november 30

JOURNAL TOPIC:
This morning my daughter described a dream in which she was asking people to wake her up.  In the book we're reading, both the Bishop and Jean Valjean are described in terms of their natures, as opposed to what they are actually thinking in a given moment.  Do you think you have a subconscious mind that causes your dreams, or a hidden nature that guides you?  What clues lead you to this conclusion?

AGENDA:
1. Journal
2. Lit circles/ discussion & update your online doc
3. Continue reading to p. 106+

POST:
1. Describe your experience of beginning work with your lit circle this week (title: WE ARE [NOT] LES MIS)

2. Write about anything in the book that jumped out at you and/or stuck with you after reading it (title: THIS BOOK MATTERS)

november 29

JOURNAL TOPIC:
On p. 87, Hugo writes, "Jean Valjean entered the galleys sobbing and trembling; he left hardened."  Monsigneur Bienvenue (the Bishop of Digne) is a very kind, generous person-- who is also stubborn and determined to serve God and other people the way he sees fit, no matter what others (even his own sister) may think.  What makes a person "hard core" or gentle? Are such qualities innate or learned? Can they be changed? How?


AGENDA:
1. Journal
2. Lit circles/ discuss yesterday's reading
3. pp. 87-106

november 28

JOURNAL TOPIC:
Why is the light bulb such a popular symbol/metaphor for an idea? Do you experience ideas as sudden occurrences, or as the product of gradual (even painstaking) processes?

AGENDA:
1. Journal
2. Literature circles: status, check-in, and planning for five roles
3. Reading schedule
4. Today's reading pp. 78-87

POST:
What stays with you after you read?  What doesn't?  (title: STAYING POWER)

november 27

JOURNAL TOPIC:
It has often been said that, "Actions speak louder than words." Discuss two examples from your novel that appear to support or contradict this idea.

AGENDA:
1. Journal
2. Discussion/ quiz (?)
3. Literature circles
4. Continue close reading

POST:
What's the difference between learning independently (reading on your own, for example) and learning collaboratively (reading/discussing ideas in a literature circle)?  What makes each effective?  What works best for you, and why?  (title: LEARNING ALONE & TOGETHER)

literature circles

These are the guidelines for the literature circles I used with students the last time I taught World Literature (in 2010).  How can we use and update them to help us in our work?

_____________________________

Here are the roles/responsibilities for the Literature Circles.

IMPORTANT NOTE: Please remember to organize your notes by reading assignment (so that each section of your group's binder follows the order of the book), and please also remember to write the PAGE NUMBER(S) where you find the question, passage, word, connection, or idea worth researching. That way we can find it later.

LITERATURE CIRCLES
During this unit you will be in charge of studying a novel as a member of a group. Each group has determined a reading schedule that will enable them to complete the novel by the due date we set in class. Because this will require work outside school, every member of every group has exchanged contact information and agreed to fulfill their commitments. Each of you has also agreed with your colleagues to take responsibility for the following tasks for each reading assignment:

• DISCUSSION QUESTIONS: Identify at least three "deep" questions for each reading that would be worth thinking about out loud with the group;
• OUTSTANDING PASSAGES: Choose at least two passages that stand out, either because they are important to the book (like foreshadowing or character description), or examples of literary elements we have discussed (like symbolism or allusion), or just outstanding writing that you want your group to see;
• VOCABULARY: Write down and define any unfamiliar words or familiar words that are used in unfamiliar ways (for example, on the 7th line of p.7 in the novel Of Mice and Men, George says, “Well, I ain’t gonna remind ya, fear ya do it again.” Fear is a familiar word, but the use here—which is grammatically incorrect but designed to be authentic dialogue—means “for fear” or “I am afraid”). There is no minimum or maximum number of vocabulary words, but you should make CERTAIN that every member of your group understands every word you read—there will be a test to make sure…
• CONNECTIONS: Identify at least three connections per reading between the book and other books you have read, current events, or your own life.
• RESEARCH: Look up background information (online and at the library) on the author, the publication of the book, and any factual references in the book (such as places, people, events and terms) that will help you understand it.

Your group is responsible for keeping a binder with sections for each of these roles (i.e., one tab for discussion questions, one for passages, one for vocabulary, one for connections, and one for background research). Each section should be divided by reading assignment, so that it is easy to find exactly what we’re looking for when we need it (and we WILL need it!). Below each set of questions/passages/words/connections/research you bring to your group for each reading assignment, you should have a header titled DISCUSSION NOTES. This is the place to write down new ideas that come up during your conversation with your group. Because our purpose is to share information to get new ideas, you must have at least two new ideas per section per reading.

Upon completion of the novel and your notes you will be graded—and you will grade the other members of your group—and you will be assigned the final projects for this unit. It will be difficult if not impossible to complete the final projects without diligently maintaining your binder, so be sure you keep it up to date.

november 26

JOURNAL TOPIC:
It's been a long time.  Describe what you remember from this course. Describe what you did over the Thanksgiving break to support your success in this course and your learning in general.  Describe how you think we should pick up where we left off.

AGENDA:
1. Journal/discussion
2. The book: looking back and moving ahead
3. Your Big Question

POST:
1. How well did you remember what we've read so far? (title: MY MEMORY OF READING)

2. Describe your Big Question (title: MY BIG QUESTION/ NOVEMBER) 

november 16

JOURNAL TOPIC:
Some holidays are worth celebrating every day.  Feeling grateful makes us happier, healthier, and more productive, so why not celebrate Thanksgiving today?  Think of something/someone for whom you are truly grateful, and use today's journal time to give thanks.

AGENDA:
1. Journal
2. Les Mis
3. For the win-- er, I mean, break, please post the following before we return 11/26:

POSTS:
1. Summarize what we have read so far (title: LES MIS PART I SUMMARY).  Note: doing this well will require no less than three paragraphs.
2. Make (a minimum of two) connections between what we've read in the book and what you learned about the French Revolution.  If you don't remember, look it up.  (title: LES MIS & THE FRENCH REVOLUTION)
3. Make (a minimum of three) connections between what we've read in the book and your own lived experience of modern America.  Think about the people/characters, places, events, cultures, politics, and values we've discussed. (title: LES MIS TODAY)


ALSO:
It's time to take our classroom community/conversation online.  Please visit at least three of your classmates' blogs and comment to at least one of their posts.  (That means we should be able to see three of your comments.)  If you visit a blog with lots of comments, see if you can find one that has less and start the conversation.  It's always nice to receive comments :)

november 15

JOURNAL TOPIC:
What do you think or say when someone makes fun of your lunch? 

AGENDA:
1. Journal
2. Les Mis
3. Big plans

november 14

JOURNAL TOPIC:
What do you think of when you see the word FUTURE?

AGENDA:
1. Journal
2. Choices

november 13

JOURNAL TOPIC:
Every once in a while, often during moments of extreme stress, ordinary people do extraordinary things. What makes this possible?  How can you apply this idea over the next few weeks to achieve your academic goals for the semester?


AGENDA:
1. Journal
2. Les Mis

november 9

JOURNAL TOPIC: [today's tunes: "Eat the Rich" by Aerosmith; "Junk Food Junkie" by Larry Groce; "Eat It" Weird Al Yankovic]

Are "secret ingredients" ever a good thing, or just a cynical ploy that entices us to eat cheaply manufactured nastiness?

AGENDA:
1. Journal
2. Les Mis 

POST:
Bienvenu's talk with G------ (the conventionist) was interesting because both men were thoughtful and insightful, even though they began in complete disagreement.  What was the most interesting part of their conversation to you?  (title: CAN INTELLECTUAL OPPOSITES ATTRACT?

november 8

JOURNAL TOPIC:
We all encounter emergencies-- illness, earthquakes, stalled cars, the occasional zombie apocalypse--so what can you do to be prepared? Describe planning or training for something that might actually happen.

AGENDA:
1. Journal
2. Les Mis

POST:  Yesterday in class I made a comment about getting to know people in the age of Tinder.  Why do you think Victor Hugo spends so much time (we're on p.35) helping us get to know M. Myriel/ Bishop of Digne/ Monseigneur Bienvenu?  How do you get to know people?  (title: GET TO KNOW ME)

cash for college

2018_11_07_11_40_47 by Anonymous kBNWp2Z on Scribd

future business leaders of america

2018_11_07_11_40_22 by Anonymous kBNWp2Z on Scribd

after school tutoring

2018_11_07_11_40_02 by Anonymous kBNWp2Z on Scribd

november 7

JOURNAL TOPIC:
Think of someone for whom you feel nothing but enmity. Now imagine that tomorrow morning you wake up to discover that you and this person are two heads on the same body. Describe your day.

AGENDA:
1. Journal
2. Les Mis

POST:
Summarize the book and your impressions of it so far. (title: WHAT'S THIS ALL ABOUT)

november 6

JOURNAL TOPIC:
Today is Election Day.  It's the most important election of my lifetime so far. (!)  What difference does it make if people vote?  How would the French Revolution have been different if people could vote in that society?  Would the revolution have happened at all?  Would it have been so violent?  Explain your answer.

AGENDA:
1. Journal
2. Les Mis

POST: 

Explain your journal in a post.  (Title: LES MIS GETS MY VOTE)

november 5

JOURNAL TOPIC:
We describe characters all the time.  Whenever we relate a story about something that happened with other people to a person who wasn't there, we portray the other people as characters in that story.  Sometimes we describe them directly ("he's six feet tall" or "she was really angry"), and sometimes we describe them indirectly, in terms of what they said, or did, or how others reacted to them.  Think of something that happened to you over the weekend in the presence of other people.  Write a paragraph about it.  Then, choose one character and analyze your own work: did you describe this person directly or indirectly?

AGENDA:
1. Journal
2. Les Mis: Select five examples in which the author describes M. Myriel.  For each example, determine whether the author is using direct or indirect characterization.

POST:
On your blog, type in each example of characterization you selected.  Explain whether each is direct or indirect, and give your reasons why.  (title: WHAT A CHARACTER.  First sentences: "In Les Misérables, Victor Hugo goes to great lengths to describe the character of M. Myriel.  He uses both direct and indirect characterization to help the reader get to know M. Myriel.  Here are some examples.")

november 2

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 exploits. 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, 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 do  extraordinary things; 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. Les Mis

POST:
Les Mis notes & anything else you're missing

national novel writing month

Anyone who manages to complete a novel this month will earn no less than a B on the semester report card.  More details at the website: https://nanowrimo.org/about

november 1

JOURNAL TOPIC: [today's tunes:  "What's He Building in There?" by Tom Waits; "Halloween (Michael Myers) Theme" by John Carpenter]

Since it's Dia de los Muertos, three options (one for each face, plus a bonus):
1. What role does fear (of death, of loss, of discovery) play in Les Mis?  What role does it play in your own life and decision-making process?
2. What masks do people wear in everyday life, i.e., how/why/when do we intentionally adopt personae that serve purposes other than reflecting who we are with integrity?
3. As you think about the tunes of the day, what is it about what the storyteller DOESN'T say that creates suspense?

AGENDA:
1. Journal
2. Les Mis