Thursday, September 29, 2016

Thurs and Fri. Sept. 29 - 30, 2016: "What Men Live By" Active Reading and Critique & "Man in the Water" Reading

On Thursday, you were given the reading "What Men Live By" by Tolstoy. You are to actively read it and then create a critique. In case you can't find it, the editor is Richard Craig Goheen. The other citation information is on the last page).
You were also given the reading "The Man in the Water." You are to actively read this, but do not have to do a critique. Everything needs to be in to me for Monday (no class time next week).
I am pasting "Man in the Water below in case you weren't here but want to be ready for Monday's class (and you do!).

The Man in the Water
Roger Rosenblatt

As disasters go, this one was terrible but not unique, certainly not among the worst on the roster of U.S. air crashes. There was the unusual element of the bridge, of course, and the fact that the plane clipped it at a moment of high traffic, one routine thus intersecting another and disrupting both. Then, too, there was the location of the event. Washington, the city of form and regulations, turned chaotic, deregulated, by a blast of real winter and a single slap of metal on metal. The jets from Washington National Airport that normally swoop around the presidential monuments like famished gulls were, for the moment, emblemized by the one that fell; so there was that detail. And there was the aesthetic clash as well—blue-and-green Air Florida, the name a flying garden, sunk down among gray chunks in a black river. All that was worth noticing, to be sure. Still, there was nothing very special in any of it, except death, which, while always special, does not necessarily bring millions to tears or to attention. Why, then, the shock here?

2
Perhaps because the nation saw in this disaster something more than a mechanical failure. Perhaps because people saw in it no failure at all, but rather something successful about their makeup. Here, after all, were two forms of nature in collision: the elements and human character. Last Wednesday, the elements, indifferent as ever, brought down Flight 90. And on that same afternoon, human nature—groping and flailing in mysteries of its own—rose to the occasion.

Of the four acknowledged heroes of the event, three are able to account for their behavior. Donald Usher and Eugene Windsor, a park-police helicopter team, risked their lives every time they dipped the skids into the water to pick up survivors. On television, side by side in bright blue jumpsuits, they described their courage as all in the line of duty. Lenny Skutnik, a 28-year-old employee of the Congressional Budget Office, said: “It’s something I never thought I would do”—referring to his jumping into the water to drag an injured woman to shore. Skutnik added that “somebody had to go in the water,” delivering every hero’s line that is no less admirable for its repetitions. In fact, nobody had to go into the water. That somebody actually did so is part of the reason this particular tragedy sticks in the mind.

3
But the person most responsible for the emotional impact of the disaster is the one known at first simply as “the man in the water.” (Balding, probably in his 50s, an extravagant moustache.) He was seen clinging with five other survivors to the tail section of the airplane. This man was described by Usher and Windsor as appearing alert and in control. Every time they lowered a lifeline and flotation ring to him, he passed it on to another of the passengers. “In a mass casualty, you’ll find people like him,” said Windsor. “But I’ve never seen one with that commitment.” When the helicopter came back for him, the man had gone under. His selflessness was one reason the story held national attention; his anonymity another. The fact that he went unidentified invested him with a universal character. For a while he was Everyman, and thus proof (as if one needed it) that no man is ordinary.

Still, he could never have imagined such a capacity in himself. Only minutes before his character was tested, he was sitting in the ordinary plane among the ordinary passengers, dutifully listening to the stewardess telling him to fasten his seat belt and saying something about the “No Smoking” sign. So our man relaxed with the others, some of whom would owe their lives to him. Perhaps he started to read, or to doze, or to regret some harsh remark made in the office that morning. Then suddenly he knew that the trip would not be ordinary. Like every other person on that flight, he was desperate to live, which makes his final act so stunning.

4
For at some moment in the water he must have realized that he would not live if he continued to hand over the rope and ring to others. He had to know it, no matter how gradual the effect of the cold. In his judgment he had no choice. When the helicopter took off with what was to be the last survivor, he watched everything in the world move away from him, and he deliberately let it happen.

Yet there was something else about our man that kept our thoughts on him, and which keeps our thoughts on him still. He was there, in the essential, classic circumstance. Man in nature. The man in the water. For its part, nature cared nothing about the five passengers. Our man, on the other hand, cared totally. So the timeless battle commenced in the Potomac. For as long as that man could last, they went at each other, nature and man; the one making no distinctions of good and evil, acting on no principles, offering no lifelines; the other acting wholly on distinctions, principles, and, one supposes, on faith.

5
Since it was he who lost the fight, we ought to come again to the conclusion that people are powerless in the world. In reality, we believe the reverse, and it takes the act of the man in the water to remind us of our true feelings in this matter. It is not to say that everyone would have acted as he did, or as Usher, Windsor, and Skutnik. Yet whatever moved these men to challenge death on behalf of their fellows is not peculiar to them. Everyone feels the possibility in himself. That is the abiding wonder of the story. That is why we would not let go of it. If the man in the water gave a lifeline to the people gasping for survival, he was likewise giving a lifeline to those who observed him

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The odd thing is that we do not even really believe that the man in the water lost his fight. “Everything in Nature contains all the powers of Nature,” said Emerson. Exactly. So the man in the water had his own natural powers. He could not make ice storms, or freeze the water until it froze the blood. But he could hand life over to a stranger, and that is a power of nature too. The man in the water pitted himself against an implacable, impersonal enemy; he fought it with charity; and he held it to a standoff. He was the best we can do. 

Wednesday, September 28, 2016

Wed. Sept. 28, 2016: Review of Text Critiques

Today, I returned the marked text critique for "Sir Gawain and the Green Knight." I showed the students an exemplar and reinforced some points:

Summaries are to be three sentences, include the genre, title and author (or person who translated) and give an overview of the work (the before, during and after). The details are to be saved for the "what is relevant" section.

When filling in the "what is relevant" section, include all the details that you feel would be important to know or details that will direct you to knowing information to use as evidence in an essay. Since the summary will be short on the details and the "So What" isn't supposed to use them, it is important to capture them here.

In the "So What" section, the point is to show what ideas you have arrived at after reading this piece. It is to be a reflection on a topic that has shown itself. It is not to be a summary.

I then instructed students to reexamine their text critique for "Robin Hood and the Three Squires." They are to hand it in by the end of  class.

Tuesday, September 27, 2016

Tues. Sept. 27, 2016: Robin Hood

Today, I provided you with some notes on another type of hero who emerged at about the same time as the knights: Robin Hood. He was focused on taking from the poor and giving to the rich; for peasants whose rights were never a priority, this was fantastic. He had all the traits of a hero (courageous, strategic, attractive, brave), but did not follow the norms of the upper classes.
The ballad you read today was "Robin Hood and the Three Squires."  I then instructed you to create a critique on this. They should get easier as time goes on.


Monday, September 26, 2016

Mon. Sept. 26, 2016: Critique Completion

Today, you were given the class time to complete your critiques for "Sir Gawain and the Green Knight." If you did not finish, you will have to use the library's computer lab at 12:20 tomorrow as I am not giving any more class time to this.

Friday, September 23, 2016

Fri. Sept. 23, 2016: Text Critique for "Sir Gawain"

Today, students were supposed to have completed actively reading "Sir Gawain and the Green Knight." The goal in today's class was for each student to create a text critique using "Computer Usage Steps (found on the back page of their "MLA Citation Booklet") and following the format/layout of the examples provided.
If you were not here, you are to create one by hand (or do it on the computer and transfer it to your ELA B30 folder). This is due on Monday.

Thursday, September 22, 2016

Thurs. Sept. 22, 2016: Introduction to "Sir Gawain and the Green Knight"

Today, I showed a Powerpoint introducing the age of chivalry. I then handed out the reading "Sir Gawain and the Green Knight." You are to have it actively read for tomorrow's class. If you were not here, check your portfolio in the morning so you can get caught up for class.

Wednesday, September 21, 2016

Wed. Sept. 21, 2016: Discussion about Beowulf

Today, we discussed how today's perceptions and those of the past clash based on how we judge situations.We discussed defences for Grendel's actions and the problems with ideals based on today's standards that the other two characters face.

Tuesday, September 20, 2016

Tues. Sept. 20, 2016: Bewulf work completion

Students ended up getting class time to collaborate on their questions for Beowulf. Those who were finished used their time to read their novels.

Friday, September 16, 2016

Fri. Sept. 16, 2016: Beowulf Continued (and volleyball game)

Today, a number of students wanted to watch the volleyball game while others needed time to work on their assignment from yesterday. I allowed them to make the choice. On Tuesday, about half the class will be reserved for students to discuss their paired answers (and ensure they are complete).

Thursday, September 15, 2016

Thurs. Sept. 15, 2016: Beowulf questions

Today, I did a check to ensure that you had read the excerpt from Beowulf actively. None of you had apparent questions, so I allowed you to get into pairs and answer the questions for this reading. If you were not here, you will have to do this on your own. I gave the class about 40 minutes in this class and will provide them with another 30 or 40 minutes in tomorrow's class to complete. If you were not here, keep this in mind. The questions are pasted below:

Questions for the Excerpt from Beowulf

1.      Summarize (in your own words and in paragraph form: 9-12 sentences) the excerpt from the poem Beowulf. Pay attention to sentence structure, grammar, spelling, capitalization, etc.

2.      What do you think causes Grendel to attack humans? Brainstorm first before you answer this (think about his relatives and ancestors, his actions and attitudes, the warriors’ reactions to him, living conditions, etc).

3.      Locate and list adjectives which describe Grendel.

4.      Locate and list adjectives which describe Beowulf.

5.      What is the author’s purpose in providing the descriptions of Grendel as he did in the above lines?

6.      Why does Beowulf help a different clan in spite of the danger (again, really think about this. The answer may not be a “surface” one). Provide specific evidence to back your assertion up. (e.g., “in line 95, it states “…”). Use the MLA book to cite correctly.

7.      For what reasons do you think Beowulf is able to defeat Grendel? Provide evidence to back your assertion up.

8.      Based on this reading, and keeping in mind that it was popular for 300 years before it was written down, what were the ideals of the people at that time? You may have to look back on your notes to help you answer this.

9.      How do our ideals today differ from those back then? In order to answer this questions, think about how we would probably deal with a Grendel character at various stages of his life.

10.  How are Grendel and Beowulf the same? Based on this comparison, what makes one a hero and one not?



Wednesday, September 14, 2016

Wed. Sept. 14, 2016: Introduction to Beowulf and Active Reading

Today, I provided a student with context on Beowulf (Powerpoint). I then provided them with the reading. If you were not here, the reading is in your portfolio. I am here by 7:30 am. You should come in and get it in the morning so you can actively read it before class and be caught up.

Tuesday, September 13, 2016

Ideals Introduction

Today, I introduced the class to this unit entitled "Ideals." I presented them with a Powerpoint explaining archetypal heroes (Roman and Christian) including the traits and timeline an epic hero has. I then introduced the Epic Narrative Beowulf.

Monday, September 12, 2016

Mon. Sept. 12, 2016: Introduction to text critiques

Today, I explained how to write a text critique. We examined a children's story to assess active reading and then we went through the steps leading to a text critique. Students were given a handout. I then instructed students to attempt a text critique using "Life and Literature in Early Britain."

Friday, September 9, 2016

Fri. Sept. 9, 2016: MLA Citation & Plagiarism Discussion

Today, I provided a handout entitled "MLA Citation Booklet" which we read as a class. We then did a "Works Cited" using the reading "Life and Literature in Early Britain."

Thurs. Sept. 8, 2016: Novel Study Discussion and Reading Discussion

Today, we discussed the reading from yesterday addressing questions that could be answered from it. We then went over the novel study assignment.

Wednesday, September 7, 2016

Wed. Sept. 7, 2016: Active Reading and Introduction to Unit

Today, we discussed the reading about EQ from yesterday. I then discussed active reading with the students (I provided them with a handout). I then gave them the reading "Life and Literature in Early Britain" to actively read for tomorrow's class. I also encouraged them to think about questions that might be asked in relation to readings in order to determine what might be of value when highlighting.

Tuesday, September 6, 2016

Tues. Sept. 6, 2016: Course outline and Reading on EQ

Today, we went through the course outline. I then gave out the reading "Importance of EQ over IQ" which is to be read for tomorrow's class. This reading will help with explaining the "Assess and Reflect" portion of student evaluation.

Friday, September 2, 2016

Fri. Sept. 1, 2016: Reading Time

Students have signed out a novel for independent reading which will be used in an assignment that I will present them with next week. This time was used to get a head-start on reading it.

Thursday, September 1, 2016

Thursday, September 1, 2016: Introduction

Today, I handed out the course outline which we will read in detail next week. I addressed this blog and the need to use it when absent, or at any time, really, the cell phone policy, and the supplies needed for Tuesday.
I then took students down to the library to find novels for the independent novel study (a list of approved novels was presented.
Please bring your novels with you tomorrow.