large one?
4. Describe Bob Ewell's meeting with Atticus at the post office.
5. What is Atticus' reaction to Ewell's threats?
6. Alexandra doesn't want Scout playing with Walter Cunningham. Why not?
7. Jem said. "I think I'm beginning to understand why Boo Radley's stayed shut up in the
house all this time . . . it's because he wants to stay inside." Why does he say that?
8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands.
What does that tell us about her?
9. What happened to Tom Robinson?
10. What more do we learn about Alexandra after Atticus and Calpurnia leave?
11. What did Mr. Underwood's editorial say?
Chapters 26-31
1. What was Scout's fantasy regarding Arthur (Boo) Radley?
2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said,
"That's the difference between America and Germany. We are a democracy and
Germany is a dictatorship. . . . We don't believe in persecuting anybody. Persecution
comes from people who are prejudiced." What does this tell us about Miss Gates?
3. What happened to Judge Taylor?
4. What happened to Helen Robinson?
5. What was Scout's part in the pageant?
6. Why did Scout and Jem not leave the school until almost everyone else had gone?
7. What happened to Jem and Scout on the way home from the pageant?
8. Who saved Jem and Scout? Who killed Bob Ewell?
9. Why did Heck Tate insist that Bob Ewell fell on his own knife?
10. Scout arranged things so that "if Miss Stephanie Crawford was watching from her
upstairs window, she would see Arthur Radley escorting [her] down the sidewalk, as
any gentleman would do." Why did she do that?
11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the
events of the last few years from the Radleys' perspective. Why is that important?
1. How does Jem change?
2. Identify Lula, Zeebo and Reverend Sykes.
3. What does Scout learn about Calpurnia?
4. Who was waiting for the children when they came home from the church service? Why
had she come?
5. "Aunt Alexandra fitted into the world of Maycomb like a hand in a glove, but never into the
world of Jem and me." Explain.
6. Atticus and Alexandra disagree about how to deal with the children. How does Atticus
handle the situation?
7. Describe Jem and Scout's relationship through these chapters as Jem matures.
8. Why did Dill run away from home back to Maycomb?
Chapters 15-17
1. What did Mr. Heck Tate's mob want?
2. What was the purpose of Walter Cunningham's mob?
3. Why did Mr. Cunningham's mob leave?
4. Identify Mr. Dolphus Raymond.
5. Identify Tom Robinson, Mr. Gilmer, Bob Ewell, Mayella Ewell, and Judge Taylor.
6. What was the importance of Mayella's bruises being primarily on the right-hand side of
her face?
Chapters 18-21
1. What was Mayella's account of the incident with Tom Robinson?
2. What was Tom's side of the story?
3. What was Tom's handicap? Why was it important to his case?
4. What do Dill and Scout learn from Mr. Raymond?
5. What were Atticus' closing remarks to the jury?
6. What was the jury's verdict?
Chapters 22-25
1. Why did Jem cry?
2. What was "'round the back steps" when Calpurnia came in on Monday morning?
3. What was the significance of Maudie's two little cakes and one large one?
4. Describe Bob Ewell's meeting with Atticus at the post office.
5. What is Atticus' reaction to Ewell's threats?
6. Alexandra doesn't want Scout playing with Walter Cunningham. Why not?
7. Jem said. "I think I'm beginning to understand why Boo Radley's stayed shut up in the
house all this time . . . it's because he wants to stay inside." Why does he say that?
8. Mrs. Merriweather of the missionary circle complains about her cooks and field hands.
What does that tell us about her?
9. What happened to Tom Robinson?
10. What more do we learn about Alexandra after Atticus and Calpurnia leave?
11. What did Mr. Underwood's editorial say?
Chapters 26-31
1. What was Scout's fantasy regarding Arthur (Boo) Radley?
2. What did Scout hear Miss Gates say at the courthouse? In class, Miss Gates said,
"That's the difference between America and Germany. We are a democracy and
Germany is a dictatorship. . . . We don't believe in persecuting anybody. Persecution
comes from people who are prejudiced." What does this tell us about Miss Gates?
3. What happened to Judge Taylor?
4. What happened to Helen Robinson?
5. What was Scout's part in the pageant?
6. Why did Scout and Jem not leave the school until almost everyone else had gone?
7. What happened to Jem and Scout on the way home from the pageant?
8. Who saved Jem and Scout? Who killed Bob Ewell?
9. Why did Heck Tate insist that Bob Ewell fell on his own knife?
10. Scout arranged things so that "if Miss Stephanie Crawford was watching from her
upstairs window, she would see Arthur Radley escorting [her] down the sidewalk, as
any gentleman would do." Why did she do that?
11. As Scout leaves the Radley porch, she looks out at the neighborhood and recounts the
events of the last few years from the Radleys' perspective. Why is that important?
Tracking Themes
A visual guide to tracking themes in TKAM
Here's a similar site.
And here's one with loads of links, including to Study Guides such as Cliff Notes etc.
Here's a similar site.
And here's one with loads of links, including to Study Guides such as Cliff Notes etc.
Monday, October 18, 2010
Day 20
English 101 Fall 2010 Day 20
1. Homework: Chapters 12-13
2. And complete first half (1-11) for “Tracking Themes TKAM”
3. Essays back today, Tuesday and maybe Wednesday.
4. Hand in study guides.
5. “Quiz” over first 11 chapters
6. Who are the spokespeople for each prejudice? These may be “negative” spokespeople (reinforcing prejudices) or they may be helpers and mentors espousing “positive” attitudes (such as undercutting) about these prejudices.
7. How to use Amazon search inside.
1. Homework: Chapters 12-13
2. And complete first half (1-11) for “Tracking Themes TKAM”
3. Essays back today, Tuesday and maybe Wednesday.
4. Hand in study guides.
5. “Quiz” over first 11 chapters
6. Who are the spokespeople for each prejudice? These may be “negative” spokespeople (reinforcing prejudices) or they may be helpers and mentors espousing “positive” attitudes (such as undercutting) about these prejudices.
7. How to use Amazon search inside.
Friday, October 15, 2010
Day 19
English 101 Fall 2010 Day 19
1. Homework: Read through chapter 11 by Monday. Complete study guide questions for Monday.
2. Bonus Points? Anyone from Ellensburg?
3. Essays back on Monday, Tuesday and maybe Wednesday.
4. Lego TKAM.
5. Characters so far. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.
a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo
g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher
l. Miss Maudie
6. The start of the film for 1030 class.
7. Handing back papers for 930 class.
1. Homework: Read through chapter 11 by Monday. Complete study guide questions for Monday.
2. Bonus Points? Anyone from Ellensburg?
3. Essays back on Monday, Tuesday and maybe Wednesday.
4. Lego TKAM.
5. Characters so far. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.
a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo
g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher
l. Miss Maudie
6. The start of the film for 1030 class.
7. Handing back papers for 930 class.
Thursday, October 14, 2010
Day 18
English 101 Fall 2010 Day 18
1. Homework: Read chapters 5 and 6.
2. Bonus Point opportunity tonight. Poetry Reading at Inklings at 7 pm. Chalet Mall on 56th and Summitview.
3. Bonus point opportunity for Information Literacy. Write these down.
4. Essays back in about a week.
5. CBS Sunday Morning.
6. Setting
a. Time and Place
b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?
7. Characterization
Example: Grapes of Wrath
What do they
8. Characters so far—in groups—count by six. Try to find examples for the above list. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.
a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo
If there's time:
g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher
1. Homework: Read chapters 5 and 6.
2. Bonus Point opportunity tonight. Poetry Reading at Inklings at 7 pm. Chalet Mall on 56th and Summitview.
3. Bonus point opportunity for Information Literacy. Write these down.
4. Essays back in about a week.
5. CBS Sunday Morning.
6. Setting
a. Time and Place
b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?
7. Characterization
Example: Grapes of Wrath
What do they
- Say
Think
Do
Look like
What others say
Their past
Names
8. Characters so far—in groups—count by six. Try to find examples for the above list. Find quotes for the characters that show who they are—how they are characterized. Keep track of page numbers.
a. Scout
b. Jem
c. Atticus
d. Dill
e. Calpurnia
f. Boo
If there's time:
g. Mr. Radley
h. S. Crawford
i. Walter Cunningham
j. Burris Ewell
k. Miss Fisher
Wednesday, October 13, 2010
Day 17
English 101 Fall 2010 Day 17
1. Bonus Point opportunity tonight. Allied Arts Open Mic 7pm. 5000 Lincoln Ave.
2. Essays back in about a week.
3. Setting
a. Time and Place
i. Ex: Greasy Lake, Grapes of Wrath
a. Time
i. Year
ii. Season
iii. Month
iv. Day of Week
v. Time of Day
vi. General Era
b. Place (physical environment)
i. Country
ii. State
iii. City
iv. Landscape
v. Climate
vi. House
vii. Yard/Surroundings
b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?
iv. Law?
4. Characterization
a. Example: Grapes of Wrath
b. Say
c. Think
d. Do
e. Look like
f. What others say
g. Their past
h. Names
5. Characters so far.
1. Bonus Point opportunity tonight. Allied Arts Open Mic 7pm. 5000 Lincoln Ave.
2. Essays back in about a week.
3. Setting
a. Time and Place
i. Ex: Greasy Lake, Grapes of Wrath
a. Time
i. Year
ii. Season
iii. Month
iv. Day of Week
v. Time of Day
vi. General Era
b. Place (physical environment)
i. Country
ii. State
iii. City
iv. Landscape
v. Climate
vi. House
vii. Yard/Surroundings
b. What is Maycomb like? What are its small town values?
i. Race?
ii. Class?
iii. Gender?
iv. Law?
4. Characterization
a. Example: Grapes of Wrath
b. Say
c. Think
d. Do
e. Look like
f. What others say
g. Their past
h. Names
5. Characters so far.
Cultural Values
Cultural Values (sociology Cliff Notes)
A culture's values are its ideas about what is good, right, fair, and just. Sociologists disagree, however, on how to conceptualize values. Conflict theory focuses on how values differ between groups within a culture, while functionalism focuses on the shared values within a culture. For example, American sociologist Robert K. Merton suggested that the most important values in American society are wealth, success, power, and prestige, but that everyone does not have an equal opportunity to attain these values. Functional sociologist Talcott Parsons noted that Americans share the common value of the “American work ethic,” which encourages hard work. Other sociologists have proposed a common core of American values, including accomplishment, material success, problem-solving, reliance on science and technology, democracy, patriotism, charity, freedom, equality and justice, individualism, responsibility, and accountability.
A culture, though, may harbor conflicting values. For instance, the value of material success may conflict with the value of charity. Or the value of equality may conflict with the value of individualism. Such contradictions may exist due to an inconsistency between people's actions and their professed values, which explains why sociologists must carefully distinguish between what people do and what they say. Real culture refers to the values and norms that a society actually follows, while ideal culture refers to the values and norms that a society professes to believe.
Cultural Values (wikipedia)
Groups, societies, or cultures have values that are largely shared by their members. The values identify those objects, conditions or characteristics that members of the society consider important; that is, valuable. In the United States, for example, values might include material comfort, wealth, competition, individualism or religiosity. The values of a society can often be identified by noting which people receive honor or respect. In the US, for example, professional athletes are honored (in the form of monetary payment) more than college professors, in part because the society respects personal values such as physical activity, fitness, and competitiveness more than mental activity and education. This may also be the case because the society takes its education for granted and repays its teachers with non-tangible honors of relatively equal value with that of the athlete. Surveys show that voters in the United States would be reluctant to elect an atheist as a president, suggesting that belief in God is a value.
Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or bad. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral. They reflect the values of respect and support of friends and family.
Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that is in serious conflict with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its members. For example, imprisonment can result from conflict with social norms that have been established as law.
A culture's values are its ideas about what is good, right, fair, and just. Sociologists disagree, however, on how to conceptualize values. Conflict theory focuses on how values differ between groups within a culture, while functionalism focuses on the shared values within a culture. For example, American sociologist Robert K. Merton suggested that the most important values in American society are wealth, success, power, and prestige, but that everyone does not have an equal opportunity to attain these values. Functional sociologist Talcott Parsons noted that Americans share the common value of the “American work ethic,” which encourages hard work. Other sociologists have proposed a common core of American values, including accomplishment, material success, problem-solving, reliance on science and technology, democracy, patriotism, charity, freedom, equality and justice, individualism, responsibility, and accountability.
A culture, though, may harbor conflicting values. For instance, the value of material success may conflict with the value of charity. Or the value of equality may conflict with the value of individualism. Such contradictions may exist due to an inconsistency between people's actions and their professed values, which explains why sociologists must carefully distinguish between what people do and what they say. Real culture refers to the values and norms that a society actually follows, while ideal culture refers to the values and norms that a society professes to believe.
Cultural Values (wikipedia)
Groups, societies, or cultures have values that are largely shared by their members. The values identify those objects, conditions or characteristics that members of the society consider important; that is, valuable. In the United States, for example, values might include material comfort, wealth, competition, individualism or religiosity. The values of a society can often be identified by noting which people receive honor or respect. In the US, for example, professional athletes are honored (in the form of monetary payment) more than college professors, in part because the society respects personal values such as physical activity, fitness, and competitiveness more than mental activity and education. This may also be the case because the society takes its education for granted and repays its teachers with non-tangible honors of relatively equal value with that of the athlete. Surveys show that voters in the United States would be reluctant to elect an atheist as a president, suggesting that belief in God is a value.
Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are rules for behavior in specific situations, while values identify what should be judged as good or bad. Flying the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and appearing solemn are normative behaviors at a funeral. They reflect the values of respect and support of friends and family.
Members take part in a culture even if each member's personal values do not entirely agree with some of the normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract aspects valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that is in serious conflict with the group's norms, the group's authority may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its members. For example, imprisonment can result from conflict with social norms that have been established as law.
Subscribe to:
Posts (Atom)