Into the Wild Introduction

Chris McCandless in Alaska

It's the holiday season and just when you thought you could relax now that those college essays are done I say gleefully: Who's ready to read? It seems totally apropos to read  Into the Wild because you are going on your own journey of sorts. You are asking the age old questions "Who am I? What do I stand for? and What do I want to accomplish with my life?" These are difficult questions to answer as an adult so when you're transitioning from teen to adult your head can swim with all the possibilities that life offers you. Good news is I'm not expecting answers that I will hold you to for forever---I'm merely asking you to think about them.

However, before we can 'officially' start looking into the journey of Christopher McCandless aka Alexander Supertramp we must look into ourselves because we all have a little Alexander Supertramp in us.  We need to explore three HUGE ideas or philosophies that reside in this chronicle of McCandless' life. As a class we will need to discuss and define what existentialism is, what a romantic hero looks like (not just in appearance) and the pull that leads many to search out a life of transcendentalism. 

First though, let's deal with one of the most complex topics: existentialism. Click on the Existentialism explained  link. This link will take your group to a quick three minute video explaining the idea in it's most simple form. After watching it as a group try to define it in your own words on your note card. Be prepared to share your definition by the end of class.

Secondly, we must explore the idea of Romanticism and the romantic hero. Does that mean that this 'book' is chick lit? Um, no. Wrong definition of Romantic. Check out this very brief (like a minute or so) video The Romantics look over  your handout and tap that prior knowledge--that's the stuff you learned about last year.  After discussing what you've read and what you've watched come up with a working definition that you can share with the class. 

Lastly, we'll deal with the idea of Transcendentalism. I promise you get to watch a video too. I wouldn't leave my Emerson people out of the loop, but seriously you're going to have to start relying on yourself soon <--this is funny joke--you'll see in just a minute.  Watch what Shmoop has to offer up about Transcendentalism then come up with a working definition as a group to share with the class. 

After the class has explored in their home groups, and as a whole, let's think about what each set of ideals has in common and what type of person is attracted to each of these philosophies. In class I will share an Into the Wild ppt with you. I encourage you to look at McCandless' life not through your own eyes, but someone who was searching for more than they ever thought they could be.

The College Essay

It's that time of year, when the air is a little crisper, sweaters a little warmer and English teachers are scaring little children {seniors} about college---well, that may be slightly exaggerated.

October does not just bring out our love of Pumpkin Spiced Latte's at Starbucks, and the nostalgia of It's the Great Pumpkin Charlie Brown, but it's also the time when we start to reflect on how our experiences have shaped our life. Hence, the magic of the college essay. So many students think that world changing events are the moments that change the way you look at life, but it's not always that way.  The small often forgotten moments can be the tiny detail that changes us forever. For example, say you paid for the coffee {or insert something equally happy} for the person behind you--what if that tiny moment changed the way you viewed your fellow human? When you start thinking about what area of study you'd like to pursue it wouldn't be shocking if you told me it was sociology--you've been studying humanity with simple acts of kindness that might otherwise be tossed away as an insignificant memory or two.

In class today we will use the power of words to help define who you are as a person. It seems strange that words could hold such power, but they do. Think of the way you describe yourself to others when they have not met you in person--you are setting up their expectations of who you are. The same is true when we 'self-talk'--don't laugh you've done this before. You look in the mirror and you either motivate yourself the for the challenges of the day or you tell yourself that it is impossible to achieve any success. {P.S. either way you're right}  If you were absent open: ERWC word activities  start here--think about the words on the list for 1-10 and then come up with your own words for 11-20. When you're done rank the words from most to least important and then answer the questions. Read the UC Prompts and set the timer for 20 minutes and just write. Don't over think it--just write. We'll deal with the technical stuff after you have something on the page.  The first rough draft is due

When you're done read Shitty First Drafts. I know, I know there's a curse word in the title, but it's pretty apropos. First drafts can be difficult and many kids get discouraged because it's not 'perfect'--well, I have some news for you---IT WON'T BE PERFECT THE FIRST TIME (sorry for shouting, but you know it had to be said). 

Just breathe---it will all be okay sometime after January.

Nonfiction Annotation Techniques

So, you chosen a nonfiction book (begrudgingly), had to have parents sign their acknowledgement (Why? Mrs. Ordway--I'm an adult!) and now you have to (gulp) read this dreaded nonfiction book and *gasp* annotate in it. What does that mean? What is Mrs. Ordway even looking for? Doesn't she know that writing in books is paramount to committing the worst of the worst literary crimes?

To ease fears and worries I am going to give you a 'cheat sheet' of sorts, or a list that if you reach dire straights (confusion about where to go from here) you can look here for a way to get you through the rough patches. 

1. For each section (or chapter) highlight main idea. Don't forget to label it in the margins as the main idea to keep your reading free of confusion.

2. For each paragraph or section underline four lead words. Theses will usually be nouns, and they will be the topics of the important supporting evidence. By underlining these words, you give your eyes and easy way to locate  the supporting points that the author is making. 

3. Box transition words. These words will often signal an important change in the argument, or they indicate an important conclusion about a specific thought or statement made by the author or argument. 

4. Circle and define above/below or in the margins unfamiliar terms, acronyms, organizations or phrases. Why? If it confused you once, you will be confused by it in the second and third read by defining it you aren't concentrating on what something means you are open to understand the argument as a whole. 

5. Ask and argue. If a passage confuses you--put a "?" above the passage and write out your question(s) in the margins so we can discuss it in class or in groups.  If you disagree with the author write it down. Want to questing the validity of the author--write the question down. You don't have to agree with everything that the author states.

6. After reading each paragraph, write down a quick note or word in the margin to remind yourself about the focus of the paragraph --you may get away with combing 1-3 paragraph or even a whole chapter, but note to yourself when ideas, concepts or arguments change.

7. When you are done with the chapter (or article) , write one or two sentences describing the: chapter's (or article's)  reason for being. this is the "So What?" of the "Big Picture". It is the author's purpose for writing. Ask yourself: Why did the author bother to even write this? What's the purpose? What effect did the author hope to have on the reader? Why does this matter?  Write one or two sentences answering these questions at the end of the chapter (or article).

See, easy peasy lemon squeezy! It isn't that difficult to understand what nonfiction texts are saying, you just have to think about how to put your thoughts into words.

The Non-Fiction Book Report

Reading, reading is magical and amazing and full of wonder and causes your senses to tingle until...I say those words "You must choose a non-fiction text to read" and I see all of your faces droop because essentially what you heard was, "I have to read a how to manual".


I am here to tell you that is simply not true! Not true I say. We live in a wonderful time when nonfiction  texts read like...wait for it...fiction. They are compelling stories about challenge, triumph, heartbreak and exploration. Just because you are reading a true account of one person's experience does not mean it will be boring.  In fact it may inspire a love to solve mysteries, reach out and help your fellow man or simply recognize that we have not all started our lives journey with the same expectations.


As part of this project you will be required to have a signed Nonfiction parent permission letter (worth 10 points) since many nonfiction texts deal with mature content it is always best to make sure your parents are okay with what you've chosen to read. Just in case you need an additional copy or you need to share the information with your parents below you will find the handouts I shared with you in class: Nonfiction rubric,  Nonfiction Book Report Expectations  and Suggested Nonfiction Book list .


Embrace reality and the human spirit.


--Mrs. Ordway

English 11: Article of the Week #1: The Origins of the Border Crisis

example of an annotated article

In class we discussed close readings, annotations and why it's important to mark in your books. I know crazy right? A teacher, an adult a figure of authority telling you to write in your novels, on your articles? Sounds crazy. Don't write in the textbook though--those things are like gold around here. We will read an article each week where we apply our annotating and close reading techniques. This week's article deals with the border crisis that's been in the news over the summer the article's title is " The Origins of the Border Crisis ".

Here is what you must do:

1. Print out the article.
2. Complete a first reading
3. Annotate the article (use the suggestions we read in the article "How to Mark a Book" for guidance)
4. Be prepared to turn in your article--WITH annotations. No annotations--no credit.

Come prepared to disucss this article on THURSDAY--your block day.

Welcome Back-- It's the 2014-15 School year and everything is shiny and new!

Downey High School Pre-1945

Welcome back to a new year, and pretty much a new and improved school!

This year I will teach an Expository Reading Writing Course (ERWC) English class for seniors and an American Literature class for juniors. Since printing up the class syllabi for  both the ERWC and English 11 classes some minor things have changed.

Here are the links for the updated ERWC Syllabus and the English 11 Syllabus. There is not a tremendous amount of change, but nonetheless it's here so you can modify your class and homework load as needed. Just need to review the highlights and BIG ideas? Check out the syllabus in a cool visual here: Syllabus Visual

I am really looking forward to getting to know you and learning what it is you know and how you will change the way we look out our history and literature.

Here's to a great school year.

Your new favorite teacher,

Mrs. Ordway=

The Great Gatsby Chapter Six

So, we've met Gatsby. Jay Gatsby to be precise. We know his darkest secret about love. Simply put, he fell in love with Daisy Fay only to have her marry a rich man from New Orleans, Mr. Tom Buchanan.  Her love has haunted him for five years and now he wants to reclaim what he feels is rightly his.  What do you think? Does he deserve to try and reclaim the beautiful Daisy (Fay) Buchanan?


We also learn in chapter six that Gatsby himself is an illusion contributing to the theme of the authentic vs. the facade. We have watched the film and while mostly on target a few things were left out--you know how that goes novels have all the time in the world to explain something, but alas movies are required to fit it all in a specific amount of time.

You will be asked to take a fifteen question quiz online about chapter six---the questions come from the novel--NOT the film. Go to Classmarker.com and login in; your test should be visible and available for you to take.

"Can't repeat the past old sport?" he cried incredulously. "Why of course you can!"--Gatsby

What a Tangled Web Weave When Our Mom Marries Our Uncle

It's time for Hamlet!With that being said you will be quizzed after each act. Initially we will read the first act of Hamlet together, but you will be required to read some portions on your own. We will discuss all the acts and scenes in class as a whole group and even in small collaborative groups.

Anything that we read is fair game for a quiz...let me repeat anything that we read is fair fame for a quiz.

Click on the link ---->  Hamlet Act I Quiz this is a CLOSED note/book quiz. All you have to rely on is what you remembered from your readings. Good Luck.

It's All Great and about Gatsby

We have just started the novel, The Great Gatsby, by F. Scott Fitzgerald, and unlike Catcher in the Rye where we read the novel in class, you are going to be responsible for reading large parts of the novel on your own. With that being said, we will discuss what is going on in the novel in class. You read at home, annotate in your book or on post-it-notes (if you've borrowed the novel) and come to class prepared to ask questions, discuss and dissect the chapters you were responsible for reading.

Only one problem really persists--yes, you can talk your way out of the discussion questions in class without having actually read the novel so what's a Mrs. Ordway to do?

Well, you will be given online quizzes about the pages or chapters I've asked you to read on your own. Now, we will discuss the BIG ideas in class, but I am free to quiz you about things you will know only if you've read. See. Sneaky.

Here is your first quiz just click on the link ----->  Great Gatsby Chapter One Quiz take the quiz and Viola! You're done with the first quiz.

"People Can Die of Mere Imagination" Chaucer's Cantebury Tales

Chaucer--father of English Literature-
Ye Ole Big Papa

Modern Family--Frame Stories

Chaucer's Canterbury Tales are unique in that Chaucer was the first to develop the idea of a frame story. A frame story is a story within a story--think of the television show Modern Family--you know at the start how each separate family is holding a frame with their family's picture in it and at the end of the title sequence you realize that all of these crazy people are related to one another. See, frame story simply summed up--just to be clear, you realize you don't need an actual frame right? A frame story uses a metaphorical frame for the additional story told.

Pardoner's Tale

As we begin to say good-bye to the first semester we must first jump the hurdle that is the Canterbury Tales. Your final will consists of questions from the   The Pardoner's Tale--modern English, you can also watch the Pardoner's Tale animated and The Wife of Bath's Tale-modern English you may also watch the The Wife of Bath's Tale (animated). The prologue before each tale are fair game as well.


Wife of Bath's Tale

 In addition to being tested on two of Chaucer's pilgrim stories you will be tested on SAT vocabulary from weeks 1-12. Unsure of what those vocabulary words are? Click on the the purple link to give you list of all the vocabulary for weeks 1-12 and the vocabulary from Chaucer.  In hopes of lowering your affective filter and full disclosure here is the the English 12 first semester study guide. Download and print out if you were absent or lost yours. REVIEW these questions it will help you (really, I promise) on the final.

 

The end is almost near, the time for being grown-ups draws closer will you meet your fate willingly?

~Mrs. Ordway

The Socratic Seminar

So instead of me testing your knowledge about Heroes--classic, anti and tragic not to mention the Hero's Journey with paper and pen we're going to have a Socratic Seminar--which is really a formal dialogue where you can't call your peers names or hit them because they don't (shock) think exactly as you do.

So, what's our goal here? Really?  My over arching goal here is to see how much you learned from the lessons about heroes and can you identify the common 'heroic' traits in popular or to use a fancy word, contemporary culture. I want you to question the idea of what is a hero. For example:Is Beowulf a classic hero?, Do you see Oedipus as the tragic hero? or perhaps Can you argue that Achilles is an anti-hero? What other options did Jocasta have besides willingly killing child?

You will use literature we read in class combined with the revised Bloom's taxonomy (this version is a little different than we used in class, but it shows you the domains and question stems) to write twelve, yes 12 questions {two for each domain}about heroes, how pop culture views heroes or heroines (girl hero), do heroes even exit anymore? This is your chance to open a dialogue about your views on the Hero's Journey, definition or examples of the anti-hero or tragic hero we discussed in class. Even if you don't have a 'real' opinion on heroes you must realize that they do create an impact on society. So, I want to know what you think. You must ask a minimum of two questions to earn a "C" on this assignment. Think of this seminar as your final.

Remember, you will NOT know if you will be in the discussion circle or observation circle until you walk in class the day of the seminar. Below you will find blurbs about the pieces of literature I will expect you to have an opinion on since we read them in class. If your questions are interesting, I promise you the conversation will be even more interesting because it will spark a real conversation between you and your classmates.

Beowulf (pg.33) Beowulf must defeat the monster Grendel and his mother in order to achieve his classical hero status. He finds his sword made by Giants in the watery lair of Grendel's mother--it is this that allows him to behead both monsters. He collects his gold from Hrothgar and goes home. Once home he becomes king of the Geats, in his later years he sacrifices his life in order to save his people from the dragon, Wiglaf tries to help Beowulf, but he ultimately dies. Wiglaf becomes the next king building a large tower to immortalize the great king Beowulf. 

Gilgamesh (pg. 48)- Gilgamesh decides that he will fight the evil Humbaba, a servant to the gods. His friend Enkidu tries to persuade Gilgamesh from this, but he is seeking glory and the elders of Urk, hoping for glory support Gilgamesh. Enkidu and Gilgamesh set out for the forest where Humbaba is they are tormented with dreams of death and terror. The next day Gilgamesh chops down a cedar tree calling Humbaba they fight, G’s distracted, Humbaba goes after Enkidu, G is tempted with the Humbaba’s promises, Enkidu reminds G of his task. G kills Humaba and leaves his head swinging from the trees while he takes care of Enkidu.

Death of Hector (pg. 58)- Athena tricks Hector by taking on the appearance of his brother giving Achilles the advantage. Hector and Achilles fight, when Hector realizes he is going to die he asks Achilles to give his body back to his parents for a proper burial. Achilles’ laughs and tells him he plans on defiling his body.  Achilles’ and his men stab at Hector’s body; they tie him up by his ankles and attach them to Achilles’ chariot dragging the body back to the wharf where the dogs can pick at his flesh.

Oedipus-in the back on the counter-Oedipus kills a man as he runs away from his home in Corinth where it was prophesied that he will kill his father and lay with his mother. He meets a man on the road, they argue and Oedipus kills him. He then solves the riddle of the Sphinx freeing the city of Thebes from a curse. He marries the queen, has four children (two girls, two boys) and becomes king. The city is under a new curse and a blind prophet tells Oedipus that it is his fault and that he is blind to what is in front of his face. Oedipus believes Teiresias is working with Creon to overthrow him and take the crown. Later a messenger reveals that Oedipus’ father is dead and that he can come home to Corinth to be king. Jocasta is ecstatic, Oedipus still fears sleeping with Merope and refuses to go back. The messenger then tells Oedipus that he was adopted by the king and queen and had nothing to fear from the prophecy. Jocasta realizes that Oedipus is her son, runs away to her room only to hang herself. Oedipus still needing more proof has a shepherd retell what he knew of the old king and his baby with Jocasta. It is only then that Oedipus realizes that he has fulfilled the prophecy. He looks for Jocasta, cuts her down from her noose, gouges his own eyes out and exiles himself from Thebes with Creon, the new king’s permission.