Eighth+Class+Archived+(Nov.+1,+2012)

Full Class Archive media type="custom" key="26196464"

Transcript of Backchannel

Slides

First Clip: Katie's First Challenge

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Second Clip: The Challenge Process

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Questions for Frances. . . Post questions you may have about making bold choices. . . Frances's Presentation on Intellectual Freedom media type="custom" key="21304372"


 * LITERATURE RATIONALES**

Salman Rushdie's Haroun and the Sea

Arrowhead Union High School's Rationales


 * REVIEWS OF YA LIT**

Booklist Magazine (ALA) and Booklist Online Many school libraries subscribe. 130,000 books, e-books, audiobooks, videos, and online databases reviewed.

The ALAN Review (NCTE) -- The Assembly on Literature for Adolescents Review journal with valuable themed edition and indepth interviews with YA authors. Subscription service but some freely accessed resources. ALAN Review (Archived to 2010) Free and Open Access Latest archived on this site provided by Virginia Tech Digital Libraries is on graphic novels. See interview with J.T. Dutton, author of Freaked, historical fiction about Grateful Dead fan.

YALSA (Young Adult Library Services Association) Book Awards and Booklists (ALA) Lists and reviews of books recognized with awards or for recommended booklists. Access is free but you do need to complete form.

ALEX Award (ALA) -- adult books that have special appeal to young adults.


 * VIDEOS, PART II, PARTICIPATORY CULTURE AND CLASSROOM ACTIVISM**

media type="custom" key="21318524" @http://www.scoop.it/t/cultivating-empathy (Note The Neuroscience of Your Brain on Fiction article)

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Mirrorbox: The Story of How Art Became Science (Resist temptation! Watch only until 5:03 . . . out cue, Lei Sook Liew, Neuoscience PhD: " . . . it changes how they see people).

The Mirror Box -- more on the application . ..

The Emphatic Civilization by Jeremy Rifkin -- don't miss the RSAanimate video to learn about mirror neurons.

media type="custom" key="21318558" Sarah MacLachan's World on Fire recommended for teaching about global poverty and microlending by Bill Ferriter, Salem Middle School, Apex, NC.

media type="custom" key="21314202" Bank of Nerdfighteria media type="custom" key="21314234" "I Will Be a Hummingbird!" Story told by Nobel Peace Laureate Wangari Maathai

The Empty Bowls Project media type="custom" key="21314266"

Project Justice Kim Wilkens's Middle School Social Justice Project

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Paideia Seminar on Emily Dickinson's #1129 media type="custom" key="21314282" National Paideia Center -- Chapel Hill, NC

Notecard

PLAN FOR NOVEMBER 1 CLASS IN THE BOOKHENGE

Poem: "The History Teacher" by Billy Collins

Virtual Guest Speaker: Frances Bradburn

Videos http://bookhenge.wikispaces.com/Eighth+Class+Archived+%28Nov.+1%2C+2012%29

Request for Reconsideration of Instructional Resources Name of person making request Telephone_ __Address__ _ Complainant represents: _ himself/herself or organization (name of organization: __)__ __Are you a parent or guardian of a student in this school?_____ Child's grade level__ __Name of school owning the item to be reconsidered__ __Titleofitem__ Format_ __(Please complete separate form for each individual title to be reconsidered)(book, video, etc.)__ __Author/artist/composer, etc.__ _ Publisher/producer ___ Copyright date__ How did you acquire this item?_ Did you read, view, or listen to the entire item? If not, what parts? _ __Is this item part of a series or set? Yes__ _ No ___. If yes, did you examine other items in the series or set?__ To what in the item do you object? (Please be specific: cite pages, frames, etc.) What do you feel might be the result of a student's reading, viewing, or listening to this item? Are you aware of any evaluations of this item by authoritative sources? Yes No. If yes, did those sources agree with your opinion? Yes ; No List the sources __Do you want other persons in the community to determine the kind of materials your child may or may not use in school?__ __Other comments:__ __Signature of Complainant:__

__GROUPS (The Change Project, Part II Groups, more or less)__

__Bookhenge -- Sir Walter Ralegh -- Jill, Amanda, ? (will add Caroline and Teresa to fill out group for tonight)__

__War -- Shannon, Abbey, Jamie__

__Race -- Curtis, Kelly, Christine, John__

__Witch Hunt -- Sarah, Alden, Sonya, Doug__

__Literature Rationales__

__Process:__ __1. Using the rationales provided, identify the major elements you believe a book rationale should include.__ __2. Choose a book from among those the group has read that has value as a whole-class or book club selection.__ __3. Discuss what each element of the rationale would look like for this book.__ __4. Decide how you will share this rationale as a classroom teacher.__

__Rationale for Salman Rushdie’s Haroun and the Sea of Stories__ __prepared by Valerie A. Person__

__Essential Questions Focus: 1. What is freedom? Its effects? Lack of freedom? Effects? 2. What significance does recognizing literary devices such as symbolism, irony and satire play for the reader? 3. How do themes in literature affect me? 4. How do you identify the significance of the historical, political, social and religious context and its relationship with the literature written in that time?__

__The modern-day fairytale Haroun and the Sea of Stories by author Salman Rushdie provides tenth grade world literature students an opportunity to read a satirical allegory by a master storyteller. Inspired by events in Rushdie’s own life, the ultimately points out, however humorously, the dangerous effects of censorship while examining the critical necessity of stories; thus the protagonist Haroun’s question, “What’s the use of stories that aren’t even true?”__

__Rushdie, who holds citizenship both in his native-India and Great Britain, has been the subject of controversy since the publication of his inflammatory The Satanic Verses. It is indeed his literary reputation that may cause potential concerns in parents. Although the book Haroun and the Sea of Stories deals with serious issues such as divorce, child abandonment, censorship, sexism, and personal fears, the novel successfully challenges readers to explore storytelling traditions while enjoying the playfulness of language. Structured in the eastern circular tradition as opposed to the more western linear structure, this novel satirizes a diversity of subjects ranging from our society’s emphasis on speed and technology to the rash of violent killings by disgruntled United States Postal employees. Rushdie’s own fondness for pop culture and literary and cinematic tradition is revealed by the many allusions to works such as Star Wars, author Franz Kafka and The Wizard of Oz.__

__An issue I address with the students is the necessity to think on a more abstract level. Although this novel can be appreciated on many levels, ultimate understanding of its themes requires students to suspend their belief and enter a fantasy world of curriculum of world literature that is often characterized as dark and depressing. It fosters exploration of the purposes and benefits of language. It makes many connections to contemporary twentieth-century issues and events. It alludes to the rich storytelling history in the Arabic world as seen through Arabian Nights which gives students the chance to examine literary traditions from this part of the world. It serves as a vehicle to teach literary terms such as allegory, satire, allusion, external and internal conflict, numerous plot devices, etc. It specifically addresses NCSCOS goals 2.01, 2.02, 4.01, 5.01, 5.02 and 6.01.__

__Besides the reputation of the novel, the only other possible issue with the novel concerns the reading level. Although the reading level is not that difficult, the genre of fantasy provides students with a challenge many have not experienced before; understanding the abstract concepts of this novel makes it very appropriate and challenging for honors and academically gifted students. Activities and lessons addressing this are built into the unit. If a parent elects for his or her student not to read this, an alternative selection is an excerpt from Arabian Nights.__

__Teacher’s Rationale__

__School: Arrowhead High School__ __Teacher: Freeburg__ __Title: Godless by Pete Hautman__ __Grade or Course: English 12__ __Approximate date(s) a book will be used:__ __Semester 1__

X_ Semester 2

This book will be (check one or more): __X _ studied by the whole class. (but students are allowed to read an alternative)__ ___ studied by small groups.__ ___ placed on a reading list.__ ___ placed In a classroom library.__ ___ recommended to Individual students.__ ___ part of a larger study of (explain):__ ___ other (explain):

Ways in which the book is especially appropriate for student in this class: English 12 is a class where the students are often underserved when it comes to characters they can relate to in literature. They feel disaffected and to some extent, victimized by society. Part of the goal of the course is to help the students articulate who they, what they believe, and to advocate for themselves. The narrator and the situations of this book are very relatable to the students in the class. The text itself is accessible enough for struggling readers, but the concepts are deep enough to engage all students in the class.

Ways in which the book is especially pertinent to the objectives of this course or unit: •Explain the structure of selected classical and contemporary works of literature, in whole and in part, from various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style •Draw on a broad base of knowledge about the universal themes of literature such as initiation, love and duty, heroism, illusion and reality, salvation, death and rebirth, and explain how these themes are developed in a particular work of literature •Investigate and report on ways in which a writer has influenced or been influenced by historical, social, and cultural issues or events •Develop, explain, and defend interpretations of complex literary works •Explain how details of language, setting, plot, character, conflict, point of view, and voice in a work of literature combine to produce a dominant tone, effect, or theme •Develop and apply criteria to evaluate the literary merit of unfamiliar works

Special problems that might arise in relation to the book and some planned activities that handle this problem: Some readers may find the idea that a student refuses organized religion and starts his own to be offensive--however, this book neither promotes nor discourages any type of religious expression. In fact, the book is more an examination of belief, charisma, and influence. The main character also faces consequences for going "against the grain."

Some other appropriate books an individual student might read in place ofthis book: 10th Grade by Joseph Weisberg, Martyn Pig by Kevin Brooks, The Five People You Meet in Heaven by Mitch Albom

Summary of the book: Jason Bock is a teenager who isn't quite athletic or good-looking enough to fit in with the kids at school. He's bored because of his extreme intelligence, and to spite his religion teacher, jokingly invents a new religion based on the town's watertower. Using his personality, he recruits several other high-school students (from a cross section of cliques and stereotypes--the bully, the cute girl, the overly-sensitive kid) to help create a working religion. What starts as a game overtakes Jason and his friends and the results are nearly catastrophic--can he control what he started? What about his friends? In the end Jason must confront the results of his choices. This novel explores friendship, worship, charisma, and being strong in your beliefs.

Reviews and/or awards of the book or author: Awards: Elizabeth Burr/Worzalla Award Outstanding Achievement 2005 United States Minnesota Book Awards Winner 2005 Young Adult Fiction and Poetry United States National Book Awards Winner 2004 Young People's Literature United States

Best-of-the-Year Distinctions: Best Books for Young Adults, 2005 ; American Library Association YALSA; United States The Children's Literature Choice List, 2005 ; Children's Literature; United States Choices, 2005 ; Cooperative Children’s Book Center Editors' Choice, 2004 ; American Library Association Booklist; United States Top 10 Religion Books for Youth, 2004 ; American Library Association-Booklist; United States

Follow-Through, Session 11

1. RAP Intellectual Freedom CCI 2. Complete CR Post

Preview, Session 12 1. Complete Nonfiction CCI 2. Present Bittersweet Class, Thursday, Nov. 8