If you have missed reading part of Ibsen's play, you may read the missed sections online. Click here to access a website will the full text of the play.
The 25-question multiple choice exam on A Doll's House will be Friday, May15. Students doing May Term need to take this exam as the last assignment for their fourth quarter grade.
Monday, May 4, 2009
Henrik Ibsen
- Born in Skein, Norway
- Lived his early life in poverty, stung by social rejection.
- Hired as a playwright by the National Theater in Bergen.
- Left Norway in 1862, starting a 27-year self-imposed exile. During this time he wrote his finest plays.
- "A literary pioneer who created the modern, realistic prose drama.”
- The bold, social commentary in his plays often earned him criticism.
- “A Doll’s House (1879) aroused controversy because it portrayed a woman whose actions were not considered acceptable at the time.”
- Ibsen was a revolutionary playwright who provided detailed stage directions that precisely described sets, lighting, props and how actors should interpret their lines.
Friday, March 13, 2009
Essay and Test on March 27
The final exam for your choice book unit is Friday, March 27. That is also the date that your essay is due. If you are leaving early for spring break, you need to complete both assessments before you leave. Below is a description of the essay assignment.
For the choice book analytical essay you need to compare your choice novel to two other works studied in World Literature. Your comparison should analyze a common topic by detailing text to text connections – remember that you can discuss the differences in how the texts approach the topic as well as the similarities. The A to Z Taxonomy of Common Issues is a great place to start for essay ideas. You may use any films, poems, short stories or novels read in World Literature this year for the two texts that you will compare to your choice novel. Since you may not have ready access to the short stories or previous novels read in World Lit, supporting details for main points for those texts simply need to be paraphrases of events and ideas. However, you should support main ideas about your choice novel with direct quotations from the text.
Comparison Texts
World Literature I major texts:
Brave New World by Aldous Huxley
Things Fall Apart by Chinua Achebe
Siddhartha by Hermann Hesse
Choice novel (Life of Pi by Yann Martel, Snow by Orhan Pamuk, The Last Summer of Reason by Tajar Djaout, Frankenstein by Mary Shelley
Films: Il Postino, The Cup, Surviving Picasso
World Literature II texts (so far)
The Handmaid’s Tale by Margaret Atwood
Films: Pride and Prejudice, Lagaan
Various short stories (keep track of them in your notebook)
The essay should be two pages long, 12-point font, double spaced.
The essay is due on Friday, March 27 or the day before you leave for spring break!
For the choice book analytical essay you need to compare your choice novel to two other works studied in World Literature. Your comparison should analyze a common topic by detailing text to text connections – remember that you can discuss the differences in how the texts approach the topic as well as the similarities. The A to Z Taxonomy of Common Issues is a great place to start for essay ideas. You may use any films, poems, short stories or novels read in World Literature this year for the two texts that you will compare to your choice novel. Since you may not have ready access to the short stories or previous novels read in World Lit, supporting details for main points for those texts simply need to be paraphrases of events and ideas. However, you should support main ideas about your choice novel with direct quotations from the text.
Comparison Texts
World Literature I major texts:
Brave New World by Aldous Huxley
Things Fall Apart by Chinua Achebe
Siddhartha by Hermann Hesse
Choice novel (Life of Pi by Yann Martel, Snow by Orhan Pamuk, The Last Summer of Reason by Tajar Djaout, Frankenstein by Mary Shelley
Films: Il Postino, The Cup, Surviving Picasso
World Literature II texts (so far)
The Handmaid’s Tale by Margaret Atwood
Films: Pride and Prejudice, Lagaan
Various short stories (keep track of them in your notebook)
The essay should be two pages long, 12-point font, double spaced.
The essay is due on Friday, March 27 or the day before you leave for spring break!
Sunday, February 8, 2009
Jane Austen's Influence
Jane Austen, 1775-1817
- The daughter of a rector—the seventh of eight children—educated at home and never lived apart from her family
- Her novels are closer to 18th century satire than Romantic Age works.
- Observed social behavior with “shrewd perceptiveness.”
- Common theme—maturity achieved through loss of illusions
Novels:
Sense & Sensibility (1795)
Pride & Prejudice (1796)
Northanger Abbey (1797)
Mansfield Park (1811)
Emma (1814)
Persuasion (1815)
**Sense and Sensibility first published in 1811
Pride & Prejudice Characters
The Bennet Sisters:
Jane Bennet--the beautiful, eldest daughter
Elizabeth Bennet - The novel's protagonist
Mary Bennet - The middle Bennet sister, bookish
Catherine (Kitty) Bennet - The fourth Bennet sister, a flirt
Lydia Bennet - The youngest Bennet sister, a flirt
Love Interests:
Fitzwilliam Darcy - A wealthy gentleman, the master of Pemberley
Charles Bingley - Darcy's best friend, has a considerable fortune.
George Wickham - A handsome, fortune-hunting militia officer.
Mr. Collins - A pompous clergyman who stands to inherit the Bennet's home.
Thursday, January 29, 2009
Key Word Prediction
Consider the key words from the first pages of The Handmaid’s Tale and predict the story.
palimpsest: a parchment that has been erased to make room for other text
pedantic: overly concerned with minute details
debase: to reduce in value or dignity
servile: submissive; fawning
angels
football
thongs
unwoman
nunneries
colonies
blood
shatterproof
black market
prayvaganzas
Econowives
anarchy
palimpsest: a parchment that has been erased to make room for other text
pedantic: overly concerned with minute details
debase: to reduce in value or dignity
servile: submissive; fawning
angels
football
thongs
unwoman
nunneries
colonies
blood
shatterproof
black market
prayvaganzas
Econowives
anarchy
Margaret Atwood Background
Margaret Atwood was born in Ottawa, Ontario, in 1939.
Atwood was raised a strict agnostic, and she believes atheism is a religion.
Her formal degrees are from the University of Toronto and Radcliffe College. She has also received 16 honorary degrees.
She is Canada's most eminent novelist and poet.
Her novels include strong women characters, and the books explore contemporary issues and sexual politics.
Her novels: The Edible Woman (1969); Surfacing (1973); Lady Oracle (1977); Life Before Man (1980); Bodily Harm (1982); The Handmaid's Tale (1986); Cat's Eye (1989); The Robber Bride (1993); Alias Grace (1996); The Blind Assassin (2000); and Oryx and Crake (2003).
The Handmaid's Tale film was released in 1990, and the book was recently staged as an opera.
For more information on Margaret Atwood, read her full biography at Contemporarywriters.com.
View this ten-minute clip of a Bill Moyers interview with Margaret Atwood to hear first-hand some of the political and religious beliefs that influenced The Handmaid's Tale.
After viewing the clip, respond in your journal to one of the following Atwood quotations from the video clip. Your personal response should be at least one full-paragraph. You may also wish to make connections between the quotation and films, books, and current events.
"When societies come under stress, these kinds of things happen. People start looking around for human sacrifices--for someone they can blame."
"In order to preserve our freedoms, we have to give them up for now."
"The theocracy that I put in The Handmaid's Tale never calls itself Christian. In fact, it never says anything about Christianity . . . . The slogans are all from the Old Testament."
"I believe in the America of Thoreau. Thoreau, the conscientious objector. Thoreau, the man who stood upon his principles."
Atwood was raised a strict agnostic, and she believes atheism is a religion.
Her formal degrees are from the University of Toronto and Radcliffe College. She has also received 16 honorary degrees.
She is Canada's most eminent novelist and poet.
Her novels include strong women characters, and the books explore contemporary issues and sexual politics.
Her novels: The Edible Woman (1969); Surfacing (1973); Lady Oracle (1977); Life Before Man (1980); Bodily Harm (1982); The Handmaid's Tale (1986); Cat's Eye (1989); The Robber Bride (1993); Alias Grace (1996); The Blind Assassin (2000); and Oryx and Crake (2003).
The Handmaid's Tale film was released in 1990, and the book was recently staged as an opera.
For more information on Margaret Atwood, read her full biography at Contemporarywriters.com.
View this ten-minute clip of a Bill Moyers interview with Margaret Atwood to hear first-hand some of the political and religious beliefs that influenced The Handmaid's Tale.
After viewing the clip, respond in your journal to one of the following Atwood quotations from the video clip. Your personal response should be at least one full-paragraph. You may also wish to make connections between the quotation and films, books, and current events.
"When societies come under stress, these kinds of things happen. People start looking around for human sacrifices--for someone they can blame."
"In order to preserve our freedoms, we have to give them up for now."
"The theocracy that I put in The Handmaid's Tale never calls itself Christian. In fact, it never says anything about Christianity . . . . The slogans are all from the Old Testament."
"I believe in the America of Thoreau. Thoreau, the conscientious objector. Thoreau, the man who stood upon his principles."
The Handmaid's Tale Reading Schedule
The date indicates the day the reading is due. Be prepared for quizzes, discussions or activities based on those pages.
Feb. 2: pp. 1-33
Feb. 4: pp. 34-66
Feb. 9: pp. 67-106
Feb. 12: pp. 107-188
Feb. 18: pp. 189-233
Feb. 20: pp. 234-311
Feb. 2: pp. 1-33
Feb. 4: pp. 34-66
Feb. 9: pp. 67-106
Feb. 12: pp. 107-188
Feb. 18: pp. 189-233
Feb. 20: pp. 234-311
Monday, January 26, 2009
World Lit II Overview
World Lit II examines the essential question: How do humans express themselves through their political and personal relationships?
Atwood and Austen
In February we will read The Handmaid's Tale by Margaret Atwood and view the hot new Kiera Knightley re-make of Jane Austen's Pride and Prejudice. Political and personal concepts studied during this unit include women's roles, oppression, civil liberties, sexism, censorship, religious fanaticism, the death penalty, love and war.
We will also make thematic connections to short stories and poetry in the World Masterpieces textbook.
Choice Unit
In March students pick one of the following novels to read:
Kite Runner by Khaled Hosseini
The House of Spirits by Isabel Allende
July’s People by Nadine Gordimer
Nectar in a Sieve by Kamala Markandaya
Waiting by Jin Ha
This choice unit continues to explore many of the concepts introduced in The Handmaid's Tale, and book clubs discuss how people survive political upheavals while maintaining their personal relationships.
With March also comes a World Lit all-time favorite--the Bollywood blockbuster Lagaan. 99% of World Lit students love this film. In fact, whenever I run into past World Lit students, they ask me if I have shown Lagaan yet. A few years ago a bunch of World Lit boys, inspired by this film, even started playing cricket on Sunday afternoons at an Edina park.
Politics and Relationships in Plays
During the Fourth Quarter, World Lit students will not only read the following plays (either in their entirety or excerpts), but also see the dramas come to life through film. The guiding question for this drama unit is: What are the personal and societal obstacles that people must overcome to have a successful marriage/committed relationship?
Othello by William Shakespeare
A Doll’s House by Henrik Ibsen
Importance of Being Earnest by Oscar Wilde
Atwood and Austen
In February we will read The Handmaid's Tale by Margaret Atwood and view the hot new Kiera Knightley re-make of Jane Austen's Pride and Prejudice. Political and personal concepts studied during this unit include women's roles, oppression, civil liberties, sexism, censorship, religious fanaticism, the death penalty, love and war.
We will also make thematic connections to short stories and poetry in the World Masterpieces textbook.
Choice Unit
In March students pick one of the following novels to read:
Kite Runner by Khaled Hosseini
The House of Spirits by Isabel Allende
July’s People by Nadine Gordimer
Nectar in a Sieve by Kamala Markandaya
Waiting by Jin Ha
This choice unit continues to explore many of the concepts introduced in The Handmaid's Tale, and book clubs discuss how people survive political upheavals while maintaining their personal relationships.
With March also comes a World Lit all-time favorite--the Bollywood blockbuster Lagaan. 99% of World Lit students love this film. In fact, whenever I run into past World Lit students, they ask me if I have shown Lagaan yet. A few years ago a bunch of World Lit boys, inspired by this film, even started playing cricket on Sunday afternoons at an Edina park.
Politics and Relationships in Plays
During the Fourth Quarter, World Lit students will not only read the following plays (either in their entirety or excerpts), but also see the dramas come to life through film. The guiding question for this drama unit is: What are the personal and societal obstacles that people must overcome to have a successful marriage/committed relationship?
Othello by William Shakespeare
A Doll’s House by Henrik Ibsen
Importance of Being Earnest by Oscar Wilde
Supplies Needed
World Literature students use a single subject, composition notebook to showcase their thinking and writing in World Literature. Notebooks need to be in class every day as participation points will be given on a regular basis vs. turning in the notebook at the end of the unit like in World Lit I.
The classroom magic markers are all running dry. To make all of our Thinking Map posters, A to Z lists, and other activities, room 271 desperately needs markers. Consider donating a pack of markers for extra credit.
The classroom magic markers are all running dry. To make all of our Thinking Map posters, A to Z lists, and other activities, room 271 desperately needs markers. Consider donating a pack of markers for extra credit.
Tuesday, January 13, 2009
Siddhartha Vocab and Tests
The vocabulary test for Siddhartha will be on finals day along with a scantron exam on plot and characters and a blue book essay.
To study for vocab, see if you can answer the "I have . . . Who has" questions below. Also, you can create you the 4-square for your assigned word for extra credit by adding it as a comment to this post.
Who has a heap of combustibles for burning a corpse?
Who has the quality of being calm and even-tempered?
Who has the practice of self-denial and austerity?
Who has being elevated in status or of being of high rank?
Who has something that is essential to the nature of a thing?
Who has a wandering person who lives in the forest?
Who has to bring into existence or to give birth?
Who has pale or dull complexion?
Who has deep, extensive learning?
Who has utter discontent or boredom?
Who has burdensome or great difficulty?
Who has commanding respect and dignity?
Who has twisted or woven together?
Who has the act of asking for forgiveness or atonement?
Who has a prostitute or hooker?
Who has religious washing or ritual cleansing?
Who has reincarnation or cycle of life—death—rebirth?
Who has urging or making a strong emotional appeal?
Who has perfection, in other words the perfect syllable for meditation?
To study for vocab, see if you can answer the "I have . . . Who has" questions below. Also, you can create you the 4-square for your assigned word for extra credit by adding it as a comment to this post.
Who has a heap of combustibles for burning a corpse?
Who has the quality of being calm and even-tempered?
Who has the practice of self-denial and austerity?
Who has being elevated in status or of being of high rank?
Who has something that is essential to the nature of a thing?
Who has a wandering person who lives in the forest?
Who has to bring into existence or to give birth?
Who has pale or dull complexion?
Who has deep, extensive learning?
Who has utter discontent or boredom?
Who has burdensome or great difficulty?
Who has commanding respect and dignity?
Who has twisted or woven together?
Who has the act of asking for forgiveness or atonement?
Who has a prostitute or hooker?
Who has religious washing or ritual cleansing?
Who has reincarnation or cycle of life—death—rebirth?
Who has urging or making a strong emotional appeal?
Who has perfection, in other words the perfect syllable for meditation?
Tuesday, January 6, 2009
Hinduism and Buddhism in Siddhartha
Define the following Hindu terms and write at least one sentence about how they relate to Siddhartha.
Dharma
Brahmin
Samsara
The Vedas & The Upanishads
Om
Atman (Brahman/Self)
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha.
Meditation
Four Noble Truths
Eightfold Noble Path
Nirvana
Historical Buddha (Sakyamuni)
Karma
Dharma
Brahmin
Samsara
The Vedas & The Upanishads
Om
Atman (Brahman/Self)
Define the following Buddhist terms and write at least one sentence about how they relate to Siddhartha.
Meditation
Four Noble Truths
Eightfold Noble Path
Nirvana
Historical Buddha (Sakyamuni)
Karma
Monday, January 5, 2009
Siddhartha Reading Schedule
Come to class having read the pages indicated the night before as homework.
Jan. 6: pp. 3-24
Jan. 7: pp. 25-36
Jan. 8: pp. 37-42
Jan. 9: pp. 45-61
Jan. 12: pp. 63-85
Jan. 13: pp. 87-100
Jan. 14: pp. 101-115
Jan. 15: pp. 117-127
Jan. 16: pp. 129-137
Jan. 20: pp. 139-152
A multiple choice exam on plot, character and vocabulary as well as a blue book essay will be completed on finals day. Finals are January 21-23.
Jan. 6: pp. 3-24
Jan. 7: pp. 25-36
Jan. 8: pp. 37-42
Jan. 9: pp. 45-61
Jan. 12: pp. 63-85
Jan. 13: pp. 87-100
Jan. 14: pp. 101-115
Jan. 15: pp. 117-127
Jan. 16: pp. 129-137
Jan. 20: pp. 139-152
A multiple choice exam on plot, character and vocabulary as well as a blue book essay will be completed on finals day. Finals are January 21-23.
Tuesday, December 9, 2008
Sonnets
· 14 lines of iambic pentameter
da DUM da DUM da DUM da DUM da DUM
· Sonnets concerned with universal questions of time, death, beauty, love, moral integrity and poetry itself
English--Shakespearean
· Three quatrains (4-line stanza) and a heroic couplet (2 rhyming lines)
· Rhyme scheme: abab cdcd efef gg
Italian—Petrachan
· Octave (8-line stanza) and sestet (6-line stanza)
· Volta—the shift from octave to sestet with a dramatic change in meaning and/or tone
· Rhyme scheme: abbaabba cdecde
· can change sestet’s rhyme scheme to create a concluding heroic couplet
da DUM da DUM da DUM da DUM da DUM
· Sonnets concerned with universal questions of time, death, beauty, love, moral integrity and poetry itself
English--Shakespearean
· Three quatrains (4-line stanza) and a heroic couplet (2 rhyming lines)
· Rhyme scheme: abab cdcd efef gg
Italian—Petrachan
· Octave (8-line stanza) and sestet (6-line stanza)
· Volta—the shift from octave to sestet with a dramatic change in meaning and/or tone
· Rhyme scheme: abbaabba cdecde
· can change sestet’s rhyme scheme to create a concluding heroic couplet
Choice Book and Essay
The Choice Book Unit final multiple choice exam will be held Tuesday, Dec. 16 during the shortened late start day period. The 25-question test covers the characters, plot and setting of the book that you read.
The essay on your choice book is due Friday, Dec. 19. If you are absent from school that day and have not turned in the paper prior to Friday, please email it to me by 3:10 p.m.
Here are the essay prompts and checklist:
Essay Prompts:
1. How do political situations affect the personal relationships in the novel?
2. What does your choice novel teach the reader about the key components to a successful government?
3. What is the author saying about obsession in the novel?
4. Analyze the connection between hope and despair in your novel.
5. What does the novel say about the role of religion in people’s lives?
6. What is the author saying about mental health in the novel?
7. What is the author saying about nature’s healing power in the novel?
8. Compare and contrast the choice novel with either Brave New World or Things Fall Apart in terms of theme(s) developed.
Essay Checklist
____ The essay is at least two pages, double-spaced, 12-point font, with one inch margins.
____ The essay has a creative title.
____ The introduction has an attention-grabbing device like an anecdote or relevant quotation.
____ The book’s title and author is incorporated into the introduction.
____ The thesis statement includes specific cultural components and the connection to humanity.
____ The body paragraphs have clear topic sentences.
____ Analytical statements are supported with direct quotations from the novel.
____ MLA format is used to cite all direct quotations (e.g. Shelley 24) and other sources cited.
____ The essay is free of plagiarism.
____ The conclusion leaves the reader with a lasting impression by commenting on the relevance of the topic for the reader’s life. In other words, why do humans care about the issues discussed in the essay?
The essay on your choice book is due Friday, Dec. 19. If you are absent from school that day and have not turned in the paper prior to Friday, please email it to me by 3:10 p.m.
Here are the essay prompts and checklist:
Essay Prompts:
1. How do political situations affect the personal relationships in the novel?
2. What does your choice novel teach the reader about the key components to a successful government?
3. What is the author saying about obsession in the novel?
4. Analyze the connection between hope and despair in your novel.
5. What does the novel say about the role of religion in people’s lives?
6. What is the author saying about mental health in the novel?
7. What is the author saying about nature’s healing power in the novel?
8. Compare and contrast the choice novel with either Brave New World or Things Fall Apart in terms of theme(s) developed.
Essay Checklist
____ The essay is at least two pages, double-spaced, 12-point font, with one inch margins.
____ The essay has a creative title.
____ The introduction has an attention-grabbing device like an anecdote or relevant quotation.
____ The book’s title and author is incorporated into the introduction.
____ The thesis statement includes specific cultural components and the connection to humanity.
____ The body paragraphs have clear topic sentences.
____ Analytical statements are supported with direct quotations from the novel.
____ MLA format is used to cite all direct quotations (e.g. Shelley 24) and other sources cited.
____ The essay is free of plagiarism.
____ The conclusion leaves the reader with a lasting impression by commenting on the relevance of the topic for the reader’s life. In other words, why do humans care about the issues discussed in the essay?
Monday, December 8, 2008
Common--I Have a Dream
Thanks Ariel for sharing Common's "I Have a Dream" during class today. Here's a link to a video of the song. I love it!
And for hour 5, Hannah's favorite pianist plays The Office theme song.
And for hour 5, Hannah's favorite pianist plays The Office theme song.
Sunday, December 7, 2008
Roehl's Favorite Hip Hop Artists
One of my favorite Hip Hop artists is Bryonn Bain, Brooklyn's Famed Spoken Word Poet. Bain currently teaches at Columbia University and at Riker's Island Prison. The Utne Reader claims that Bryonn Bain is one of 30 visionaries under 30 who are changing the future.
Bain first came into the national spotlight when he was falsely imprisoned by the NYPD during his second year at Harvard Law School. Following his false imprisonment, Bain wrote the article "Walking While Black" for The Village Voice, and that article earned him a Mike Wallace interview on 60 Minutes.
I took a class from Bryonn last year about the importance of Hip Hop to youth culture. Here are some ideas from my notebook:
Click here to watch a five-minute clip about Bryonn Bain.
Listen to a few of Byronn's songs, like "Ancestor's Watching," by clicking here.
For more information about Bryonn, visit his website bryonnbain.com.
Another favorite Hip Hop artist of mine is Origin. Origin, aka Jeremy Dudley, is an elementary school teacher in Albany, New York. Jeremy, like me, is a teacher working with the National Urban Alliance (NUA).
Click here to check out Origin's website and some of his songs. There's even a news video about the rapping elementary teacher.
Here's a picture of Jeremy with Evelyn Rothstein (the woman responsible for the A to Z Taxonomy, defining format, and the metacognition frame) at a workshop that I attended in Albany last summer.
Bain first came into the national spotlight when he was falsely imprisoned by the NYPD during his second year at Harvard Law School. Following his false imprisonment, Bain wrote the article "Walking While Black" for The Village Voice, and that article earned him a Mike Wallace interview on 60 Minutes.
I took a class from Bryonn last year about the importance of Hip Hop to youth culture. Here are some ideas from my notebook:
- Many Hip Hop artists incorporate socially responsible themes into their music; however, the music industry capitalizes on stereotypes of gangs, guns, drugs, and misogyny.
- 70% to 80% of Hip Hop consumers are white, suburbanites.
- Rap is something you do. Hip Hop is something you live.
- The components of Hip Hop are the DJ, the graffiti artist, the B-Boy or B-Girl breakdancer, and the emcee (also known as the spoken word poet or rap artist).
Click here to watch a five-minute clip about Bryonn Bain.
Listen to a few of Byronn's songs, like "Ancestor's Watching," by clicking here.
For more information about Bryonn, visit his website bryonnbain.com.
Another favorite Hip Hop artist of mine is Origin. Origin, aka Jeremy Dudley, is an elementary school teacher in Albany, New York. Jeremy, like me, is a teacher working with the National Urban Alliance (NUA).
Click here to check out Origin's website and some of his songs. There's even a news video about the rapping elementary teacher.
Here's a picture of Jeremy with Evelyn Rothstein (the woman responsible for the A to Z Taxonomy, defining format, and the metacognition frame) at a workshop that I attended in Albany last summer.
Saturday, November 29, 2008
Religion Final
The final exam for the religion unit will be Wednesday, December 3. Each student will get to choose between a multiple choice exam or a blue book exam. Students should play to their strengths and select the exam that best fits their preferred testing style.
The multiple choice exam has 45 questions covering the beliefs, practices and history of the five major religions of the world and the short literature selections that we read in class. The blue book alternative involves writing a paragraph response to three separate questions. Paragraph topics range from comparing and contrasting religions to analysing some of the literature studeied in this unit. Each paragraph is worth 15 points--for 45 points total.
The multiple choice exam has 45 questions covering the beliefs, practices and history of the five major religions of the world and the short literature selections that we read in class. The blue book alternative involves writing a paragraph response to three separate questions. Paragraph topics range from comparing and contrasting religions to analysing some of the literature studeied in this unit. Each paragraph is worth 15 points--for 45 points total.
Monday, November 3, 2008
What is religion?
Patterns of Religion defines “religion as a system of meaning embodied in a pattern of life, a community of faith, and a worldview that articulates a view of the sacred and what ultimately matters” (32).
Theistic Religions
Hinduism
Judaism
Christianity
Islam
Non-theistic Religions
Buddhism
Confucianism
Scientology
Transcendental Meditation
Forms of Religious Expression
Beliefs—symbols, stories, doctrines, and conduct
Morality—codes of conduct, right and wrong
Ritual—life cycle and calendrical rites
Scripture—oral and written literature
Community—social structures and institutions
Theistic Religions
Hinduism
Judaism
Christianity
Islam
Non-theistic Religions
Buddhism
Confucianism
Scientology
Transcendental Meditation
Forms of Religious Expression
Beliefs—symbols, stories, doctrines, and conduct
Morality—codes of conduct, right and wrong
Ritual—life cycle and calendrical rites
Scripture—oral and written literature
Community—social structures and institutions
Wednesday, October 29, 2008
Choice Book Unit
The choice book unit begins next week. You will select one of the following books:
Last Summer of Reason by Tahar Dajout
Life of Pi by Yann Martel
Frankenstein by Mary Shelley
Snow by Orhan Pamuk
You will be responsible for developing and teaching a lesson on your choice book to your book group. The lesson will cover an entire day, and you must maximize student learning and engagement.
On Monday, November 3 you will have a chance to read parts of each book to make a selection, but you may wish to do some research on the books before then.
Last Summer of Reason by Tahar Dajout
Life of Pi by Yann Martel
Frankenstein by Mary Shelley
Snow by Orhan Pamuk
You will be responsible for developing and teaching a lesson on your choice book to your book group. The lesson will cover an entire day, and you must maximize student learning and engagement.
On Monday, November 3 you will have a chance to read parts of each book to make a selection, but you may wish to do some research on the books before then.
Tuesday, October 7, 2008
Things Fall Apart Vocabulary
World Lit students, click on comments for this post and write the information for your assigned vocabulary word. Complete information for 4-Square vocabulary includes 1) a dictionary definition, 2) a symbol or image that represents your word, 3) two synonyms that you think that your classmates will understand, and 4) the word used in an original sentence that shows complete understanding of the word. The sentence should be about Things Fall Apart in terms of character, symbol, plot, setting or theme. NOTE: Although you are not able to post an image with your comment, simply describe the image.
Once all of the entries are made, students may wish to copy and paste the complete definition information into a Word document and print that to glue in their notebooks. Students may even want to print a second copy of the vocabulary words to make flash cards to study for the test.
Here are the vocabulary words:
egwugwu, p. 4, a masquerader who impersonates an ancestral spirit
kola nut, p. 6, (same as cola) a nut from an African tree that contains caffeine
proverb, p. 7, a short saying that expresses some obvious truth
Oracle, p. 12, any person or place believed to be in communication with a Deity (God)
agbala, p. 13, a woman; or a man who has taken no title
malevolent, p. 13, wishing evil or harm to others, “nature, malevolent, red in tooth and claw.”
incipient, p. 13, just beginning to exist, “incipient laziness” of Nwoye
chi, p. 18, personal god
abomination, p. 18, something hateful and disgusting
tapper, p. 20, someone who taps trees to get the sap or oil
share-cropping, p. 22, a farmer who gives part of his profits to the landowner
cassava, p. 23, tuber (root starch) often used for tapioca
Ibo (Igbo), p. 27, an African people of Southeast Nigeria
bride-price, p. 40, the money paid by the groom’s family to the bride’s family
harbingers, p. 56, a person or thing that comes before to indicate what follows
effeminate, p. 58, having characteristics usually attributed to females; unmanly
plantains, p. 63, banana
ogbanje, p. 77, a child who repeatedly dies and returns to its mother to be reborn
Once all of the entries are made, students may wish to copy and paste the complete definition information into a Word document and print that to glue in their notebooks. Students may even want to print a second copy of the vocabulary words to make flash cards to study for the test.
Here are the vocabulary words:
egwugwu, p. 4, a masquerader who impersonates an ancestral spirit
kola nut, p. 6, (same as cola) a nut from an African tree that contains caffeine
proverb, p. 7, a short saying that expresses some obvious truth
Oracle, p. 12, any person or place believed to be in communication with a Deity (God)
agbala, p. 13, a woman; or a man who has taken no title
malevolent, p. 13, wishing evil or harm to others, “nature, malevolent, red in tooth and claw.”
incipient, p. 13, just beginning to exist, “incipient laziness” of Nwoye
chi, p. 18, personal god
abomination, p. 18, something hateful and disgusting
tapper, p. 20, someone who taps trees to get the sap or oil
share-cropping, p. 22, a farmer who gives part of his profits to the landowner
cassava, p. 23, tuber (root starch) often used for tapioca
Ibo (Igbo), p. 27, an African people of Southeast Nigeria
bride-price, p. 40, the money paid by the groom’s family to the bride’s family
harbingers, p. 56, a person or thing that comes before to indicate what follows
effeminate, p. 58, having characteristics usually attributed to females; unmanly
plantains, p. 63, banana
ogbanje, p. 77, a child who repeatedly dies and returns to its mother to be reborn
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