that left a sweet taste in our mouths

Thanks to everyone who shared their recipes and stories with us-- what a sweet way to end the semester.

jacob got hired

This happened in my classroom at RHS:

for the win/ter break

Please comment to this post and let us know what Big Question you're thinking about!

FALL SEMESTER FINAL

Welcome to the last day of our semester.  I look forward to sharing what we've prepared with each other.  In the process, please make sure to complete the following:

1. Turn in your self-assessment (items on the white board in class)
2. Have your grade conference (optional)
3. Comment to the FOR THE WIN/TER BREAK post with your Big Question

4. POST to your blog with your Big Question topic and your intention for the winter break (title: FOR THE WIN/TER BREAK)

Reminder: I will be posting to the course blog intermittently over the break.  Every time you comment to a post, you will earn credit.  (Think of it like Instagram, but less vapid and more lucrative.)

Whether you spend the break working, playing, celebrating, or resting, I wish each of you a terrific, restorative few weeks-- see you in 2019!

finals schedule

Just in case anyone else gets as confused as I do:

Winter Finals Bell Schedule... by on Scribd

december 18

Sometimes...

Or, in literature:

It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way—in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.

-Charles Dickens, A Tale of Two Cities

december 17

AGENDA:
1. Discussion (topic: the connection between love and quality)
2. Plan the week
3. Return graded essays

ACTIONS:
1. Menu/story sign-up
2. Revise and post essay on your blog
3. Post your notes on today's discussion (title: WHAT'S LOVE GOT TO DO WITH IT?)

aw, thanks!

To whoever left the apple on my desk, thank you!  Wow, I thought that sort of thing only happened in old movies. 😀

december 14

JOURNAL TOPIC: (do this AFTER you write the essay)
How well did you do on the essay?  Why?

AGENDA:
1. Final essay exam
2. Journal

FINAL ESSAY PROMPT

In Les Misérables, some of the characters are static and some are dynamic. What makes a character dynamic?  Choose a dynamic character from the book.  Explain at least three ways this character changes throughout the book, and be prepared to support your points with textual evidence (such as a quote or an event in the plot).  Why does this character change?  How does this character's evolution reflect the overall theme and tone of the book?

december 13

JOURNAL TOPICS:
We remember big life events like weddings, births, and deaths, and we remember cultural events like holidays, but do we remember the little moments in our lives?  Describe a moment from your life that you remember clearly, but that others may not remember or even know about.  What makes this stand out in your mind?

AGENDA:
1. Journal
2. A final final review: lit terms + essay

POST:
How well will you do on tomorrow's exam?  (title: CALLING MY SHOT)

december 12

JOURNAL TOPIC:
What is the meaning of the saying, "The early bird gets the worm"?  Why do you think people think this is an important concept?  What if they're wrong?  What if the early bird shows up and the worm turns out to be bait, and the early bird is eaten by the cat, who happens to be a friend of the late bird, who is still sleeping in the nest and doesn't even like breakfast?  Huh?  What about that?

AGENDA:
1. Journal
2. Lit terms test
3. "Wicked" and "Brightburn" and different ways of looking at characters

POST:
What's on your mind?  (title: SOMETHING'S ON MY MIND)

december 11

JOURNAL TOPIC:
Please explain why Jean Valjean weeps on p.113.  How is it that this hard man, who has endured such a cruel life, comes to such a vulnerable moment of emotional tenderness?

AGENDA:
1. Journal
2. Lit circles check-in
3. We read starting on p. (?)
4. Notes on the final essay

POST:
Explain how studying your lit terms has helped you understand our reading by pointing out three examples of technique that you found in our reading today. (title: LURKING LIT TECHNIQUES)

(NOTE: Since you don't have the book with you and you can't refer to the text, you don't have to quote directly.  If you want to review the pages we read this morning, you can find them HERE by clicking on BOOK THIRD CHAPTER I & II)

december 10

JOURNAL TOPIC:
Huh.  Interesting thing about Friday's journal topic-- many of you didn't write about it!  So, let's try this again:

Describe the interaction between Jean Valjean and the boy who was playing with his coins.  Why do you think Jean Valjean acted the way he did?

If you need the book, take a look; the scene I'm asking about is on pp. 106-108.

Last week when I asked about how we read, some of you wrote about how it helps to discuss the text.  If that's true for you, please feel free to discuss this scene with a neighbor-- or, if enough people ask, we can discuss it as a class.

(NOTE: If you are one of the proud few who already answered the question, you can: a) help someone, b) add to your answer, and/or c) write about whatever you like for today's journal entry.)

AGENDA:
1. Journal
2. Status reports: lit circles & class
3. Continue reading

REMINDER:
Your lit terms are officially eligible for testing anytime this week.  Like tomorrow.  Do you know them yet?  Definitions and examples?  Please study and ask any questions you need answered in class.

december 7

JOURNAL TOPIC:
Describe the interaction between Jean Valjean and the boy who was playing with his coins.  Why do you think Jean Valjean acted the way he did?

AGENDA:
1. Journal
2. Lit circles/ continue to p.140
3. Lit terms
4. Individual conferences

THIS WEEKEND:
1. Post to your blog
2. Review the lit terms

december 6

JOURNAL TOPIC:
Describe your experience of reading yesterday.  How was it similar or different from reading together with me and the class as a whole?

AGENDA:
1. Journal
2. Lit circles/ continue to p.140
3. Individual conferences

POST:
Choose something that you're thinking about and write!  (title: SOMETHING I'M THINKING ABOUT)

december 5

JOURNAL TOPIC:
Reading about the character of Jean Valjean reminded me of the last words in Victor Hugo's introduction: "So long as ignorance and misery remain on earth, there should be a need for books such as this."  Do you agree that it is important to remind each other that every human has needs, including a need for dignity?  Why or why not?  Please explain your answer.  Feel free to use a contemporary example to support your main point.

AGENDA:
1. Journal
2. Read together to p.106
3. Lit circles/continue to p.120
4. Individual conferences

POST:
Describe the interaction between Jean Valjean and the Bishop.  Did the bishop's reaction surprise you?  Why/why not?  Do you think the bishop serves as a meaningful example/role model?  Why/why not?  (title: HERE'S YOUR SILVER)

december 4

JOURNAL TOPIC: [today's tunes: "Give Peace a Chance" by John Lennon]

When I read a fiction book, I usually give it 100 pages.  By that time, I have a sense of the author's tone and voice.  I feel like I know enough about the setting and the characters to determine whether I'm interested in finding out what happens next.  When my wife and I learn about a new TV show we haven't seen, we use the "5 Minute Rule" -- if either of us becomes bored within the first five minutes, we find something else to do.  (We don't have much time to watch a show, so it has to be good!)

How do you know when you're interested in a book or any kind of story?  How much of a chance do you give it?

AGENDA:
1. Journal
2. Les Miserablés -- today we get to page 100 and the inciting incident! 

POST:
1. Update your Google Doc with lit circle work
2. On your blog, write about this question: What was it like to read the action in Les Mis after all that exposition?  Are you excited to find out what happens next? (title: INCITING INCIDENT)

when it's not a school assignment

Friday afternoon I drove from SMHS to pick my daughter up from school.  My briefcase, lunch, and a copy of Les Mis were in the back seat.  When we got home, this is what I saw:

december 3

JOURNAL TOPIC:
Dr. Seuss once wrote, "How did it get so late so soon?  December is here before it's June.  My goodness how the time has flewn. [sic]  How did it get so late so soon?"

Here we are.  It's December.  In the blink of an eye, we'll be on Winter Break, and then-- but, wait.  Let's slow things down for a moment.  One of the things I love about reading is how the author's ideas sometimes connect with what I'm thinking, or feeling, or experiencing.  Sometimes connecting the dots takes a little effort, but the effort is always worthwhile, because whatever I'm reading becomes more meaningful in those moments. 

So, here is today's journal question: what idea/s from Les Mis can you apply to real life?  What have the characters done or said that make you think about yourself, people you know, or the bigger issues we all deal with in 2018?

AGENDA:
1. Journal
2. Lit circles meeting/ make sure everyone is up to date and your Google Doc reflects your work
3. Plan for the week/ individual conferences begin Wednesday
4. Reading (as time allows)

POST:
Set a goal for the end of your semester.  What do you want to learn/accomplish between now and finals week?  What grade are you aiming for?  What do you plan to do over these next couple weeks to achieve your goal?  (title: MY SEMESTER GOAL)