Week 2 Syllabus: January 15

THIS WEEK WE ARE FINISHING ACHEBE’S TFA and starting our work on Greek mythology and Homer’s Odyssey. This week, we will start background on the Trojan war and the Olympian deities. We will start by finishing a short essay that summarizes and explains the argument made in a longer, academic essay. Then, I will begin to introduce the Greek gods and Homer’s Odyssey. Don’t have your copy of the Emily Wilson translation of Homer’s Odyssey? Get it from either our bookstore or elsewhere by Monday.

MONDAY, January 15

• No school for Martin Luther King, Jr. Day

WEDNESDAY, January 17

• Small group peer-editing.

• Students will read your abstract that summarizes the writer’s argument about Achebe’s Things Fall Apart.

• After reading essays, students should write in changes to their work. Essays collected by end of period.

• HW: If you have not finished revising, do so, and turn in a printed copy of your one page abstract

Thursday, January 18

• Introduction to translations and the differences between them.

• Xenia: loosely translated as “hospitality,” it also means the guest-host relationship, AND our responsibility to: welcome travelers/strangers, eat together, share background and stories, exchange gifs of value, build bonds for lifelong relationships

• Watching documentary, “Troy: Ancient Myths and Unsolved Mysteries”

• HW: Reading handout, background on Trojan war: “Before Troy.” Due Monday.

Welcome to Week 1, Semester Two

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, however, continue to read essays and other non-fiction materials related to these works, and you’ll additionally read a novel of your own choice. But first we must close up our work on Achebe.

MONDAY, January 8

• Shortened day—classes are only 20 minutes long.

• Reviewing results from the final for semester one. Results from the annotation (pretty good) and the paragraphs (not bad—but we need to work on evidence selection).

• Preview of the week—closing our work on Achebe’s TFA by completing a google sheet analysis of Nnoromele’s argument about the novel. We will soon begin reading and annotating Emily Wilson’s translation of Homer’s epic poem, “The Odyssey.” Obtain that! Finally, we will complete a discussion of Dorris Lessing’s short story, “Through the Tunnel.” In fact, we will likely do that BEFORE tackling the Nnoromele analysis.

• HW: Locate and make sure you have finished reading and analyzing “The Plight of the Hero in Achebe’s Things Fall Apart.” You were to read that and annotate for the good professor’s argument (claims/reasons/evidence).

Tuesday, January 9

• 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.

• Handing back finals and discussing “Through the Tunnel.” What argument is Lessing making about Jerry? Which quotes BEST illustrate that argument? Students will identify their claim and evidence (What is Jerry’s transformation> Which Q, best illustrates that idea?) and then think about wording (eloquence) and insight (nuance).

• Time permitting, students will begin completing the Nnoromele google-sheet analysis.

• HW: Spend 30 minutes completing the first two column’s of the aforementioned analysis. What argument is the professor making? Type out the EXACT wording of that claim, and then write it out in your own words.

Thursday, January 11

• Starting by working on the ““Nnoromele’s Argument” spreadsheet, completing both the reasons and evidence columns for “The Plight of the Hero” essay.

• Planning writing conferences that will run through next week.

• Period 1B: Dance Day, sitting stage right, rows F and G.

• Period 4B: Dance Day, sitting in the balcony, stage left, rows L-S (to the left of Ms. Schindler’s class—they are along the wall).

• HW: Write a >1 page abstract that uses two direct quotes (and two of the following: claim, reason, evidence). Typed, printed on paper. Be mindful to NOT use AI or other resources other than the article itself and the google spreadsheet to write this abstract.

Week 9 Syllabus: finals

THE LAST ASSIGNMENTS FOR FIRST SEMESTER include your revision of the “Paper on Short Story” paragraphs, 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 Things Fall Apart. See Mr. Easton with questions about those assignments, after the final.

MONDAY, December 18

• Small group work, revising and re-posting the short story paragraphs.

• HW: None

TUESDAY, December 19

• 1ST PERIOD will take their final at 2 pm in room C-224.

• 4TH PERIOD will also take the final at 2 pm, but they will meet in B-313

• Bring pens, a pencil, water and a snack (as needed).

• 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 3:35, 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: Emily Wilson’s translation of Homer’s Odyssey, ISBN# 9780393356250 (paperpack ed) . Note: You need this edition, none other, and YES it matters. It looks like this:

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Week 8 Syllabus: December 11-15 (last week of semester 1)

OKONKWO IS A MAN OUT OF TIME, A MAN sword to uphold the ideals, religion and culture of Umofia at a time when the Ibo people were confronted with white, European colonists bent on staking their human, material and cultural capital. Okonkwo chooses his own fate, when his family, people, culture and country has no choice but to either adapt or perish in the face of British colonialism. Is his choice the brave one? The right one? What does Achebe say about Okonkwo’s life, via the novel?

FINALS: 1ST period will take the final at 2 pm on Tuesday, Dec. 19th in room C-224. 4th period will take it in room B-313, same Bat-time, same, Bat-channel.

MONDAY, December 11

• Preparing by finals by revising your paragraphs on the short story of your choosing.

• In particular, we will review subject/predicate, and then revise paragraphs to minimize being verbs (linking/helping verbs) and changing some of them to action verbs.

• When done, posting paragraphs to Squarespace.

• Reading all BUT the last chapter to TFA.

• Time permitting, we will start the last section of the documentary on Nigeria (at least, the last one we will watch), this one on “The Women’s Uprising.”

• HW: Finish reading TFA.

• Check your annotations. They are due Wednesday.

WEDNESDAY, December 13

• I will collect and grade your copy of TFA.

• Small group reading of article by Nnromole, “The Plight of a Hero in Achebe’s Things Fall Apart.”

• HW: Finish reading and annotating the article for class tomorrow.

THURSDAY, December 14

• Reading and discussing the paragraphs posted on Squarespace.

• Finishing the documentary on Nigeria.

• HW: Revise and post your FINAL draft of the short story paragraphs by the end of advsiery on Monday. This, along with your annotations of TFA, are the LAST assignments of semester one.

Second Draft of Short Story Paper

Now that you have revised your paragraphs, cutting down the “to be” verbs and adding action verbs to your paper, post this new revision as a comment to this post.

Remember to add the following heading to your paper:

Your Name
”Title of Short Story”
Date

Skip one line and then post your paragraphs. Please proofread BEFORE posting. Some RTF will not translate cleanly when you copy and paste into HTML format.

Week 7 Syllabus: December 4-8

HOW ARE THINGS IN UMOFIA FALLING APART? And what is the connection between W.B. Yeats’ poem “The Second Coming” and Okonkwo? This week we will analyze the poem, study in more detail British imperialism in Africa, and read about Okonkowo’s world “falling apart” as white, European, Christian missionaries’ influence grows among the Ibo people.

MONDAY, December 5

• Overview of finals.

• Watching part three of the documentary on Nigeria.

• Reading chapters 17 and part of 18 in class today.

• HW: Finish reading chapter 18 for homework tonight. Remember to annotate for how Achebe portrays the Christian missionaries and the changing perception that Okonkwo has of his son, Nwoye.

WEDNESDAY, December 6

• Passing back last papers and reviewing missing assignments.

• Small group review of study guide questions, up through chapter 18.

• HW: Read chapter 19 and 20 for class tomorrow.

THURSDAY, December 7

• Lecture on writing multiple-paragraph written responses, how to organize and structure these while cutting out redundant language.

• Writing two paragraphs about your chosen short story in preparation for the final.

• Returning to TFA, reviewing chapters 20.

• HW: Writing your first draft of the short story essay (two paragraphs only!)

• Read chapters 21 and 22 for class on Monday.

Week 6 Syllabus: November 27-December 1

HOW ARE THINGS IN UMOFIA FALLING APART? And what is the connection between W.B. Yeats’ poem “The Second Coming” and Okonkwo? This week we will analyze the poem, study in more detail British imperialism in Africa, and read about Okonkowo’s world “falling apart” as white, European, Christian missionaries’ influence grows among the Ibo people.

MONDAY, November 27

• Studying Yeats’ poem “The Second Coming” as a class, and in small groups.

• HW: Read chapter 12 in TFA tonight. How is Okonkwo behaving as a father in this (and the last) chapter?

Wednesday, November 29

• Close, group reading of a textbook selection on British imperialism and colonialism: “Building Overseas Empires” and “ The Partition of Africa.” Circle vocabulary and keep notes as indicated by the headings and sub-headings.

• HW: Finish your notes on the textbook reading for class tomorrow.

Thursday, November 30

• Lecture on Yeats’ poem, providing context for chapters 12 and 13.

• Re-reading chapter 12 (wedding ceremony) and reading chapter 13 (funeral).

• We will start chapter 14, Okonkwo’s punishment for the death of a young Umofian man.

• HW: Finish chapter 14, and then read chapters 15 and 16 for class on Monday.

Week 5 Syllabus: November 20

HOW IS THE UMOFIAN SOCIETY STRUCTURED? In which institutions do you see the Ibo people celebrating their culture—in song? In religion? In dance? Where do you see them educating their children—via storytelling? By parents? And elders? How does Umofia establish law and serve justice? What role do the Umofian elders and titled people play in their society? And how does the arrival of British missionaries/colonists impact these institutions of Umofia?

MONDAY, November 20

• Part one of class, students will be completing another google sheet that collects and analyzes quotes relating to the social institutions of Umofia as described in TFA. Make sure you select quotes that demonstrate the strengths or positive aspects of these institutions.

• In part two, 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 read Lincoln’s proclimation as well as Sarah Hale’s editorial about the holiday.

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

• 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). Typed. Due one week from today.

Week 4 Syllabus: November 12-16

UNOKA DIES A POOR MAN, YET HE IS CULTURED nonetheless. He is a drunkard, yet he also is talented, and his musical abilities are appreciated in his village. Unoka is likewise lazy, but he knows how to greet his guest, offering him kola nut and welcoming him into his home. In contrast, Okonkwo has great physical prowess, but words fail him when he becomes angry. He is respected as a leader, yet he struggles to show affection to his children. It seems nobody is perfect according to Achebe…but because these men are flawed, does it follow that they are failures? Achebe notes in The Novelist as Teacher “that [Africa’s] past—with all its imperfections—was not one long night of savagery from which first Europeans acting on God’s behalf delivered them (Achebe 45). Where is there good in Unoka? And in Okonkwo?

MONDAY, November 13

• Starting with small group review of the annotations questions for chapters one through four. Are you noting the essential moments in the novel?

• Completing a google sheet in which students identify three quotes that illustrate Okonkwo’s greatness, AND write some short analysis, explaining HOW Okonkwo is thus great (according to Achebe and Ibo culture).

• Watching a documentary and keeping notes, an interview between Bill Moyers and Achebe.

• HW: Read chapters 5 and 6 for class on Wednesday.

WEDNESDAY, November 15—BSAD

• Reading chapters seven and eight together in class.

• HW: Review the annotation questions for chapters 5-8 tonight, clarifying your notes as needed.

Thursday, November 16

• Reading an article on the Festival of the Yam.

• Discussion of chapter three’s visit to the oracle, the brotherhood of Nwoye and Ikemefuna in chapter four, and the misfortune of chapter five.

• Returning to and watching the end of part two, the Nigerian documentary, “Journey of an African Colony.”

• Vocabulary Friday!

• HW: Read chapters 9-11 for homework. Pre-read and post-review the annotation guide questions.

Audio for Achebe's Things Fall Apart

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

Week 3 Syllabus: November 6-10

UNDERSTANDING A NOVEL WRITTEN DURING the rise of Nigerian independence, about the start of colonialism, requires that we have some background about British colonialism on the African continent. Achebe's novel does not explicitly address the history of the Igbo people. But Okonkwo, a man clearly inspired to lead his village, will come to encounter the forces of imperialism. Toward this end, we will watch clips of a Netflix documentary on the birth of Nigerian nationalism. Before that, we will wrap up our unit on short-stories, writing a SHORT essay that develops a claim, reasons, and textual evidence.

MONDAY, November 6

• Overview of parent/teacher conferences: What did they ask? What did I tell them?

• Discussion of “The Kind of Light that Shines in Texas.”

• Introduction to the Chinua Achebe and Things Fall Apart.

• HW: Finish writing your claim, reasons, and evidence for a paper on one of the last three short stories we’ve read over the last three weeks. I have emailed you a link to that google spreadsheet to your NT email account.

WEDNESDAY, November 8—BSAD

• Watching the first 25 minutes of the Nigeria documentary. Taking notes on larger trends/themes presented (i.e.: British slave trade starting in 15th century, the Guinea coin, diaspora).

• Reading the first 10 pages of Things Fall Apart. Circle vocab, write out “I wonder” questions.

• HW: Re-read pages 1-10. What does Achebe make clear about Igbo society via Okonkwo and his family's example? (Remember, the documentary provides the Euro-centric view of what's happening in colonial SW Africa, whereas the novel provides the Igbo perspective). 

Thursday, November 9

• Watching the end of part one, and the start of part two, of the Nigerian documentary. 

• What are the larger issues at work in respect to the British colonization of the Igbo people? 1) Exploitation of labor, 2) removal of wealth, 3) diminished national identity. Reviewing the Nigerian view of Christianity, commerce and civilization.

• Starting small group work on study guides for chapters 1-3

• HW: Read chapters 1-4 for homework. Pay attention to descriptions of Okonkwo, why he is considered great by the Igbo people and by his family.

"The Legend of Sleepy Hollow"

Here’s the audio for the story, read by podcaster of “Anything Ghost,” Lex:

And a link to the Bing Crosby film re-telling of the haunted tale:

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, “The Kind of Light that Shines in Texas” in small groups, moving to a large group discussion. We will formally start our reading of Chinua Achebe’s novel Things Fall Apart on Monday, November 6. Please have your book in hand by then.

MONDAY, October 30 (anchor/BSAD day)

• Small group analysis of the story.

• HW: Complete the brainstorming for your paper on one of our past three short stories. I’ve sent a link to the google sheet to your NT email accounts; use it to draft a claim, reasons, and evidence.

TUESDAY, October 31

• Happy Halloween!

• We will continue our small group analysis of “Kind of Light” that we left off yesterday.

• Reading a canonical, American horror story, “ The Legend of Sleepy Hallow” by Washington Irving.

• HW: Type your answers to the study guide on “Kind of Light.” These, along with your annotations, are due Monday. THEY SHOULD BE PRINTED ON PAPER. We will discuss the story on Monday in class, and I’ll then introduce our novel, Things Fall Apart (TFA).

bring your humanity: NTED

Week 1 Syllabus: October 23-25

HOW DOES JACK’S VIEW OF HIS BI-RACIAL IDENTITY change over the course of Ken Liu’s short story “The Paper Menagerie”? As we finish first quarter, we will review the reading, annotation, writing and discussion skills that we have practiced. NOTE: If you have an assignment marked “missing” or a grade that is an “F,” I expect that you will see me outside of class to make up that work. Only students who did NOT turn in an assignment would receive an “F” grade on an assignment. There is NO work that you shouldn’t make up or complete.

MONDAY, October 23

• Re-listening to the LeVar Burton reading of our current story.

• Then, using a google spreadsheet to analyze the short story, “The Paper Menagerie.”

• Examining an article about the mail-order bride business from a 1986 NYT article. Why do individuals get involved in this business? What are the advantages and disadvantages, according to the article?

• HW: Finish your reading of the article. If anything is missing on your spreadsheet, please complete it.

WEDNESDAY (anchor day)

• Small group sharing of annotations on the NYT article.

• Reviewing and discussing your A-B-C-D answers on the spreadsheet from Monday.

• HW: Revisit your annotations in the short story. Do your notes reflect the reader’s dialogue with the text about meaning?

THURSDAY, October 26

• Discussion of “The Paper Menagerie.”

• Introduction to our next short story, “The Kind of Light That Shines in Texas.”

• HW: Read and annotate this story, keeping marginal notes on how racism emerges in the characters and in the plot.

Week 9 Syllabus: End of 1st Quarter

W WILL FINISH OUR INTRODUCTORY UNIT ON SHORT stories by reading, annotating, discussing a series of “shorter” stories on the theme of the individual in conflict—with self, others, society. I will collect the work on each and grade these as a group homework / annotation / discussion assignment. After wrapping up “Those Who Walk Away From Omelas,” we will start and finish “Vaccine Season,” and then will read “The Paper Menagerie” over the weekend.

TUESDAY, October 17

• Discussion of Le Guin’s “Those Who Walk Away From Omelas.”

• Watching a film clip about Le Guin’s life and work, about her compassion for humanity and the theme of power and powerlessness.

• After collecting your pre-discussion study guide questions, your discussion notes, and your annotations of Omelas, we will begin reading “Vaccine Season.”

• HW: Finish reading “Vaccine Season.” For annotations—in addition to circling vocabulary, writing our the reader’s questions—keep notes on the difference between what is good, and what is bad. Audio for the story is below:

THURSDAY, October 19

• Starting by reading, annotating, and discussing a poem about power. Then reading this essay bout the poem.

• Small group worksheet on “Vaccine Season.”

• In class discussion of the story. When done, students will hand in annotations, the Q&A worksheet from today’s class, and their discussion notes.

• Time permitting, we will begin reading “Paper Menagerie.”

• HW: Finish reading and annotating the story for class on Monday.

documentary on ursula k. le guin, audio to "Omelas"

Click on the author’s image above to access the documentary, “The Worlds of Ursual K. Le Guin”

Week 8 Syllabus: October 9-12

WE WILL BEGIN SHIFTING OUR FOCUS ON WRITING and some stylistic issues in our paragraph writing. For example, the feedback on the journal assignment on machines and the Canvas “discussion” entry on the Atlantic article will be focused on some areas of weakness in your writing style. For many of you, these will focus on vague language (overuse of indefinite pronouns: they, some, many, thing, people) and simplistic signal language connected to structure: “In this paragraph I will…” “An example of this is when…” “This quote shows that…”

MONDAY, October 9

• Annotating the portion of “Chelkash” that describes a blue sword that—much like the sword of Damocles—hangs over the heads of Chelkash and Gabriel.

• Using these marginal notes to draft an analysis of this pivotal symbol.

• In class discussion of “Chelkash,” focusing on the theme of greed and innocence, and discussing the story’s ending.

• Re-collecting any ungraded annotations.

• HW: Spend 30 minutes working on the “Chelkash” crossword. We will be re-reading “Those Who Walk Away from Omelas” in class on Wednesday. If you haven’t done so, read this once before class.

WEDNESDAY (anchor day—during the day)

• Guide to the parts of speech, online here.

• Reviewing parts of speech, focusing on the “to be” helping/linking verb forms, as well as active verbs.

• Reading “Those Who Walk Away from Omelas.”

• HW: re-read “Omelas,” picking out a) physical descriptions of the people, b) physical descriptions of the city, c) descriptions of their culture, and d) specific, concrete nouns or active verbs that LeGuin uses to create this imaginary world.

THURSDAY (anchor day—Back to School Night with parents)

• I will briefly introduce myself, tell parents the importance of meeting with me outside of class (to work on writing, annotation, interpretation of literature), and show your Uncle Buck how to find the syllabus on Squarespace.

• You will use your iPads to pull up your “blue sword” entry on Canvas, and with the help of a parent, identify your predicates and replacing any examples of: is, am, are, was, were, have, has, had, should, could, would, be, being, been, do, doing, does with active verbs.

• HW: On Tuesday, we will compare answers on the “Omelas” study guide. Re-reread the story and answer these questions.

Week 7 Syllabus: October 2-6

MARGINAL ANNOTATONS SHOULD REFLECT THE READERS dialogue with the text about meaning. For narrative works, that includes your questions about what you’re reading: questions of clarification and questions that develop your thinking. Readers should write out their observations about the theme within the story, identifying and explaining a passage’s importance—be that a character conflict, a symbolic description, or an extended metaphor that develops the writer’s theme. There are lots of ways to annotate. Most importantly, you should practice engaging your reading in a dialogue. What do you notice? What is the writer doing? What would good readers notice, and what do they think it means?

MONDAY, October 2

• Wordplay. Starting with a “Chelkash” crossword for the first 30 minutes, with partners.

• Lecture on annotation. Returning student’s “The Machine Stops” and discussing feedback and grading system for the 25% of your grade made up of annotations.

• Reading part three together in class.

• HW: Answer question #6 in the part one worksheet. Check your annotations in “Chelkash,” based upon the feedback you’ve just gotten about the last assignment.

WEDNESDAY (anchor day)

• STAR reports that include Lexile scores and reading recommendations.

• Small group work on plot lines for parts two and three.

• HW: Finish and staple together the three guides (intro, part one, and parts two-and-three). Due in class tomorrow.

THURSDAY, October 5

• Returning to small groups to finish your plot lines on parts two and three.

• The sub will collect part one (setting), part two (character) and part three (plot) worksheets mentioned above. Sub will also collect your annotations.

• HW: On Monday, we will hold our discussion on “Chelkash”. Do preview our next story, “Those Who Walk Away From Omelas” by Ursula Le Guin—it’s short, but powerful. We will re-read it at least twice.

Week 6 Syllabus: September26-29

DO MACHINES CONTROL US, OR DO WE CONTROL THEM? This week we will wrap up our study of Forster’s short story, “The Machine Stops” by writing about how we interact with technology. Does technology serve us and help us live better lives? Or does technology control our behavior and change us for the worse? Who is the master, and who is the servant? We will then transition to a new short story that examines an ethical dilema as humans struggle to survive,

TUESDAY, September 26

• Finishing the selection from Modern Times, written, directed, and starring Charlie Chaplin.

• Do we control machines, or do they control us? Using the various sources we’ve studied to complete a journal that connects all the dots.

• Second half of class, reading, re-reading, and re-re-reading the introduction to the Maxim Gorky short story, “Chelkash".” Annotating for language that describes nature, objects, and people respectively, each reading.

• HW: Complete the worksheet on the introduction to “Chelkash”

THURSDAY, September 28

• Continuing our analysis of “Chelkash,” reading part one and writing a character analysis of the main character, the roguish thief and titular character.

• HW: Complete the worksheets on the introduction and part one. Read part two and complete the worksheet on part two.