Week 4 Syllabus: January 29

WHAT IS THE PURPOSE OF MYTHOLOGY? HOW DO MYTHS and Joseph Campbell’s “monomyth” help us better understand our place in the world, and our role and purpose in life? We will transition from Haroun by looking at one of the 1,001 (Arabian) Nights, the tale of Sindbad the Sailor. We’ll also briefly examine the story of Perseus, who defeats Medusa and obtains the golden fleece. Finally, we will officially start reading Homer’s Odyssey this week. Make sure you have the Essential Odyssey, translated by Stanley Lombardo, for class on Friday.

TUESDAY, January 30

• Silent, sustained reading.

• Lecture on organizing your paragraphs on Haroun & Sea of Stories

• Careful re-reading of Sindbad for Campbell’s hero journey.

• While reviewing Sindbad, Ms. T. will be meeting individually with students to discuss their Haroun paragraphs.

• HW: Revise your two paragraphs, making sure you use the argumentative structure we’ve studied. Also, make sure your annotations of Haroun are finished. I will collect books on Friday.

WEDNESAY, January 30

• No SSR today.

• Working on a quote assignment, selecting quotes from the Sindbad reading that answer questions about Campbell’s monomyth. Due by end of class.

• HW: Finish revising your Haroun paragraphs, and get them (re)posted to Canvas as soon as they’re finished.

FRIDAY, January 26

• Self-assessment of your annotations, and then collecting books (Haroun).

• Revisiting the spreadsheet on independent reading.

• Silent, sustained reading.

• Lecture on reading Homer’s Odyssey, and key terms you’ll need to know for annotation.

• HW: Reading book one of the Lombardo translation of Homer’s Odyssey.

Week 3 Syllabus: January 22

THIS WEEK, WE WILL FINISH OUR CLOSE READING OF RUSHDIE’S novel, ending our reading of it by delving into some of the novel’s complexity (i.e.: how the novel is an allegory for free speech, against censorship; the role of classical Indian dance; Carl Jung’s psychological concept of “the shadow”). We will end by writing a paper that analyzes ONE of the various stages of J. Campbell’s hero journey. By the way, get your copy of Lombardo’s Essential Odyssey this week. We’re starting it next week.

TUESDAY, January 23

• Silent, sustained reading.

• Re-reading chapter 11 and reading chapter 12, to the end of our novel.

• Small group work on a worksheet on chapter eight.

• HW: Finish reading chapter twelve, AND complete the worksheets on chapters 10, 11, and 12.

WEDNESAY, January 24

• Silent, sustained reading.

• Listening, reading about, and analyzing the Beatles song, “I am the Walrus.”

• Creating a plot-line for Haroun’s hero journey, including the phases departure, initiation, and return.

• HW: Complete the plot line for Haroun & the Sea of Stories. I’m collecting books on Monday and grading annotations next week.

FRIDAY, January 26

• Silent, sustained reading.

• 6th period: Working on the hero-journey assignment on Haroun.

• Write a first draft of your paper connecting our reading with Campbell’s hero journey. How does the main character experience the hero journey? For this assignment, you will focus on ONE of the three aforementioned phases, giving an example of TWO steps within that ONE phase.

• Starting the reading of Arabian Nights, covering the introduction.

• HW: Reading the “Sindbad the Sailor” journey. As you read, annotate for Sindbad’s hero journey. Where do you see departure, initiation, and return? Where does he make allies? Where does he obtain advice from a mentor? Where is there a symbolic death and rebirth? How does Sindbad manage to survive his final battle and return home? What has Sindbad learned?

NEXT WEEK: We will explore one of the Arabian Nights (aka 1,001 Nights), specifically the third journey of Sindbad the Sailor. It’s these stories that Rushdie models his novel, and we will be able to make connections between Homer’s Odyssey and Haroun.

Week 2 Syllabus: January 16

THIS WEEK, WE WILL FINISH OUR CLOSE READING OF RUSHDIE’S novel, ending our reading of it by delving into some of the novel’s complexity (i.e.: how the novel is an allegory for free speech, against censorship; the role of classical Indian dance; Carl Jung’s psychological concept of “the shadow”). We will end by writing a paper that analyzes ONE of the various stages of J. Campbell’s hero journey. By the way, get your copy of Lombardo’s Essential Odyssey this week. We’re starting it next week.

TUESDAY, January 16

• Silent, sustained reading.

• Review of Freudian and Jungian psychology (covering the concepts of Freud’s ego, id and superego, and Jung’s self, persona, shadow, consciousness and unconsciousness).

• Reading an essay, “Listening to Your Shadow.”

• Small group work on a worksheet on chapter eight.

• HW: Finish this chapter 8 study guide, due tomorrow.

WEDNESAY, January 17

• Silent, sustained reading.

• Reading chapters nine and ten in Haroun.

• HW: Finish reading chapter ten for class on Friday.

FRIDAY, January 19

• Silent, sustained reading.

• Small group work on chapters nine.

• Listening to chapter 10 or 11, depending upon where your class is in the reading of Haroun.

• HW: Finish reading the novel for class on Tuesday. I WILL collect annotations next week. Remember, you should have a) circled vocabulary, b) written out questions, and c) taken notes on where you see the hero journey in Rushdie’s novel.

Snow Day! Homework for 1/12 Weekend.

Because of the cancelled school day, I’m shifting what we were going to do in class to homework.

First, read the following handout. It reviews chapter eight (plot summary), and then provides an overview of the Indian classical dance tradition of Abhinaya (a form of dance that incorporates careful movement of body with other aspects of emotional acting—this is my shortened, flawed definition). The handout ends with a NYT review of a performance of Abhinaya.

You can view the PDF worksheet by clicking here.

Second, watch the following video clips. The first is a very short ( >2 minutes long) definition of Abhinaya, the “language” that Mudra/shadow’s and the Guppies’ method of communicating in Rushdie’s novel..

Third, watch the first few minutes of the following workshop. In it, Dr. Arpana Ramaswamy gives a lecture about how to perform Abhinaya. You should NOT watch the entire video (unless you are inspired to do so)—just the first five minutes should suffice to give you a sense of what she’s teaching.

Finally, watch this short, five minute performance of Abhinaya. What is the performer trying to communicate? What is happening to this character? What situation is she in? See if you can identify the story behind what is happening in her performance (and in the story behind her performance).

We will discuss it when we return from the snow day.

Welcome to Week 1 of Semester 2

I HOPE YOU EXPERIENCED A HAPPY AND HEALTY WINTER BREAK, and that you’re returning refreshed and ready to work on your writing and reading skills. Second semester will be primarily different in content. First semester we focus on short stories and a novel; second semester we will focus on an epic poem (Homer’s Odyssey) and a play (Shakespeare’s Romeo & Juliet). We will likely continue independent reading, though it might occasionally be assigned readings. But first we must close up our work on Haroun & the Sea of Stories.

Monday, January 8

• Class is 20 minutes long today.

• I will pass out and review grade reports relating to the final exam.

• Updating your independent reading, adding strengths and weaknesses of your current choice (the positive reasons for recommending it, and reasons why you would NOT recommend it).

• Returning to Rushdie’s Haroun & the Sea of Stories. Remember, I will re-collect and grade chapters 8 through 12 as your first annotation grade in semester two.

• HW: Read and annotate chapter eight. How does the Shadow Warrior become a helper to Haroun on his hero-journey?

WEDNESAY, January 10

• Close re-reading of “The Turtle”

• Completing the STAR reading re-assessment. Here’s the link. Remember, you user name is your id, and your password is your birthdate—8 digits.

• HW: Independent reading. Begin planning for your SECOND oral presentation, this one focusing on the book’s strengths and weaknesses (or why you WOULD or would NOT recommend it to peers). Do that by completing the new, two columns in the “Independent Reading: Book Next” google sheet (about your books positive and negative attributes).

FRIDAY, January 12

• Snow day!

• HW: See “Snow Day Homework” post.

Week 9 Syllabus: finals

THE LAST ASSIGNMENTS FOR FIRST SEMESTER include your revision of the “Haroun crosses the threshold” paragraph, a revision that should have been posted onto Canvas. You can RESUBMIT the new draft right over the already graded version. The second assignment is your annotations of chapters 1 through 6 in Haroun & the Sea of Stories. See Mr. Easton with questions about those assignments, after the final.

Monday, December 18

• Independent reading.

• In small groups, students will add details to their setting map for the novel (illustration of the moon of Kahlani on the front). This assignment will be collected and graded when we are finished with the novel, approx. two weeks into January.

• HW: None.

TUESDAY, December 19

• FINALS: Both classes meet in room C-224. The final will begin at NOON, 12 pm.

• Bring pens, a pencil, water and snack (as needed) and your independent reading (to read quietly when done).

• The final is broken into three parts:

  • Reading and annotating a very short story (there will be audio);

  • Writing a paragraph about that same story (on paper)

  • 10 multiple choice, reading comprehension questions.

• When done with the final, students cannot leave the testing room. Bring something to read quietly when finished.

• Students with extended time will finish that in the official “extended-time” room in D Building starting at 1:35, after the final ends.

FOR NEXT SEMESTER (OVER WINTER BREAK)

• The next book we’re reading is the abridged epic poem, Homer’s Odyssey.

• YOU MUST ORDER THIS VERSION: Stanley Lombardo’s translation of The Essential Odyssey by Homer, ISBN# 0872208990. Note: this version has gold bars at the top and bottom of the cover. You need this edition, the ESSENTIAL Odyssey. It looks like this:

.

Week 8 Syllabus: December 11-15 (Last week of Sem 1)

WHO ARE THE HELPERS & MENTORS THAT WILL AID Haroun’s journey? We will carefully re-re-read chapter five and six this week, and then carefully read chapter seven, looking for those who provide material help to him, and then those that merely provide advice. Sometimes, characters will do both. We will revise our “crossing the threshold” paragraphs as a way of studying for the final. Speaking of which, both periods 6 and 8 will take the final together in room C-224 on Tuesday, December 19 at noon. Don’t be late for the showdown at high noon!

TUESDAY, December 12

• Independent reading.

• Returning to the paragraphs written about Haroun’s crossing the threshold. I’m extending the timeline to finish this revision to THURSDAY so that everyone can get into the AAC to get another pair of expert-eyes on your revision.

• Re-re-annotating chapter five and six. Where do you see the hero journey? Haroun has completed departure, and is into the second stage, “Initiation,” wherein he will face obstacles, get advice from mentors, obtain aid from helpers.

• HW: Paragraphs are due by the start of class ON THURSDAY.

• Make sure you have chapter six annotated BEFORE class tomorrow.

WEDNESAY, December 6

• I am collecting and grading your annotations on Chapters 1-6 today. You will hand in, AND get your book back, in class today.

• While grading, students will read independently and/or have writing conferences with Ms. Tamvakis.

• We will begin reading chapter seven together.

• HW: Finish reading and annotating chapter seven for the hero journey. Pay attention to …

FRIDAY, December 8

• Independent reading.

• Revising and then posting your paragraphs about Haroun crossing the threshold to Squarespace.

• Lecture, reviewing stylistic issues and content problems with your paragraphs.

• Reading chapter six in class.

• HW: Read chapter six for homework for class on Tuesday.

• Also, stop into the AAC and have a tutor review your body paragraph. Then, RESUBMIT a newly revised paragraph to Canvas, so I can issue a new grade.

Week 7 Syllabus: December 4-8

REMEMBER THE CHEESEBURGER PARAGRAPH FORMAT? We will practice for the final by writing a paragraph about Haroun and the hero journey. Haroun will finally embark into the “initiation” stage of his hero journey, flying to Earth’s second moon, Kahalani and crossing the Sea of Stories to the City of Gup.

TUESDAY, December 5

• Independent reading.

• Lecture on final, and preparing for final.

• WRITING ASSIGNMENT: draft an argumentative paragraph that explains how Haroun crosses a threshold in his hero journey in Rushdie’s novel.

• HW: Paragraphs are due by the start of class tomorrow.

WEDNESAY, December 6

• Independent reading.

• Students that have NOT submitted their paragraphs to Canvas, will do so with Ms. Tamvakis.

• Lecture on Chapter 4, “Iffs and Butts”

• Time permitting, we will start listening to chapter five.

• HW: Read and annotate chapter five for the hero journey. Pay attention to the difference between the Guppies and the Chuppwalas, and for tests that Haroun must face.

FRIDAY, December 8

• Independent reading.

• Revising and then posting your paragraphs about Haroun crossing the threshold to Squarespace.

• Lecture, reviewing stylistic issues and content problems with your paragraphs.

• Reading chapter six in class.

• HW: Read chapter six for homework for class on Tuesday.

• Also, stop into the AAC and have a tutor review your body paragraph. Then, RESUBMIT a newly revised paragraph to Canvas, so I can issue a new grade.

Audio for "Haroun and the Sea of Stories"

Click on the image above to access audio files for each chapter of the novel.

Week 6 Syllabus: November 27-December 1

WRITING IS A FORM OF THINKING. You simply must write while you read. It helps you formulate questions that you have about what you’ve read. It helps clarify confusion you might have about passages you don’t understand. It helps you make connections and see patters that you might otherwise miss. It helps you synthesize information, developing new ideas about what you’ve read. It also helps serves as a rough sketch for the writing assignments you’ll inevitably get from your teacher about what you’ve read. In short: annotations help you think. We will practice this important skill this week.

Tuesday, November 28

• Independent reading.

• We will practice our annotation technique, re-reading one (or both) of the following short stories: “Raymond’s Run” and/or “The Adventure of an Indian Princess.”

• Besides circling vocabulary and writing questions, students will look for examples of Campbell’s hero journey (or monomyth) in each work, adding to the annotations that are already there.

• HW: For those who didn’t do so, read chapters one and two. All others, read chapter two of Haroun.

Wednesday, November 15

• Period 6 will attend the preview of the freshmen/sophomore play, meeting in Cornog Auditorium.

• Period 8 will begin with:

  • Independent reading.

  • Watching the following documentary about Campbell, the hero journey, and the film The Wizard of Oz.

• HW: Watch the following documentary. Those who watched in class don’t have homework!

Friday, December 1

• Independent reading.

• Review of plot points in chapters one, two and three. What are the key passages that illustrate: a) the characters and their relationships, b) the setting of the story’s action, and c) the key conflicts happening between the characters?

• Reading chapter four aloud, together. Haroun and Iff cross the threshold into the Land of Stories, and the hero journey begins.

• HW: As you continue to read, pay attention to the trials that Haroun endures. Who are his helpers, and how to they help prepare the hero for the final battle? Where does Haroun encounter doubts or challenges to achieving his goal? Where does Haroun hear sage (wise) advice, and is he able to enact his/her/their recommendations?

• This weekend, finish reading chapter four and read chapter five on your own. There will likely be a reading quiz on Tuesday!

Week 5 Syllabus: November 21

WE HAVE FINISHED WATCHING THE FILM VERSION OF FRANK BAUM’S novel, The Wizard of Oz, the film that Rushdie based his book upon ( in structure, character, and theme). While watching, we took notes on Joseph Campbell’s monomyth (or hero journey). We will apply this concept to our annotations in the novel. This week, we take a break from this study to think about the literary tradition that helped establish Thanksgiving as an American, national holiday: correspondence.

Tuesday, November 21

• We will a) watch two clips from a documentary about the beginnings of and the establishment of Thanksgiving as an American, national holiday.

• We will also read Lincoln’s proclamation as well as Sarah Hale’s editorial about the holiday.

• HW: If you are behind in your reading in Haroun, catch up.

• EXTRA CREDIT: Write a poem, at least 20 lines, about “giving thanks.” The topic itself can be about anything you are thankful for, but do use some poetic devices (rhyme, rhythm, structure—not ALL devices, of course, just some).

Week 4 Syllabus: November 13-17

IF YOU HAVE NOT PURCHASED YOUR COPY OF HAROUN, do so. We are starting the novel this week. I know that the bookstore has been catch-as-catch-can, a phrase which here means “not open on a consistent basis.” Nonetheless, you need the book. You can purchase it via Alibris.com here We will also begin our study of Joseph Campbell’s hero journey, or “monomyth” as he calls it. In preparation for annotating the novel, we’ll study The Wizard of Oz, a film that Rushdie based his book upon ( in structure, character, and theme).

Tuesday, November 14

• Independent reading.

• 6th period will read pages 3 and 4 of the handout on Haroun.

• Lecture on the monomyth (keep notes in your book).

• Short TED talk on the monomyth, aka hero journey.

• Because many students didn’t have their book, we started the film analysis of Oz early.

• HW: For those who didn’t do so, read chapters one and two. All others, read chapter two of Haroun.

Wednesday, November 15

• Independent reading presentations for period 6.

• Independent reading for period 8.

• Period 6: Watching The Wizard of Oz, completing the hero journey example chart as we watch.
  Period 8: Modeling how to annotate the novel, using desk camera (chapter one).

• HW: Read (and annotate—circle vocabulary, keep notes of free-speech and the novel Haroun) chapters one and two…due Friday!

Friday, November 17

• After independent reading, we will continue or finish The Wizard of Oz.

• Continue to take notes on the monomyth as it appears in the film. Remember, there will be MULTIPLE examples of: crossing a threshold, mentors, helpers, trials.

• HW: Read chapter three in Haroun. Annotate for the monomyth (hero journey) in chapter three. Review what happens in chapters one and two, and add “departure” notes there, too.

Musical allusion in "Raymond's Run": "National Emblem"

Audio for “National Emblem”

Marches Madness: From Trash Can To Flagpole

March 25, 201310:47 AM ET by Tom Huizenga

It's Marches Madness! Throughout this month, we're posting some of our favorite marches — from the concert hall, opera stage and parade ground. Got one we should hear? Played any yourself? Let us know in the comments section.

I could sing a smidgen of Edwin Eugene Bagley's National Emblem before I even knew what a march was.

As a very young grade-schooler, I heard a little ditty — "Oh, the monkey wrapped his tail around the flagpole" — on the playground, but I was blissfully unaware of either the famous march it was attached to or the naughty lyrics that followed. It was just a fun line to warble now and again. (If you don't know it, the line corresponds to the short melismatic phrase first heard 44 seconds into this United States Air Force Heritage of America Band performance.)

Who can say how the words and the music became linked — surely not by Bagley himself, but you never know. In the 1860s, before he reached his teens, Bagley toured as a singer and comedian with a troupe called Leavitt's Bellringers. Later, he took up the cornet and trombone and eventually played with the Boston Symphony.

Bagley wrote many marches, but none that captured American pride like the National Emblem. With its bright beat and clever transformation of The Star Spangled Banner it became a favorite, still heard often on the Fourth of July.

But Bagley wasn't happy with his National Emblem at first. He wrote it on tour in 1902 on a train, the story goes. Dissatisfied with the ending, he threw it in the trash, but his band members rescued it and surprised him with a performance at their next concert. He sold the copyright for $25.

Week 3 Syllabus: November 6-10

FOR YOUR ORAL PRESENTATION ON your independent reading, the most important part of your presentation is sign-posting and voice. The three steps in your presentation—describe the book, describe the author, and read a passage—should fit with your physical movement from point A to B to C and then back to your starting point A. With voice, you should speak loudly, consistently, and clearly. Pitfalls to avoid include speaking too fast, at an inconsistent pace or volume, and skipping any of the three steps in the presentation. Also this week, we will begin our work on Haroun and the Sea of Stories.

Tuesday, November 7

• Independent reading.

• Review of parent-teacher conferences and the importance of seeing me outside of class for writing and annotation conferences.

• Overview and preparing for presentations.

• Details: the allusions that matter in the story, “Raymond’s Run,” spec.

• HW: Prepare for your presentation. Get your copy of Haroun. If you haven’t finished the character worksheet on Squeaky, please do that.

Wednesday, November 8

• Independent reading presentations.

• Last 10 minutes of class, we will return to the song “National Emblem” and discuss racism in the story, “Raymond’s Run” and microagressions, how Bambara hides serious, important messages behind a young girl’s monologue.

• HW: Read (and annotate—circle vocabulary, keep notes of free-speech and the novel Haroun) the article, “The Stabbing of Salman Rushdie Renews Free Speech Debates.” There is a short writing assignment at the end of the article.

Friday, November 10

• If any remain, reading presentations.

• Small group background reading on Haroun. You will use this to complete the writing assignment attached to the article about the attack on Salman Rushdie.

• HW: If you haven’t done so, finish the written response to the reading on Rushdie.

• Read chapter one in Haroun.

Week 2 Syllabus: October 30-November 1

THIS IS AN ABBREVIATED WEEK BECAUSE OF PARENT/teacher conferences, which run Wednesday afternoon through Thursday night. We will begin a close reading analysis of our final short story, “Raymond’s Run” in small groups, moving to a large group discussion. We will start Haroun and the Sea of Stories next week, on Tuesday. Purchase your copy this weekend. The ISBN # is: 9780140157376.

MONDAY, October 30

• Independent reading.

• Reading the short story, “Raymond’s Run” in class together. Annotate for the narrator’s relationship with her brother.

• Reviewing the rubric we will use to evaluate your presentation of your book review slide. These will happen in class on Wednesday.

• HW: Prepare for your presentation. These will happen in class on Wednesday.

Wednesday, November 1

• Independent reading.

• Book slide presentations.

• HW: Finish the worksheet Q&A on “Raymond’s Run”

First People Resources

Week 1 Syllabus: Start of Quarter 2

OUR LAST SHORT STORY IS CALLED “Raymond’s Run,” and is about a young black teen whose brother struggles with disabilities. Set in New York City during a May Day celebration, we see the main character give up her dreams in order to help her brother achieve a happy life. We will write one paragraph about “Indian Princess” and another one about “Raymond’s Run” next week. Finally, we will start Haroun and the Sea of Stories. Purchase your copy this weekend. The ISBN # is: 9780140157376.

TUESDAY, October 24

• Independent reading.

• Completing a “See-Think-Wonder” on the following image:

• There are two articles you should have read, one from the Chicago Tribune about the renaming of Indian Guides and a second from the Smithsonian on Pocahontas.

• Re-reading “Adventures of an Indian Princess.” Pay careful attention to the “micro-aggressions” and our main character endures at the hands of her foster-family. What is the difference between what the Rapier family THINKS it’s saying and doing, verses how Arletta EXPERIENCES their comments and actions?

• Watching several videos from the “First People Resources” blog post.

• HW: Revisit your annotations to the Pocahontas and Indian Guides articles. These should be done by class on Thursday.

Wednesday, October 25

• Independent reading.

• Review of creating a google slide book review.

• The link to your blank template is located here.

• HW: Begin working on your template.

Friday, October 27

• Independent reading.

• Collecting the homework, worksheet on “Adventures of an Indian Princess.”

• Examining the artwork of Wendy Red Star. The slide-deck is here.

• HW: Write your claim for the long-paragraph about “Adventures of an Indian Princess,” and draft the rough draft of that paragraph. Include a quote from the story, AND a quote from either the Pocahontas or the Indian Guides article. Also complete your book review slide for your independent reading.

• NEXT WEEK: Our final story will be “Raymond’s Run.” Read and annotate the story, paying attention and keeping notes on the main character’s relationship with her brother, Raymond. The story is here. And here’s the audio for the story:

Documentary on "Native-American" Stereotypes

A 2014 documentary about the ways in which North American first peoples perceive the label “indian.”

ASU Guide to Stereotypes on Campus

Week 9 Syllabus: End of Quarter 1

WE WILL SOON BEGIN OUR FIRST NOVEL, Salman Rushdie’s allegory on free speech, Haroun and the Sea of Stories. Written after a fatwa was issued by Iran’s holy leader, the Ayatollah Khomeini, for depicting Abraham in his novel The Satanic Verses, Rushdie was forced into hiding. Last year, decades after the fatwa was issued, Rushdie was attacked and nearly killed in upstate New York at a writer’s conference. The novel was written about the importance of free speech, and is a love letter (of sorts) to his son about storytelling. Before starting it, we will finish reading several short stories and continue practicing our annotation and paragraph writing techniques.

TUESDAY, October 10

• Reviewing the work from last week. Students should have completed:

  • The pre-writing questions on a google sheet;

  • Hand written a rough draft of a paragraph on “The Wrong Lunch Line”

  • Typed and submitted that paragraph into Canvas.

• Once all three of the above are finished, students can leave class to read their paragraph aloud. Why aloud? Why

• Re-reading “The Wrong Lunch Line.” While doing so, remember to annotate:

  • Circle vocabulary;

  • Write out the questions you have as a reader;

  • Take notes on passages that would help you answer this question: How are both Yvette and Mildred in conflict with their school and the adults in their world?

• Once finished, you will read your first draft aloud. Read it slowly. Read it loudly. Look for errors that you want to correct. If you received feedback from me on Canvas, you can use that to revise as well.

• Type and post your REVISED paragraph into the squarespace blog.

• If we get done early, students will begin reading ALL the paragraphs.

• HW: Try to have your paragraph posted NO LATER than 5 pm tonight. Your homework is to READ ALL of these paragraphs, and to select the THREE best ones (your own is excluded)

Friday, October 18

• Reading a new story, “The Adventures of an Indian Princess.”

• HW: Finish re-reading and annotating the story. Pay careful attention to the “micro-aggressions” and our main character endures at the hands of her foster-family.
  

Revision of "The Wrong Lunch Line" ¶

You have already submitted a draft of your paragraph on “The Wrong Lunch Line” into Canvas. Now, it is time to share a revision with the other students in my English 1 classes.

First, read your paragraph OUT LOUD, to yourself, in the hallway. To be effective, there must be volume. Just mouthing/lipping the words is not enough. Read it out loud. Doesn’t have to be super loud, but must be loud enough for others to hear. Besides, it’s good practice for oral presentations.

Second, when you read it, read is slowly. S-L-O-W-L-Y. At something like half-speed. This will help you find more mistakes.

Finally, once done, make corrections to your paragraph. It is likely that you will notice a word or two that’s missing. You might notice some punctuation or spelling mistakes. You may realize that you’ve left out your citation, or that you need more detail after-the-quote. Make whatever changes are necessary to improve your draft BEFORE posting it here.

And remember, when you post it here as a comment to this blog entry, use your first AND last name, along with your New Trier email address that begins and ends with 2027xxxx@student.nths.net. You can leave the URL line completely blank.