POS: Legend and Myth in Music

Read all of my directions before asking for assistance. This will be graded as a TEST over Holiday Break. Submit your work (as a comment) here.


PART ONE: Below you will find a list of some of the more noteworthy legends and myths of modern music history. For Part One of this assignment, you should research and summarize each incident in a well-developed paragraph. (5 paragraphs total).

Myth/Legend #1: Robert Johnson sells his soul to the devil
Myth/Legend #2: Ozzy Osbourne's taste for doves and bats
Myth/Legend #3: The mythology surrounding the Abbey Road cover
Myth/Legend #4: Bob Dylan goes electric
Myth/Legend #5: Click here and choose your favorite.

Make sure that your sources are legitimate. Remember- any information that you gain from any source is not yours. You must cite your sources using MLA format. Use the links on this blog to assist in your citations. Keep in mind that the 30 other students in your class will uncover much of the same information, so in order to separate yourself from the pack you must focus on authoritative sources, excellent writing, detail, and proper citations.


PART TWO: Use 3 different Website Evaluation Guides (linked below) to validate 3 of the web pages cited in your work above. Complete and print these guides and turn them in on or before Wednesday, 12-23. Your test grade will be posted as a "0" until you do so.

Schrock's Evaluation
University of Maryland Evaluation
University of California at Berkeley Evaluation

Quizlet: English I Vocabulary 1-5

Lesson 4 Quiz

Review: Lessons 1-5

POS: Plagiarism in Song

For blog-work this week, research and listen to some examples of musical plagiarism. Identify: 1) at least one example of a truly plagiarized song and 2) at least one example of a coincidental relationship between 2 songs. Discuss your findings here. Some notable instances include (listed as original/supposed plagiarism): Chiffon's "He's So Fine"/George Harrison's "My Sweet Lord"; Tom Petty's "Mary Jane's Last Dance"/The Red Hot Chili Peppers' "Dani California"; and, most recently, Joe Satriani's "If I Could Fly"/Coldplay's "Viva La Vida".

POS: Metallica and Allusions to Literature

Visit the link below to read about the novel Johnny Got His Gun and its influence on Metallica's song "One".

Wikipedia: Johnny Got His Gun

Open a web page with the lyrics to "One".

Then, view the music video for the song here:

"One" Video

Develop a paragraph response (as a comment here) by Friday. Examine the parallels between the novel and the song.

Art I: Virtual Scavenger Hunt

1. How many windows are in Andrew Wyeth's "Master Bedroom"? What medium does Wyeth use?
2. Identify the figure depicted in a boat in Michelangelo's "Last Judgement".
3. What pachyderm is distorted in the background of Salvador Dali's "One Second Before Awakening from a Dream Caused by the Flight of a Bee Around a Pomegranate"?
4. What time is it in Vincent van Gogh's "Night Cafe"?
5. Monet and Manet are both Impressionists and have similarities beyond their names. Compare and contrast these two artists.
6.. Who is Camille Claudel? Examine her "L'Age Mur" and identify the 3 figures depicted.
7. Identify the works stolen during the infamous Gardner Museum heist. Identify and describe your favorite piece.
8. Summarize the "legend" behind the man with the top hat in Eugene Delacroix's most famous painting.
9. What is David Mach's "Gorilla" made of?
10. Describe your favorite Ron Mueck sculpture.
11. Paul Rahilly is one of my former professors. a) What breed of dog is depicted in his "Girl in a Paper Dress"? b) In which of his paintings does one find a chili pepper? c) a brioche?

POS: Backmasking and Reverse Speech in Music

Backward messaging in music (commonly known as backmasking) has been a controversy ever since the late 1960s, when messages were found backwards on some Beatles' albums, hinting that Paul McCartney had died. Some of these subliminal messages have been identified as purposeful while some are apparently inadvertent. Some believe that many of these backward messages were in fact examples of "Reverse Speech" in music. Speech reversals occur naturally in all forms of speech, sung or spoken. Explore some of the links and sites regarding this subject and offer your opinion on at least 10 specific examples. Do you buy into the theory of Reverse Speech or is it all a bunch of hogwash?


THE THEORY OF REVERSE SPEECH AND SPEECH COMPLEMENTARITY.

(1) Human speech has two distinctive yet complementary functions and modes. The Overt mode is spoken forwards and is primarily under conscious control. The Covert mode is spoken backward and is not under conscious control. The backward mode of speech occurs simultaneously with the forward mode and is a reversal of the forward speech sounds.

(2) These two modes of speech, forward and backward, are dependent upon each other and form an integral part of human communication. One mode cannot be fully understood without the other mode. In the dynamics of interpersonal communication, both modes of speech combined communicate the total psyche of the person, conscious as well as unconscious.

(3) Covert speech develops before overt speech. Children speak backwards before they do forwards. Then, as forward speech commences, the two modes of speech gradually combine into one, forming an overall bi-level communication process.


List of Backmasked/Reverse Speech Songs

Jeff Milner's Site

Reverse Speech Site

Click here to here a well known sample of backmasking from Led Zeppelin's "Stairway to Heaven". This audio file will play both forward (original context) and backward (backmasking revealed).

ENS Brainstorm

Electric Newt Squad: Post your suggestions for activities here. How can we best use our time this year?

G Block: Shakespeare and the Degradation of Language

Most teachers and students agree that Shakespeare is challenging to read. Some are even surprised to learn that he falls into the category of Modern English (as opposed to Old or Middle). If his language is rich, layered and thoughtful, what is our language like? Have we moved forward as speakers of English, or are we destroying- even "dumbing-down"- a once gloriously imaginative tongue?


Respond in a well developed, proofread paragraph. Support your response with specific facts and examples.

Freshmen: Shakespeare Excerpts

Refer to your notes and select the most meaningful passage from the play thus far. Quote the passage with proper formatting and respond to the following questions in a complete paragraph.


Click here for a full manuscript of the play.


How might you paraphrase the excerpt? What plot implications does the excerpt suggest? How does the excerpt characterize the speaker(s)? How does the excerpt serve as an example of Shakespeare's craft as a writer?

Due Friday.

POS: Reflections of Culture in Popular Music

Type your response to the following prompt as a Word document and be sure to proofread and edit before you paste and post. You will be assessed using the English Department's Short Essay Response Rubric.

Check either Billboard or Rolling Stone for the current list of America's top 50 songs. Choose at least 3 songs; avoid any songs you are very familiar with. Listen/study the lyrics to the selected songs. Consider the subject matter, content and point of view of today's top songs and identify lines which contain poetic merit. What do these songs, as a whole, say about our modern American culture? In particular, what do these songs say about your generation as the greatest consumers of music media? How are gender roles represented in popular music? How is success measured?

POS: Songwriter Biographies

You will be assigned the name of a notable songwriter. On your blog, you must now complete a biographical presentation of your given artist(s) including, but not limited to, the following: a list of 10 relevant, interesting facts regarding the artist(s), a timeline, 5 high quality images, a link to relevant video footage, a formal analysis of one song which exemplifies the artist's use of poetic devices, and a short essay examining the artist's contributions to the practice of song-writing. This assignment is intended to acquiant you with some of the capabilities of your blog. I will check and assess your final products on Sunday, September 27th; they should appear on your blogs.

Shakespeare and Predestination

As we study William Shakespeare and read Romeo and Juliet in class, consider the following prompt:

The concept of predestination is reflected in the work of Shakespeare. The lives of men and women are "mapped out in the stars", and attempts to transcend or disrupt this order, or chain of being, only lead to tragedy. Does belief in predestination exist in some form today? Do we subscribe to a similar or different philosophy? How does predestination relate to, or conflict with, the "American Dream"? How might you categorize the belief systems of our world today? Do you believe that your destiny is mapped out for you, or do you think that you control your own fate? (3-5 paragraphs; due via post and hard copy 9-19).

POS: Theme-Genre Brainstorming

Here is where you will participate in our online discussion by posing 3 potential theme-genre concepts and commenting on at least 10 peer theme-genre concepts. This homework assignment will be graded on September 20th. Make sure to direct your comments with names and to sign all of your comments with your first name and last initial. And- no, that is not my head in the photograph.

Summer Reading

Although I worked this summer, I managed to sneak in some reading. Here are some highlights:

The Forever War by Dexter Filkins: A firsthand account from a New York Times reporter embedded with Marines in Afghanistan and Iraq. Eye-opening. A firefight of a read. (A)

The White Tiger by Avarind Adiga: "Slumdog" depiction of modern India. Tragic and funny. (A-)

Shakespeare in His World by Bill Bryson: a concise and anecdotal profile. (A-)

Middlesex by Jeffrey Eugenides: Classic yet unique American epic delivered by a quirky Greek-American narrator with an interesting gender classification. It won the Pulitzer. Long (655) but worthwhile. (A-)

Cannery Row by John Steinbeck: I'm a fan of Steinbeck and enjoyed the motley patchwork of characters in this novella. I was able to visit California this summer and see the areas which served as the settings for some of his work, namely my favorite, Of Mice and Men. (B+)

When You Are Engulfed in Flames by David Sedaris: Quirky collection of essays. Funny and irreverent, but I found myself asking "why didn't I write this book?" (C+)

The Girl with the Dragon Tattoo by Stieg Larsson: A bestseller which tiptoes on the edge of cheesy detective fiction without ever crossing the line. The dynamic characters in the story kept me coming back for more. I'm reading his second, "The Girl Who Played with Fire".

Art I: Introduction to Drawing

-remember that drawing is more about seeing than…drawing
-observe approximately 75% of the time; draw approximately 25% of the time
-orient yourself to your drawing and your subject as both artist and viewer; use a viewfinder when drawing from observation
-take joy in the use of materials; get “in the zone”
-remember that drawing is the creation of an illusion: the illusion of form and space; drawing is the visual language we use to describe what we see

Elements and Principles of Design
shape: the two-dimensional structure of a given object
form: the three-dimensional structure of a given object
value: the degree of light and dark of an area
form shadow: a shadow on a given object which helps to reveal its form
shadow edge: the edge where a shadow meets a lighter value
reflected light: indirect light reflected from surface to surface
cast shadow: a shadow resulting from an object interfering with the light source
highlight: the area of lightest value on a given object
light source: the direct source and direction of light (determines most value relationships)
background: the area and space furthest from the viewer
foreground: the area and space closest to the viewer
contrast: the difference(s) between darks and lights in an image

Final "Basic Forms" studies must include but are not limited to a total of 10 drawings:
-a segmented and continuous value scale (cw)
-5 drawings of imagined spheres; differing light sources (2 in pencil; 2 in crayon; one on toned (Mi Tientes) paper with high/low value colored pencil) (quiz)
-Drawings of an imagined cone, cube, and cylinder (medium is student's choice) (quiz)
-2 observational drawings of simple objects with one definitive light source (medium is student's choice) (quiz)
-Response to Mr. Kefor's blog post regarding basic drawing techniques (hw)

1. THE BLOCK-IN. The block-in is all about observation, shape and measurement. Through your viewfinder, look for linear relationships between objects. Grip your instrument loosely and draw with the arm. Do not over-commit to any of the marks you make. Using very soft, gentle strokes, begin to “map out” the framework of your subject. Do not be satisfied with any lines that appear inadequate or incorrect. Pay special attention to contours and negative space. Block-in shapes first, then shadows. Group shadows as simply as possible; ask yourself: is this a light or a shadow? and group the shapes accordingly. Try squinting in order to "blur" the values and make them more manageable. Any mistakes made during the block-in phase will be amplified by the time the drawing is complete. Step away from your drawing periodically; viewing it from a distance is extremely helpful.
2. BUILDING VALUE. Building value is all about identifying the range of values you observe in the subject. Group your values based on a scale of one to ten. Beginning with your “darkest dark”, begin to build a range of value on your paper. Choose a direction or type of mark and stick with it (avoid any mark that requires a back and forth motion). Areas of shade should be built through repetition, not force. Unnecessary force will scar the paper prematurely, leaving the drawing sloppy and unrefined. Step away from your drawing periodically.
3. EDGING. Making a hard edge is easy; making a soft edge requires more patience. Edges convince the eye that it is viewing something real; edges turn shapes to forms and create space (the most advanced element of drawing). Step away from your drawing periodically.

Edges are sharpest when:
-objects are close to the viewer
-high-contrast values intersect

Edges are softest when:
-objects are farther from viewer
-low-contrast values intersect

The Big Picture: Descriptive Paragraphs/Persuasive Passages

Browse through the hundreds of photographs available on The Boston Globe's "The Big Picture" site. Choose your favorite image and create a word bank consisting of 5 nouns, 5 verbs and 8 adjectives. Develop, edit and proofread a descriptive paragraph which provides the reader with an image which rivals that of the viewer.

Grammar Quizzes: Monday

Click here to take the agreement quiz.

Click here to take the modifier quiz.

Click here to take the plurals and possessives quiz.

School to Career Summer Session: The Teenage Brain

If you have headphones: Click here to view the Frontline special "Inside the Teenage Brain". You will view the first 3 chapters today and the last 3 tomorrow. After viewing the full program, respond to the following short (3-5 paragraph) essay prompt. Integrate at least 3 quotes from the film.


How might teachers adapt their techniques to further relate to, or accommodate, the unique nature of the teenage brain?


Post your response here.



If you do not have headphones: Read Bill Gates' 11 Rules below, which I found on Mr. Dewar's blog. Write a paragraph response for each rule. Consider: is the rule reasonable? helpful? do you agree? disagree? explain.

Rule 1: Life is not fair - get used to it!
Rule 2 : The world won't care about your self-esteem. The world will
expect you to accomplish something BEFORE you feel good about yourself.
Rule 3 : You will NOT make $60,000 a year right out of high school.
You won't be a vice-president with a car phone until you earn both.
Rule 4 : If you think your teacher is tough, wait till you get a boss.
Rule 5 : Flipping burgers is not beneath your dignity. Your
Grandparents had a different word for burger flipping: they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine
about your mistakes, learn from them..
Rule 7: Before you were born, your parents weren't as boring as they
are now. They got that way from paying your bills, cleaning your
clothes and listening to you talk about how cool you thought you were.
So before you save the rain forest from the parasites of your parent's
generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but
life HAS NOT. In some schools, they have abolished failing grades and
they'll give you as MANY TIMES as you want to get the right answer.
This doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off
and very few employers are interested in helping you FIND YOURSELF. Do
that on your own time.
Rule 10: Television is NOT real life. In real life people actually
have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.

Sudanese Posse

Franco Majok came to speak to our English classes today about his experiences as a Lost Boy of Sudan in conjunction with our reading of What is the What. Our posse of fundraisers was able to present Mr. Majok with a donation to help rebuild schools in Wunlang, Southern Sudan. Great work, guys.


Think about what Franco said: he owes his life to education. His education allowed him to read signs and maps in order to escape the war. While we all never hope to live through such circumstances, perhaps we could all learn as if our lives depended on it.

Writing and Visual Imagination: Photo Collages

Writing and Visual Imagination: Final Blog Quest

Visit the artist sites and respond to the questions below by June 5.


Nick Veasey
1. Read the “About” and “Process” sections of the site. Describe the artist’s philosophy and process in a well-developed paragraph.


Chet Zar
1. Explore his work and comment on his: subject matter; media; style.


Akiane
1. Click here to link to a short video on this child prodigy. What do you think?


Alex Grey
1.View all (40 or so) of his paintings.
2. If you are a fan of his work, check out this video.


EXTRA CREDIT QUIZ GRADE

TOOL is one of my favorite bands. Their videos are amazing. As a result of their tendency to create rather long compositions and/or concern themselves with bizzare subject matter, these videos are rarely seen via mainstream media. Two of the artists you have researched above collaborated with TOOL on a video for their songs "Parabol/Parabola"(click here). Strange, huh? Click here for the "Schism" video. See if you can identify the correct artists and their contributions to the video.

Stephen Wiltshire

Click here to visit Stephen Wiltshire's website. Mr. Wiltshire is an artistic savant who is capable of reproducing incredibly detailed landscapes from memory.

1. On the left, click on "My Videos". Watch at least four of the videos and offer a commentary for each.

2. Visit his "Gallery" and browse through his work. Identify his most impressive drawing and his most impressive painting; offer explanation for each.

Electric Newt Squad: Friday

Click here.

Seniors: Olde School Etymology

Research the etymology of some of your Olde-School vocabulary words. Choose 5 of your most etymologically interesting words to post here with complete and thorough histories.

Try this.

To Kill a Mockingbird Scavenger Hunt

Complete the following tasks/answer the following questions. Use your critical thinking skills to determine the best routes and resources.

1. Truman Capote said "Everything she wrote about it is absolutely true". What is the "it"?

2. What does Lee think of the film adaptation of Mockingbird? Use a quote in your answer.

3. Finish Lee's statement: "Now, 75 years later in an abundant society where people have laptops, cell phones, iPods and minds like empty rooms, I still..."

4. Identify Lee's 3 favorite authors and name a title from each.

5. Lee is a recluse but for several years she has quietly attended the awards ceremony for a particular contest. Describe this contest.

6. How are the Scottsboro Trials relevant to the novel?

7. Though Lee always declines interviews, she does write each refusal individually. When asked why she did not simply send out a stock response to the media's pleas, she responded that such a letter would simply say...

8. Click here. Listen to the audio. Who was the statewide essay winner? Who potrayed Scout in a school play and developed a repoire with Lee?

9. List and quote 5 parallels between Harper Lee's real life and her novel.

10. Lee's character Dill is based upon Truman Capote. Capote returned the favor by basing what character (from what story) on Lee?

Writing and Visual Imagination: Self-Portraits

Search the internet for self-portraits by the following artists: Rembrandt van Rijn, Vincent Van Gogh, Susanna Coffey, Lucian Freud, Kathe Kollwitz, Paul Gauguin, Gregory Gillespie, Pablo Picasso, Paul Cezanne, Susanna Coffey, Brett Gamache (a friend of mine).

Create a Word document.

1. For each artist, record the title, year of completion, and country of origin.

2. Identify three comparable (composition, color, mood, etc.) self-portraits from the list. Construct a paragraph which identifies the parallels between these 3 works.

3. Identify the strongest self-portrait. In a paragraph, explain the elements which make it stand out; use your vocabulary words.

4. Typically, self-portraits are not lucrative efforts for living artists. Why might an artist choose to focus on self-portraits? What may drive an artist, like Rembrandt, to devote so much time and effort towards depicting himself? Explain in paragraph form.

5. Proofread and post your document here.

Writing and Visual Imagination: Community Interaction

Please post your proposals here.

A "Closer" Look

We will view the film "Chuck Close: A Portrait in Progress" in class. Respond to the following questions in paragraph form by Friday, April 17.

1. Describe Close's work. How has it changed over time? Do you favor his early or late work? Explain.

2. Does photo realism have artistic merit, or are photo realists merely "one-trick ponies"? What would Leo Tolstoy say about Close's work?

3. As you have learned, Chuck Close suffered a collapse of a spinal artery which left him partially paralyzed. Explain the modifications he makes to continue his artwork and what these adjustments reveal about his character.

4. In the Jackson Pollock BBC film, we learned that Pollock's personal and artistic downfall was fueled by his decision to reveal his process in a documentary. Having viewed Chuck Close's process, do you gain more respect and understanding for his work? Or, do you think his images lose their mystique now that you have seen his process?

Writing and Visual Imagination: Scavenger Hunt

1. Monet and Manet are both Impressionists and have similarities beyond their names. Compare and contrast these two artists.
2. Who is Camille Claudel? Examine her "L'Age Mur" and identify the 3 figures depicted.
3. Identify the works stolen during the infamous Gardner Museum heist. Identify and describe your favorite piece.
4. Summarize the "legend" behind the man with the top hat in Eugene Delacroix's most famous painting.
5. What is David Mach's "Gorilla" made of?
6. Describe your favorite Ron Mueck sculpture.
7. Paul Rahilly is one of my former professors. a) What breed of dog is depicted in his "Girl in a Paper Dress"? b) In which of his paintings does one find a chili pepper? c) a brioche?
8. What colors are used in my "concert bill sketch"?
9. Ryan Smith is an amazing artist and a good friend of mine (he attended Norton High). a) Describe the subject matter in his 2006 piece "Taxidermy Tammy". b) What "sport" is parodied in his version of "Pig Pile"?

Now it's time to play 6 degrees of Wikipedia. Your responses should look like numbered lists beginning with the first item and ending with the last item.

1. Vincent van Gogh=vampire
2. Francisco Goya=cartilage
3. Lucian Freud=Tool (the band)
4. Mark Rothko=serpent
5. Diego Rivera=Roger Williams

Seniors: Student Choice Short Essay

Student Choice Essay: Block B

Post them here.

Student Choice Essays: Block D

Post them here.

Freshmen: What is the What Supplements

Over the next 2 weeks, per your syllabus, you will complete several supplemental assignments related to your reading of What is the What. All of your work for this assignment should be completed, proofread and posted here as a comment. Make sure to include your name (first name last initial). Your collective responses will be graded as a quest.


Assignment A: Eggers/Deng Interview. Click here to visit the Valentino Achack Deng Foundation. Under "Book", select "Interview with Dave Eggers and Valentino Achak Deng". Read the interview and respond to the following questions (include direct quotations): 1. Describe the unique approach to the development of the book. 2. Do you agree with the choice of format and point of view? If not, do you think the book would be more successful as a work of non-fiction?


Assignment B: CBS Interactive: Click here to visit the CBS page. Click on and explore the Interactive Icon "Struggle in Sudan" and respond to the following: 1. Identify the State Representatives from the photographs under "Darfur Outrage". 2. What is the per capita income of Sudan? How does this compare to the U.S.'s per capita income? 3. What is Sudan's population? How does this compare to the U.S. population? 4. What is the life expectancy in Sudan? How does this compare to an American's life expectancy? 5. Which countries share a border with Sudan? 6. Under "Millions Displaced", identify a photograph which captures your attention. Describe the image in detail. What is depicted? Why do you find it moving?


Assignment C: Click here to visit the Valentino Achack Deng Foundation. Click "Take Action". Read numbers 1 and 2. Click on www.darfurscores.com. On the top left of the page, enter your zip code to view ratings of how our state representatives have responded to the situation in Darfur. I will award a "100" quiz grade to those students who write a letter to a state representative as described on this page.


Assignment D: Visit the following sites. Each site contains photography of Sudan. Write a paragraph, citing specific examples, of how the photographs help to shape your view and understanding of Sudan.


J. Carrier (click on "Sudan")


The Big Picture


Irene Abdou


Assignment E: Time Magazine Article: Include direct quotations in your answers the following questions: 1. What do you think of Colin Powell's response to the situation in Sudan? How about Condoleeza Rice's response? How about the President's response? 2. Describe how the geological and geographical makeup of Sudan complicates the current situation. 3. Relate some of the horrifying anecdotes (particularly those of Melkha Musa Haroun), to content from What is the What.


Time Magazine Article


Assignment F: Click here to read President Obama's speech regarding Sudan. Quote at least 3 significant statements from the speech and explain your selections.

Advisory: "I Am" Poems

1. Click here. Complete a poem. Print it. Make it good- you will share it with your fellow ENS members on Friday.


2. Click here. Take the test. Have fun.


3. Click here. Check out today's best photography.

Writing and Visual Imagination: Short Stories

1. Click here to read the 5 rules of short story writing. Note each rule and describe (specifically) how you intend to abide by (or break) each rule.

2. Click here to read a different set of rules. Note each rule and describe (specifically) how you intend to abide by (or break) each rule.

E Block: Student Choice Essays

Choose your strongest short essay from your writer's notebook. Edit and refine it; proofread and spellcheck it; post it here.

B Block: Short Essays

Post your strongest short essay here.

Writing and Visual Imagination: Crtitique #1

Please post them here.

Autostereograms

Autostereograms are algorithmic images which allow people to see three-dimensional images by focusing on two-dimensional patterns. In the 90's stereograms, or "magic eye" images were popularized. When I mentioned them during a slide lecture in our Visual class I was surprised by the fact that very few students knew of them. Maybe I'm getting old.

If you're curious, click on the links below. Choose a fixed point in the center of the image and stare, allowing your eyes to relax or "blur". Eventually, you will see a three dimensional image appear. Be patient- it may take a while, and some people are simply unable to see them.


Penguins


Horse

F Block: Students' Choice Short Essays

Post your edited and proofread essays here.

D Block: Students' Choice Short Essay

Post your edited, proofread short essays here.

The Real Thought Police

Click here. Enough said.

Utopias and Dystopias

Part A: To supplement our reading of 1984, we have discussed the qualities of both utopian and dystopian societies. Visit the two links below. Make sure to view the video segment regarding Denmark. Post your responses here. What utopian qualities are found in Dubai? How about Denmark? Are they realistic? Close to actual utopias? Explain.


The World: Dubai

Denmark: The Happiest Place on Earth


Part B: Last week, you were asked to read an excerpt from Eric Wiener's Geography of Bliss. Answer the following questions regarding the excerpt: 1. What is la chasse au bonheur? 2. Explain how we may be "slouching toward happiness...in evolutionary terms." 3. Explain the quote from Jeremy Bentham. 4. Describe the anecdote regarding the Polish citizen.

"God Grew Tired of Us"

Freshmen- after viewing "God Grew Tired of Us", consider and respond, with highly specific and well articulated analysis, to the following prompts:
1. A benefit of this documentary lies in the opportunity to view our own (American) culture through the eyes of the Dinka. What aspects of our culture, which we may or may not take for granted, are polarized by this different perspective?
2. Construct a "mini-essay" which compares and contrasts the "American Dream" with the "Sudanese-American Dream". Use specific references to the film and the novel.
3. In the film, John is reunited, after 17 years, with his mother. She expresses her elation through a Dinka song and dance, a traditional expression of joy. How does John respond to this? How does this poignant moment illustrate the paradoxical experience of East African immigrants?

Committee for Sudan

The following students have signed up for the Committee for Sudan: Anthony B., Kristy C., Alexander D., Lindsay G., Bradley J., Kimberli L., Brandon M., Amanda M., Johnathan N., Brianna R., Cassandra S., Natalie T., Panayiotis N., Sarah N., Caisey C., Cameron H., Chris W., Jay H., Ally S., Taryn K., Samantha G., Peter L. and Michelle D.


Our first meeting will be tentatively scheduled for Thursday, February 12th at 2:05 in room 245.


Click here to read the article about Franco Majok's visit to NHS last year.

Writing and Visual Imagination: Choosing a Concept

Choosing a concept for your semester-long Concept-folio can be difficult and is certainly challenging. Let's use this post to declare "working concepts", or initial ideas. Post your possible concepts and offer an explanation for your focus. After you post your concept and offer an explanation, be sure to view your classmates' concepts. Offer commendations or criticism and don't be shy. After all, wouldn't you rather reformulate your concept now as opposed to in April? And remember- your concept should transcend disciplines; it must be applicable to:

-visual references: at least 10 color copies of images which exemplify the chosen concept; a list of at least 20 additional images which exemplify the chosen concept- every work of art must be cited with artist, title, date, country of origin, and medium

-3 student-authored critiques of 3 of the chosen color images which display mastery of the visual vocabulary terms addressed in this course; 2 samples of existing criticism, critique, review, or biographical information regarding the other 2 chosen color images

-5 student-authored narratives based upon 5 relevant color images which display a comprehensive understanding of the grammar and sentence pattern techniques addressed in this course

-2 student-authored examinations, with quotes and/or excerpts, of the 2 remaining color images which analyze the works of art in relation to the philosophical viewpoints presented in Plato’s Republic and Leo Tolstoy’s What is Art?

-at least 5 excerpts from literature, poetry, or non-fiction which support or reflect the chosen concept- every excerpt must be cited with author, title, date, and country of origin; a list of at least 20 additional pieces of literature, poetry, or non-fiction which support the chosen concept

-list of at least 10 websites or links which contain highly relevant information regarding the chosen concept

-evidence (photos, journal entries, etc.) of interaction with the community based on the spirit of the concept; for example, a concept-folio entitled “Perceptions of Beauty” may elicit a community-wide visual survey and a concept-folio entitled “Nature and the Arts” may elicit the promotion of a landscape painting excursion to the Norton Conservation on North Worcester Street

-2 page reflection outlining the concept-folio conception, process and results (FINAL EXAM IN-CLASS COMPONENT)

-color copy/copies/original of student artwork inspired by the chosen concept

-other additions may include: list of musical references, music, performance, web publication of concept folio with links, power point presentation of concept folio

The bottom line is: choose a concept that interests YOU. If you do, you won't even notice that you are working; if you don't, it will be a long semester.

Seniors: Research Paper Topics

Post your essential questions and potential research paper topics here. Then, offer at least 5 constructive responses to your peers' ideas.

Of Mice and Men: Dreams

George and Lennie are bound by a common dream. Identify this dream and consider the following: Is their dream realistic? Do they both value the same aspects of the dream? How does Steinbeck use the other characters to further define George and Lennie's dream?

Bad Santa

Short Essay: The Rhetoric of Dr. Martin Luther King, Jr.

Click here to read and hear (with headphones) Dr. King's "I Have a Dream" speech. Then click here to read his famous "Letter From Birmingham Jail". Familiarize yourself with the following rhetorical terms and note their presence as you read:

Argument: An attempt to persuade.

Authorial Intent: The intention of the work is its plan, its purpose. By observing carefully the author's choice of language, organization and content, we may determine the end toward which the author is working.

Intended Audience: The preferred audience, the audience for whom ideas are modified, language is constructed, and positions are modified.

Logos: Argumentation appealing to the logic or reason of the intended audience.

Ethos: Refers to the character or personal appeal of the author. "Trust me, I won't mislead you."

Pathos: Refers to feelings, either sympathetic or antagonistic, provoked in the audience.

Note these terms as they appear in the selected readings. Construct an essay which compares and contrasts Dr. King's writing approach and his treatment of the aforementioned concerns for "I Have a Dream" and "Letter From Birmingham Jail".

Electric Newt Squad Discussion

As Midyear Exams approach, reflect on your high school experience thus far. Was the first half of freshman year everything you expected? Describe some of the positive and negative aspects of the experience in a posted comment here (make sure to sign your comment with your first name and last initial). Mentors- please post a comment highlighting the differences between freshman year and the consecutive academic years at Norton.

After posting a comment, respond to at least five peer comments (make sure to name the person you are directing the comment to and to sign your comment with your first name and last initial).

When you are done with this, click here to visit Mr. Dewar's blog. Read and consider the 7 survival skills described under his "The Global Achievement Gap" posting. Offer a comment to this post discussing your assessment of these skills.

POS: Sgt. Pepper

Part A: Over winter break, you listened to The Beatles' Sgt. Pepper album in its entirety. Based on the listeners' form we discussed in class, identify the most "poetic" song on the album. Using the attached Song Rating form to assess it, provide a final score along with an explanation of the major poetic attributes and deficits. And, finally- do you think Sgt. Pepper deserves consideration for the greatest album of all time? Why/why not? If not, offer a suggestion for an alternate.


Part B: Click here to visit Rolling Stone's complete list of the "Top Albums of all Time". Listen to 3 songs from 3 separate albums from the top 10. Post a brief observation here regarding content, sound and poetic merit.


Part C: Click here to visit Oxford's interactive Sgt. Pepper album cover. (Thanks to Doug V. for finding it)

Senior Short Essay Prompt

Choose one of the following prompts to respond to in short essay form:


Discuss the following quote from Swiss psychiatrist Carl Jung: "There are as many nights as days, and the one is just as long as the other in the year's course. Even a happy life cannot be without a measure of darkness, and the word 'happy' would lose its meaning if it were not balanced by sadness."


How does one's educational experience change over four years of high school? Are you more or less intellectually curious as you near the end of your secondary career? Why?


Discuss the following lines from Bob Dylan's song "My Back Pages": "I was so much older then/I'm younger than that now." How does this quote qualify as a paradox?

Steinbeck's Imagery

The first few pages of Of Mice and Men establish the seemingly idyllic setting through a stream of carefully crafted imagery. Revisit these passages and note Steinbeck's attention to plants, animals and sensory images. Steinbeck was clearly very familiar with this area of California. For this assignment I am asking you to describe, through vivid imagery and the "zoom in" technique we discussed in class, the town you are so familiar with- Norton. Create, develop and edit a passage which gives the reader a true sense of the town you live in.

Knowing Poe

Create a Word document. Complete the enumerated tasks below in well-constructed responses.

Click here or

Go to: http://knowingpoe.thinkport.org/default_flash.asp (or just search and select “knowing Poe”).

Under “Poe the Writer,” select “The Poetic Principle.”
Launch, and carefully complete the interactive guide.

1. Look for your “checklist;” note the 5 quotations you have agreed with.
2. Under “Poe the Writer,” select “Poe the Perfectionist.” In a brief paragraph (5 sentences or so), indicate what the excerpts of “The Lake” tell you about Poe as a writer and as a person. You will need to analyze closely and think carefully.
3. Under “The Poe Library,” select and read “The Poe Toaster.” Respond in a paragraph.
4. Under “The Poe Library,” select and read “The Baltimore Ravens.” Respond in a paragraph.
5. Explore Poe’s house under “Poe the Person”.
6. Cite 2 specific facts or points of interest, which you find important,
from elsewhere on the website.
7. Finally, link to: http://books.eserver.org/poetry/poe/dream_within_a_dream.html
Read Poe's poem, "A Dream within a Dream". Using direct quotes, answer the following prompt: how does the poem offer direct correlation to Poe's real life? Why might the questions and philosophies raised in this short work have a greater significance to both Poe and the critical reader?

Lord of the Flies: Short Essay

25 Minute Open Response Essay: Lord of the Flies is set during the mid 2oth century. If a group of young men were put in the same situation today, how might they fare? Does our modern culture better equip us for such scenarios, or would we be at a disadvantage? Explain.

"The Black Cat": Short Essay

Edgar Allan Poe isolated a particular emotion which he sought to produce in his readers. He then constructed his story so that his readers would ultimately arrive at this predetermined feeling or emotion. How does “The Black Cat” exemplify this strategy? Does it do so successfully? Explain.

What is the What: Short Essay

Consider the following excerpt from What is the What (p. 141-2): "It is criminal that all of this has happened, has been allowed to happen. In a furious burst I kick and kick again, flailing my body like a fish run aground. Hear me, Christian neighbors! Hear your brother just above! Nothing again. No one is listening. No one is waiting to hear the kicking of the man above. It is unexpected. You have no ears for someone like me."


Discuss the context and significance of this quote. What is Valentino really saying here? How might this quote operate as a metaphor for a broader, greater idea? Is this Eggers' intention?

POS: Plagiarism in Song

For blog-work this week, research and listen to some examples of musical plagiarism. Identify: 1) at least one example of a truly plagiarized song and 2) at least one example of a coincidental relationship between 2 songs. Discuss your findings here. Some notable instances include (listed as original/supposed plagiarism): Chiffon's "He's So Fine"/George Harrison's "My Sweet Lord"; Tom Petty's "Mary Jane's Last Dance"/The Red Hot Chili Peppers' "Dani California"; and, most recently, Joe Satriani's "If I Could Fly"/Coldplay's "Viva La Vida".

"God Grew Tired of Us"

Seniors- after viewing "God Grew Tired of Us", consider and respond, with highly specific and well articulated analysis, to the following prompts:

1. A benefit of this documentary lies in the opportunity to view our own (American) culture through the eyes of the Dinka. What aspects of our culture, which we may or may not take for granted, are polarized by this different perspective?

2. Construct a "mini-essay" which compares and contrasts the "American Dream" with the "Sudanese-American Dream". Use specific references to the film and the novel.

3. In the film, John is reunited, after 17 years, with his mother. She expresses her elation through a Dinka song and dance, a traditional expression of joy. How does John respond to this? How does this poignant moment illustrate the paradoxical experience of East African immigrants?

The Rime of the Ancient Mariner: From Coleridge to Iron Maiden

1. Provide 3 interesting facts regarding Samuel Coleridge and the background of The Rime of the Ancient Mariner.

2. What qualities make Coleridge's poem appropriate for its conversion to a metal song?

3. Which poetic devices are sacrificed through this conversion?

POS: Student Lesson

In "The Poetry of Song", we have listened to and analyzed poetic devices in about 30 songs, created theme-genre blogs, and explored music-based topics. As term 2 enters its second half, this is an opportunity for you to propose a meaningful assignment for this course. Are there any avenues or ideas that you feel we should explore this semester? Offer a proposal for an assignment here.

Theme Reflections

Freshmen: Now that you have completed your first theme, reflect on the process. What specific things will you do differently to enhance the quality of your next formal writing piece? What have you learned in general about how to approach formal writing assignments?

Reflections of Culture in Popular Music

After analyzing the greatest songs of all time, we now turn to the most popular songs of the moment. You have 25 minutes to respond to the following prompt. Type your response as a Word document and be sure to proofread and edit before you paste and post. You will be assessed using the English Department's Short Essay Response Rubric.

Consider the subject matter, content and point of view of today's top songs and identify lines which contain poetic merit. What do these songs, as a whole, say about our modern American culture? In particular, what do these songs say about your generation as the greatest consumers of music media? How are gender roles represented in popular music? How is success measured?

POS: Your Own Top 4

We analyzed Rolling Stone's top 4 songs of all time. Post your top 4 here with: 1. an explanation of your general criteria 2. a list of your song selections 3. a brief explanation of each selection.

Seniors: What is the What

This week, per your syllabus, you will complete several supplemental assignments related to your reading of What is the What. All of your work for this week should be completed, proofread and posted here as a comment before Thanksgiving break. Make sure to include your name. Your collective responses will be graded as a quest.

Assignment A: Eggers/Deng Interview. Click the link (below right) to the Valentino Achack Deng Foundation. Under "Book", select "Interview with Dave Eggers and Valentino Achak Deng". Read the interview and respond to the following questions (include direct quotations): 1. Describe the unique approach to the development of the book. 2. Do you agree with the choice of format and point of view? If not, do you think the book would be more successful as a work of non-fiction?

Assignment B: CBS Interactive: Click here to visit the CBS page. Click on and explore the Interactive Icon "Struggle in Sudan" and respond to the following: 1. Identify the State Representatives from the photographs under "Darfur Outrage". 2. What is the per capita income of Sudan? How does this compare to the U.S.'s per capita income? 3. What is Sudan's population? How does this compare to the U.S. population? 4. What is the life expectancy in Sudan? How does this compare to an American's life expectancy? 5. Which countries share a border with Sudan? 6. Under "Millions Displaced", identify a photograph which captures your attention. Describe the image in detail. What is depicted? Why do you find it moving?

Assignment C: Click the link (below right) to the Valentino Achack Deng Foundation. Click "Take Action". Read numbers 1 and 2. Click on www.darfurscores.com. On the top left of the page, enter your zip code to view ratings of how our state representatives have responded to the situation in Darfur. I will award a "100" quiz grade to those students who write a letter to a state representative as described on this page.

Assignment D: Time Magazine Article: Include direct quotations in your answers the following questions: 1. What do you think of Colin Powell's response to the situation in Sudan? How about Condoleeza Rice's response? How about the President's response? 2. Describe how the geological and geographical makeup of Sudan complicates the current situation. 3. Relate some of the horrifying anecdotes (particularly those of Melkha Musa Haroun), to content from What is the What.

Time Magazine Article

POS: War Songs

We analyzed 8 war-related songs in class. Choose 2 of these songs to discuss in an edited, proofread comment to this post. Consider: 1. the historical and political context of the songs; 2. the point of view of each artist as reflected by the content; 3. the artists' use of figurative language; 4. the poetic qualities of the lyrics.

Freshmen: Romeo and Juliet Online

A full manuscript of the play is available online by clicking here.

Seniors: 10-29 Classwork

On Wednesday, October 29th you will visit the computer lab after second lunch. You will view an episode of Frontline in preparation for What is the What. Plug in your headphones and click here to visit the PBS Frontline page. View the program "On Our Watch". Post a response to the viewing here by Friday.

Freshmen: Romeo and Juliet Themes

Click here to save drafts of your essay Google documents. This will enable you to access your work on any computer with internet access. Always save your themes to your school folder.

Afghanistan Through Hosseini's Lens

Much of what we hear and learn about Afghanistan and the Afghan people is communicated through television media. Has The Kite Runner shaped and/or changed your view of Afghanistan? Cite several lines which embody this influence. Is it wise, in your mind, to allow a novel (fiction) to affect your real world view?

POS: Backmasking and Reverse Speech in Music

Backward messages in music (commonly known as backwmasking) have been a controversy ever since the late 1960s, when messages were found backwards on some Beatles' albums, hinting that Paul McCartney had died. Some of these subliminal messages have been identified as purposeful while some are apparently inadvertent. Some believe that many of these backward messages were in fact examples of "Reverse Speech" in music. Speech reversals occur naturally in all forms of speech, sung or spoken. Explore some of the links and sites regarding this subject and offer your opinion on at least 10 specific examples. Do you buy into the theory of Reverse Speech or is it all a bunch of hogwash?


THE THEORY OF REVERSE SPEECH AND SPEECH COMPLEMENTARITY.

(1) Human speech has two disctinctive yet complementary functions and modes. The Overt mode is spoken forwards and is primarily under conscious control. The Covert mode is spoken backward and is not under conscious control. The backward mode of speech occurs simultaneously with the forward mode and is a reversal of the forward speech sounds.

(2) These two modes of speech, forward and backward, are dependent upon each other and form an integral part of human communication. One mode cannot be fully understood without the other mode. In the dynamics of interpersonal communication, both modes of speech combined communicate the total psyche of the person, conscious as well as unconscious.

(3) Covert speech develops before overt speech. Children speak backwards before they do forwards. Then, as forward speech commences, the two modes of speech gradually combine into one, forming an overall bi-level communication process.


Reverse Speech Site


Click here to here a well known sample of backmasking from Led Zeppelin's "Stairway to Heaven". This audio file will play both forward (original context) and backward (backmasking revealed).

Poetry of Song Student Blogs

The most notable "Poetry of Song" student blogs will be linked to this post...and the winners are:


Bridget G.
Laura R.
Molli B.

POS: Metallica and Johnny Got His Gun

Visit the link below to read about the novel Johnny Got His Gun and its influence on Metallica's song "One".

Wikipedia: Johnny Got His Gun

Then, view the music video for the song here:

"One" Video

Be prepared to discuss the parallels in class.

The Kite Runner: Online Discussion #2

Do you feel as though Amir has atoned for the sins of his past after his violent encounter with Assef? Do you think the author intends for you to accept this scene as atonement or question it? Who is the ultimate judge of whether or not he has repaid Hassan for his sins? How does Sohrab relate to Amir's ability or inability to redeem himself?

The Kite Runner: Discussion of Author Intent

Use your in-class lab and homework time to post a question regarding Hosseini's's construction of plot, characterization, use of foils, imagery (or other literary terms) here. Be sure to sign your post with your first name and last initial. Once you have posted your question, respond to 10 peer questions from your class by Sunday, October 5th. Use direct quotations from the text to support your answers.

Romeo and Juliet: Discussion of Author Intent

Use your in-class lab and homework time to post a question regarding Shekespeare's construction of plot, characterization, use of foils, imagery (or other literary terms) here. Be sure to sign your post with your first name and last initial. Once you have posted your question, respond to 10 peer questions from any freshmen class by Sunday, October 5th. Use direct quotations from the text to support your answers.

Seniors: New York Times Article

Click here to read the New York Times article regarding the controversy over The Kite Runner film. Post a brief summary with at least 6 quotes here and be sure to discuss your feelings regarding the article. This is due on 9-26.

Freshmen Advisory

Our freshmen advisory, in keeping with the animal-themed advisory monikers, will hereby be known as the ELECTRIC NEWT SQUAD.

Football Team

Click here to vote for FOX 25's coverage of the Norton vs. Dover-Sherborn football game.

Shakespeare and Predestination

As we study William Shakespeare and read Romeo and Juliet in class, consider the following prompt:

In Shakespeare's time, predestination had immersed itself in the belief system of England. This concept is reflected in the work of Shakespeare. The lives of men and women are "mapped out in the stars", and attempts to transcend or disrupt this order, or chain of being, only lead to tragedy. Does belief in predestination exist in some form today? Do we subscribe to a similar or different philosophy? How does predestination relate to, or conflict with, the "American Dream"? How might you categorize the belief systems of our world today? Do you believe that your destiny is mapped out for you, or do you think that you control your own fate? (3-5 paragraphs; due via post and hard copy 9-19).

Seniors: "The Kite Runner" Supplements

Below you will find a link to a National Geographic article and two links to video clips from 60 Minutes. As indicated on your syllabus, please read/view these links and take notes in preparation for a reading/viewing verification quiz.

Article: "Hazaras: Afghanistan's Outsiders" (9 pages)

60 Minutes: "Bombing Afghanistan" (15 minutes)

60 Minutes: "Ambush in Afghanistan" (15 minutes)

The Poetry of Song: Irony in Song

Post your song analyses here by Friday, September 12th. Make sure to proofread and edit your writing.

The Kite Runner: Block E

As you begin reading The Kite Runner, use this post to comment on the following: your initial impressions; Hosseini's prose, subject matter, and use of relevant literary terms. Please take thorough notes for reading verification quizzes, note-checks and discussion facilitations.



Khaled Hosseini's Website

The Poetry of Song: Theme-Genre Brainstorming

Here is where you will participate in our online discussion by posing 3 potential theme-genre concepts and commenting on at least 10 peer theme-genre concepts. This homework assignment will be graded on September 16th. Make sure to direct your comments with names and to sign all of your comments with your first name and last initial. And- no, that is not my head in the photograph.

The Poetry of Song: Songwriter Biographies

You have been assigned the name of a notable songwriter. On your blog, you must now complete a biographical presentation of your given artist(s) including, but not limited to, the following: a list of 10 relevant, interesting facts regarding the artist(s), a timeline, 5 high quality images, a link to relevant video footage, a formal analysis of one song which exemplifies the artist's use of poetic devices, and a short essay examining the artist's contributions to the practice of song-writing. I will check and assess your final products on Tuesday, September 16th. You will share your work with the class this same week. Check the syllabus for exact dates.

Summer MCAS Program

This summer, students in the MCAS English preparation program will create online portfolios of their written work. Click the links below to see their work:

Caitlyn M.'s MCAS Portfolio
Ashley C.'s MCAS Portfolio
Ian R.'s MCAS Portfolio
Shantelle R.'s MCAS Portfolio

Melany G.'s MCAS Portfolio
Talia B.'s MCAS Portfolio
Eddie C.'s MCAS Portfolio
Kevin C.'s MCAS Portfolio
Greg G.'s MCAS Portfolio
Christine B.'s MCAS Portfolio

Reflections: Concept-folios

You are now completing your concept-folios. Please respond to the following questions:


1. What is your name? What grade are you in? What concept did you focus on?
2. In hindsight, did you choose a strong concept? Did it hold your attention for the entire semester? If not, how might you alter it to make it more engaging?
3. What concept-related advice can you offer my incoming students? What have you learned from the process that may help them?
4. Have you discovered any valuable resources, links, or books? Please list at least three resources here.
5. In regard to the blog requirement for Writing and Visual Imagination students (concept-folios are posted, as students progress, on student-created blogs, allowing for teacher and peer interaction throughout the course and providing another realm in which work may be saved, linked, shared, and developed), what are you feelings regarding this new component?
6. Visit at least two other teacher or administrator blogs and offer a comment on a post of your choice.

Steinbeck's Imagery

The first few pages of Of Mice and Men establish the seemingly idyllic setting through a stream of carefully crafted imagery. Revisit these passages and note Steinbeck's attention to plants, animals and sensory images. Steinbeck was clearly very familiar with this area of California. For this assignment I am asking you to describe, through vivid imagery and the "zoom in" technique we discussed in class, the town you are so familiar with- Norton. Create, develop and edit a passage which gives the reader a true sense of the town you live in.

Writing and Visual Imagination: Images and the Media

We've looked at examples of imagery in the media. Using the information from your analysis forms, respond to the following:

1. How might you characterize images of women in modern media? Do you think these images, as a whole, objectify or empower women and girls? Use specific images to defend your position.

2. How might you characterize images of men in modern media? Whom do you think these images are intended to target? Use specific images to defend your position.

3. What products are typically pitched through images of humans? Give some examples.

4. Overall, how does this analysis of commercials strengthen or alter your assimilation of commercials targeted towards you? Does the practice of studying fine art offer any correlation to the study of these images? Why or why not?

Seniors: Hosseni, McCarthy and Eggers

Hosseini Students: Link to Kabul by Saib-e-Tabrizi to analyze the poem which inspired the title A Thousand Splendid Suns. What makes Kabul a paradox and why do you think Hosseini chose this particular title for his novel? Use quotes. 2. By the time Laila is taken from her novel by Rasheed and Mariam, Mariam’s marriage has crumbled under neglect and abuse. Yet when she realizes that Rasheed intends to marry Laila, she reacts with outrage. Given that Laila’s presence actually squelches Rasheed’s abuse, why is Mariam so hostile toward her?


McCarthy Students: 1. McCarthy is purposely and purposefully ambiguous: his characters are ambiguously labeled; his setting is ambiguous; the apocalyptic circumstances which precede the plot are ambiguous. How does this add to and/or detract from the reading experience? Be specific. 2. Link to Bob Dylan's lyrics to "Ain't Talkin'". Examine the lyrics in their entirety. Note any parallels to The Road and note Dylan's use of literary terms. Use quotes.


Eggers Students: 1. Link to and read the Rolling Stone article on Sudanese rapper Emmanuel Jal. How are Valentino's and Emmanuel's lives similar? Different? 2. Read to page 5 of the What is the What readers' guide and print yourself a copy of the character list.

Asphalt Artists

Check out Julian Beever and Kurt Wenner, two artists whose choice of media includes sidewalk chalk.


Julian Beever


Kurt Wenner

To Kill a Mockingbird and Race in America

To Kill a Mockingbird deals directly with issues of race, gender and equality in the United States. To further explore these topics, complete the following:


1. To Kill a Mockingbird has been a source of significant controversy since being the subject of classroom study as early as 1963. The book's racial slurs, profanity, and frank discussion of assault have led people to challenge its appropriateness in libraries and classrooms across America. The American Library Association reported that To Kill a Mockingbird was #41 of the 100 most frequently challenged books of 1990–2000. Why do you feel the novel has and continues to cause such upheaval? Does it belong in the classroom? Why or why not?


2. Visit Mr. Barth's blog and read his post entitled "Despite the Warnings...". Offer a comment to Mr. Barth's post.


3. To Kill a Mockingbird was written and published amidst the most significant and conflict-ridden social change in the South since the Civil War and Reconstruction. Despite its mid-1930s setting the story voices the conflicts, tensions, and fears induced by this transition. Research the dawn of the civil rights movement and identify and describe 3 specific events which you feel motivated Harper Lee to develop such a socially-conscious book. Make sure you read all published posts to avoid duplicate responses.

The Island Riddle

I took a math class in college called Math, Logic, and Knowledge. To my surprise, my professor began the first day of course with a riddle. We could not leave class until we solved it. It was only after students began to work cooperatively that we began to make real progress. There are many variations of this riddle; here is my version:


You are stranded on an island. You want to leave this island. You come to a clearing in the brush and find two paths in front of you. You know that one of these paths leads to freedom and the other to certain death, but you don't know which is which. In front of each path stands a man. You know that one of these men is a liar and the other a truth-teller, but you don't know who is who. You are allowed to ask ONE of the men ONE question; the answer to this question will give you the information necessary to choose the right path.* What is the question?


The thing I enjoy about this particular riddle is the fact that the answer isn't cheap or gimmicky. It takes some genuine reasoning to answer it.


*The liar does not necessarily stand in front of the "bad" path, nor does the truth-teller necessarily stand in front of the "good" path; this association is unsystematic.

Freshmen: Colorado Speaks

As you know, my friend, Mr. Niedringhaus, teaches history in Colorado. One of his classes is studying Darfur and had a chance to visit and critique your blogs. Check out the student feeback by clicking here.

Freshmen: Atticus Finch

Atticus' decision to defend an African-American man in a racially divisive community fuels the second half of the novel. With his actions in mind, consider the following: should our morals be the ultimate determinant in our decisions or are there circumstances under which the safety and well-being of ourselves and our families comes first? Defend your response with specific arguments and examples.

Check out FreeRice.com, a vocabulary challenge website where each correct answer sends 20 grains of rice to the U.N. food program. So far, this program has generated 20 billion grains of rice- enough to feed nearly a million people for a day.


Thanks to Tess R. for sharing this site with me.

Aregash and her Freshmen Sponsors

Inspired by the subject matter of What is the What and Mr. Barth's presentation on Ethiopia, freshman Sarah Tenglin led a grassroots fundraising effort to sponsor a child in Ethiopia. Sarah and her peers have provided 8 year old Aregash Teklay Ekubazgi with schooling, food and health care for an entire year. I am continually impressed by the genorosity of Norton students. They seem to be hit up by a steady stream of charities and solicitations, yet they always seem to give what they can. It is a pleasure to see a book come alive like this.

One of the unique features of this "Wide Horizons for Children" program is our opportunity to begin a correspondence with Aregash. Freshmen- use this post to submit a copy of your homework (correspondence letter) for the week of 5-5. We also spoke about arranging a care package for her; if you are willing to donate items, use this post as a sign-up spot.

The Lance

The Lance, Norton High School's student-run newspaper, is now available online. Click the link below to give it a read.


The Lance

Mockingbird

1. Describe Harper Lee's diction. Be specific and use quotes to support your response. Compare and contrast her with another familiar author.

2. Visit the New York Times and read the linked article "Harper Lee: Gregarious for a Day". Briefly summarize the article and point out (with quotes) what you learn from reading it.

3. Visit the New York Times and read the linked article "Mockingbird: A Portrait of Harper Lee". Briefly summarize the article and point out (with quotes) what you learn from reading it.

4. With headphones or at home, listen to the NPR broadcast "Harper Lee Emerges". Briefly summarize the report and point out what you learn from listening to it.

"God Grew Tired of Us" and What is the What

Freshmen- after viewing "God Grew Tired of Us", consider and respond, with highly specific and well articulated analysis, to the following prompts:
1. A benefit of this documentary lies in the opportunity to view our own (American) culture through the eyes of the Dinka. What aspects of our culture, which we may or may not take for granted, are polarized by this different perspective?
2. Construct a "mini-essay" which compares and contrasts the "American Dream" with the "Sudanese-American Dream". Use specific references to the film and the novel.
3. In the film, John is reunited, after 17 years, with his mother. She expresses her elation through a Dinka song and dance, a traditional expression of joy. How does John respond to this? How does this poignant moment illustrate the paradoxical experience of East African immigrants?

The Kite Runner Revisited

Seniors- after viewing The Kite Runner movie, consider and respond, with highly specific and well articulated analysis, to the following prompts:

1. What do you think contributed to the film's lack of critical and popular success?
2. How does the character of Baba remain complex and paradoxical in the film? Which particular scenes are key to maintaining his paradoxical nature? Why?
3. Amir is a controversial protagonist. How does the movie further characterize him? Ultimately, is the audience sympathetic, empathetic or apathetic to his plight? Why?
4. A considerable amount of time has passed since our completion of the novel. After revisiting the story via the movie, which elements (plot, motifs, themes, etc.) remain powerful, convincing and meaningful? Explain.

Writing and Visual Imagination: Narrative Preparation

Select an image for the basis of your 3rd narrative of the semester. We're doing a nice job of "showing vs. telling", but we can do more. Today, we'll strip down the process and prepare for our 3rd story. This time, I am asking you to focus on a specific task: developing characterization through imagery.

1. Study the image.
2. Characterization: Create your protagonist. List several qualities of this character. What drives him or her? What fears does he or she have?
3. Write a passage which describes the physicality and psychology of your character. Reveal these qualities through detail so that the reader is left to determine them.
Here's an example: avoid: "Johnny was a roofer from the Midwest who worked really hard. He was sick of his job." The problem? The reader is disengaged from the get-go. Everything is revealed; there is no puzzle, question, or curiosity to compel the reader to move forward. Try something more like this: "His fingers, seasoned by the unmistakable breath of the Dakotan winter, clutched the dusted chrome of the handle. His red '76 Chevy, tinted a faded pink by the glow of twilight, groaned and coughed to a start. He sighed and plucked a cluster of bills from his mottled dungarees and tossed them into the passenger seat among the pile- rusty tools, foam coffee cups, faded receipts. He popped the truck into drive but his boot remained heavy on the break. An orange sliver of the fading sun pulled his gaze to the top of the roof, its shingles a crisp mosaic of sparkling grey. And on this night John sat for a moment, his flesh and bone drooping slowly into the torn fabric of his seat."
4. Post your brainstorming results and a draft of your passage here.

Meeting Mr. Majok

Last week, former Lost Boy Franco Majok visited our interdisciplinary freshmen students and discussed the history and politics of Sudanese genocide, his personal experiences and his new campaign to build schools in his village of Wunlang. Thanks again to Franco Majok for his visit to NHS.


Click here to visit Franco's organization.

Click here for The Sun Chronicle's article.

Freshmen: Utopian Links

To supplement our Lord of the Flies Utopia project, visit the two links below and respond to the prompts on your syllabus by 4-4-08. Make sure to view the video segment regarding Denmark. Post your responses here.


The World: Dubai

Denmark: The Happiest Place on Earth

Tasteful Waste

Visit the link below to view the artwork of American artist Chris Jordan. Feel free to leave a comment and let me know what you think of it.



Video Clip

Lord of the Flies

Freshmen: choose 7 literary terms to define. For each term, provide examples by finding and quoting at least 2 excerpts from the novel. Include respective page numbers in parentheses after each quote.

Click here for a Link to Literary Terms

Grade 3 Writing Partnership

Honors seniors: we have begun a writing partnership with Mrs. Kefor's grade 3 students. There is no doubt that these young students benefit from your letters. Besides your modeling proper grammar, spelling and usage, they certainly enjoy participating in a dialogue with students your age. Is their any reciprocal benefit? What do you gain from the experience? Are you enjoying this process? Is it worth the 15 or so minutes per week we devote to it?

Mrs. Kefor's Classroom Page

So, "What" do you think?

Interdisciplinary freshmen: having finished What is the What, what are your overall feelings and conclusions regarding the book? Should it remain a part of our curriculum? Why or why not? Please be thoughtful and specific; your feedback is valuable in determining the future of this text at NHS.

Teachers, parents, students and visitors: our interdisciplinary students have created their own websites to supplement their study of the novel. These blogs will be assessed and utilized by future NHS students. Mr. Daniel Niedringhaus, an NHS graduate, will ask his Coloradan high schoolers (who are studying Sudan) to help assess the content, aesthetic appeal and user friendliness of these student blogs. Check back to this post to read their feedback.

B Block's Student Blog

F Block's Student Blog

Outside Reading

It's that time of the year again! You need to find a book that you will enjoy, have it approved by me, and read it by early April. Make sure to take the time to find a book that intrigues YOU; as cheesy as it sounds, there is a book out there waiting for you that could change your life. Use this post to: a) share recommended book titles and authors with your peers b) declare the book title and author you have chosen.

Here's a short list of my personal favorites; feel free to ask me about any of them:

Dark Star Safari by Paul Theroux
Guns, Germs, and Steel and Collapse by Jared Diamond
A People’s History of the United States by Howard Zinn
A Walk in the Woods by Bill Bryson
The Mother Tongue by Bill Bryson
Made in America by Bill Bryson
Fast Food Nation (or anything) by Eric Schlosser
Man and his Symbols by Carl Jung
Walden by Henry David Thoreau
Crime and Punishment by Fyodor Dostoevsky
The Captain’s Daughter by Alexander Pushkin
The DaVinci Code by Dan Brown
The Catcher in the Rye by J.D. Salinger
Dragons of Eden by Carl Sagan
1984 by George Orwell
The Tao of Pooh by Benjamin Hoff
Water for Elephants by Sarah Gruen
The Glass Castle by Jeanette Walls
What is the What by Dave Eggers
The Road by Cormac McCarthy
A Primer of Jungian Psychology
Anything by: Gogol, Chekhov, Bunin, Tolstoy, Turgenev, Bulgakov
The Kite Runner and A Thousand Splendid Suns by Khaled Hosseini
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah

Honors Seniors: Nikolai Gogol's "The Nose"

1. Did you enjoy this short story? Why or why not?
2. Can you identify characteristics of this short story which reflect what you know about Russia and/or Russian history?
3. The story's title in Russian (Nos) is the reverse of the Russian word for "dream" (Son). Why does this make sense in regard to this tale?
4. Compare Gogol's story with the work of another writer, artist or director.

Seniors: Research Paper Topics

Per your syllabus, please post your research topic and primary source book here.

Concept-folios

Writing and Visual Imagination students- use this post to brainstorm and/or declare your concepts. Don't forget to read the comments from last semester's students below; some of them contain valuable information and suggestions.

Seniors: Film as Propaganda

Propaganda, as illustrated in 1984, is the systematic propagation of a particular idea or doctrine. You have watched and analyzed Fahrenheit 9-11 as a piece of propaganda. Answer the following prompt: Since we are beginning research papers: What is Michael Moore's thesis? What objective arguments does he use to support this thesis? What subjective arguments does he use to support this thesis? In what way does Moore's characterization of our modern government parallel Orwell's characterization of the Party? Finally, offer your personal opinion regarding the film as propaganda and evaluate its value.

What are you reading?

Since the school year began I have read some good books: The Kite Runner and A Thousand Splendid Suns by Khaled Hosseini, The Glass Castle by Jeannette Walls, The Road by Cormac McCarthy, Water for Elephants by Sara Gruen, Born on a Blue Day by Daniel Tammet, What is the What by Dave Eggers and The Paradox of Choice by Barry Schwartz. What are you reading? Can you recommend any good books? Might any of the books you have read lately be appropriate for our school curriculum?

Interdisciplinary Freshmen

Listen to the nine minute NPR broadcast below entitled "Eggers Blends Fact, Fiction of Sudanese 'Lost Boys'". Click on the link below and under the aforementioned title, click "Listen Now".

NPR Audio

Writing and Visual Imagination

You are now completing your concept-folios. Please respond to the following questions:

1. What is your name? What grade are you in? What concept will you be presenting?

2. In hindsight, did you choose a strong concept? Did it hold your attention for the entire semester? If not, how might you alter it to make it more engaging?

3. What concept-related advice can you offer my incoming students? What have you learned from the process that may help them?
4. Have you discovered any valuable resources, links, or books? Please list at least three resources here.

5. I am considering a requirement for future Writing and Visual Imagination students: concept-folios will be posted, as students progress, on student-created blogs. This will allow for teacher and peer interaction throughout the course. It will also provide another realm in which work may be saved, linked, shared, and developed. What are you feelings regarding this new requirement? If this new requirement were to replace another component, which component might you choose? Why?

6. Visit at least two other teacher or administrator blogs and offer a comment on a post of your choice.

When I don't have the time to paint or draw, I like to work with digital photographs. Here are some pictures that I really like.

Interdisciplinary Freshmen

Freshmen: you need to obtain a copy of David Eggers' What is the What. It is available in paperback. The Old Town Hall Bookstore in Norton has graciously agreed to offer the book to us at a 30% discount. It is available now (1-3). Wheaton students are enjoying their long vacation, so please call for store hours. 

You can read some of the reviews here:

http://www.amazon.com/What-Dave-Eggers/dp/1932416641

Seniors: North Korea

Watch (at least) the first chapter of the following Frontline program: "The Baffling 'Hermit Kingdom'" (10 minutes). Note the parallels, some indirect, some literal, between Orwell's 1984 and modern North Korea. 

http://www.pbs.org/wgbh/pages/frontline/shows/kim/view/

Congrats, Mrs. Kefor

I would like to congratulate my wife, Kristine. Her classroom lessons are profiled in the new book "Writer to Writer". Since she is humble, I figured I would acknowledge her achievement via Keforia. I am proud of you, Kris!

Writing and Visual Imagination: 12-21

Post your individual progress report and your 8 literary term quotes here.

Seniors: Propaganda Projects

Seniors: Please post the statement that you plan to argue for in your 1984 Propaganda Project. It's first post, first serve; there will be no duplicate statements. Choose something interesting or daring. Post your name, the names of any group members, and your statement in quotes or italics. If your post contains any abbreviations, errors or misspellings it does not count until you correct it. Webspeak is the new Newspeak, and, quite frankly, it scares me.

Writing and Visual Imagination: Narratives

Haleakala Crater, Maui

Most of the stories we read, particularly the good ones, convey some type of essential idea, philosophy, system of belief, exemplum, moral lesson or theme. Writing and Visual Imagination students: for your next narrative piece, I would like you to inject an underlying idea that you feel strongly about. If this poses a challenge for you, which it should, consider doing some research on different ideas which have worked their way into literature: existentialism, transcendentalism, phenomenology, etc. Feel free to post comments, ideas and questions here.

Meeting Dr. Hosseini

The images above show Katherine A. and Ryan G. hobnobbing with Khaled Hosseini, author of "The Kite Runner" and "A Thousand Splendid Suns". We were lucky enough to attend a fundraiser which sponsored the construction of a school for girls in the village of Da' Subz. I am proud to say that these two students made the choice to attend; after all, how often do we get to meet the author of one of the books we are reading in high school? It may be a once in a lifetime opportunity. Dr. Hosseini spoke about his two novels, the plights of modern Afghanistan, and the aforementioned Zabuli School Project. He was also gracious enough to sign all of our books and take some pictures. I thoroughly enjoyed the experience and I would like to thank Ryan and Katherine for joining me.

Writing and Visual Imagination: Paired Dialogue Poems

Post your paired dialogue poems here by Friday, December 7.

Seniors: Video Supplement to The Kite Runner

Per your syllabus, visit the link below to watch Frontline's "The Return of the Taliban" (60 min.). Please note that each segment contains multiple chapters. Take solid notes- I will be asking you specific questions and I expect specific answers. Consider any parallels between the reality of the Taliban and Hosseini's depiction of the Taliban in The Kite Runner. Due November 30th (assessed by discussion and note-check). If you cannot access the technology to view the film, let me know as soon as possible and I will arrange it for you.

http://www.pbs.org/wgbh/pages/frontline/taliban/view/

A Closer Look: Writing and Visual Imagination

We will view the film "Chuck Close: A Portrait in Progress" in class. Over Thanksgiving break, respond to the following questions in paragraph form.

1. Describe Close's work. How has it changed over time? Do you favor his early or late work? Explain.

2. Does photo realism have artistic merit, or are photo realists merely "one-trick ponies"? What would Plato or Leo Tolstoy say about Close's work? (use at least one quote from both philosophers to defend your statement).

3. As you have learned, Chuck Close suffered a collapse of a spinal artery which left him partially paralyzed. Explain the modifications he makes to continue his artwork and what these adjustments reveal about his character.

4. In the Jackson Pollock BBC film, we learned that Pollock's personal and artistic downfall was fueled by his decision to reveal his process in a documentary. Having viewed Chuck Close's process, do you gain more respect and understanding for his work? Or, do you think his images lose their mystique now that you have seen his process?

Poe's "Poe"try "Poe"sting

Hello, freshmen- you will complete the following activity in the computer lab during class time this week.

Create a Word document. Complete the enumerated tasks below in well-constructed responses.

Go to: http://knowingpoe.thinkport.org/default_flash.asp (or just search and select “knowing Poe”).

Under “Poe the Writer,” select “The Poetic Principle.”
Launch, and carefully complete the interactive guide.

1. Look for your “checklist;” note the 5 quotations you have agreed with.
2. Under “Poe the Writer,” select “Poe the Perfectionist.” In a brief paragraph (5 sentences or so), indicate what the excerpts of “The Lake” tell you about Poe as a writer and as a person. You will need to analyze closely and think carefully.
3. Under “The Poe Library,” select and read “The Poe Toaster.” Respond in a paragraph.
4. Under “The Poe Library,” select and read “The Baltimore Ravens.” Respond in a paragraph.
5. Explore Poe’s house under “Poe the Person”.
6. Cite 2 specific facts or points of interest, which you find important,
from elsewhere on the website.
7. Finally, link to: http://books.eserver.org/poetry/poe/dream_within_a_dream.html
Read Poe's poem, "A Dream within a Dream". Using direct quotes, answer the following prompt: how does the poem offer direct correlation to Poe's real life? Why might the questions and philosophies raised in this short work have a greater significance to both Poe and the critical reader?

Writing and Visual Imagination: Self-portraits

Monday: Computer Lab. Search the internet for self-portraits by the following artists: Rembrandt van Rijn, Vincent Van Gogh, Kathe Kollwitz, Paul Gauguin, Gregory Gillespie (see image to right), Pablo Picasso, Paul Cezanne, Susanna Coffey, Brett Gamache (a good friend of mine).

Create a Word document.

1. For each artist, record the title, year of completion, and country of origin.

2. Identify three comparable (composition, color, mood, etc.) self-portraits from the list. Construct a paragraph which identifies the parallels between these 3 works.

3. Identify the strongest self-portrait. In a paragraph, explain the elements which make it stand out; use your vocabulary words.

4. Typically, self-portraits are not lucrative efforts for living artists. Why might an artist choose to focus on self-portraits? What may drive an artist, like Rembrandt, to devote so much time and effort towards depicting himself? Explain in paragraph form.

5. On Thursday, you will use the Infocus machine to share an image with your classmates. Find an easily retrievable image which best embodies your concept and name it here. You will be asked to share as much information regarding the piece as possible, so do some research. Also- steer clear of apocryphal resources.

6. Proofread and post your document here.

Any additional time (wow- you're efficient!)? Work on your concept-folio.

Seniors: The Kite Runner

As you begin reading The Kite Runner, use this post to comment on the following: Hosseini's prose, subject matter, and use of relevant literary terms. Please take extensive notes for both note-checks and discussion facilitation.

During and after our visit(s) to the computer lab, post any worthwhile supplemental facts, research, links or other resources here. Please be sure to cite your sources.

http://www.khaledhosseini.com/

Interdisciplinary Freshmen Project

Freshmen: post your ideas for topics here. Be sure to include all of the names of your group members and your topic of choice. Postings with errors in spelling, grammar, and punctuation will be filtered out.

Freshmen: Shakespeare Prompt

As we study William Shakespeare and read Romeo and Juliet in class, consider the following prompt:

In Shakespeare's time, predestination dominated the belief system of England. This concept is reflected in the work of Shakespeare. The lives of men and women are mapped out in the stars, and attempts to transcend or disrupt this order, or chain of being, only lead to tragedy. Does belief in predestination exist in some form today? Do we subscribe to a similar or different philosophy? How might you categorize the belief systems of our world today? Do you believe that your destiny is mapped out for you, or do you think that you control your own fate? (3-5 paragraphs; due via post and hard copy 9-28).

Freshmen: Blogging 'bout the Bard

In class, we are reading Romeo and Juliet. Soon, Mr. Greene and I will introduce a major interdisciplinary Renaissance project. In preparation for this, I would like you to utilize this post as a spot to gather and share both scholarly and trivial information regarding William Shakespeare and life in general in Elizabethan England. If you discover an interesting fact, post it as a comment. Make sure to credit your source. If you find a website of particular interest, consider sharing it with the class. Also- make sure to read my inroduction below, which contains guidelines for posting. Five unique comments/and or links per student are due by 9-21.

Writing and Visual Imagination: Choosing a Concept

Choosing a concept for your semester-long Concept-folio can be dificult and is certainly challenging. Let's use this post to declare "working concepts", or initial ideas. Post your possible concepts by 9-21 and offer an explanation for your focus. After you post your concept and offer an explanation, be sure to view your classmates' concepts. Offer commendations or criticism and don't be shy. After all, wouldn't you rather reformulate your concept now as opposed to in November? And remember- your concept should transcend disciplines; it must be applicable to:

-visual references: at least 10 color copies of images which exemplify the chosen concept; a list of at least 20 additional images which exemplify the chosen concept- every work of art must be cited with artist, title, date, country of origin, and medium

-3 student-authored critiques of 3 of the chosen color images which display mastery of the visual vocabulary terms addressed in this course; 2 samples of existing criticism, critique, review, or biographical information regarding the other 2 chosen color images

-5 student-authored narratives based upon 5 relevant color images which display a comprehensive understanding of the grammar and sentence pattern techniques addressed in this course

-2 student-authored examinations, with quotes and/or excerpts, of the 2 remaining color images which analyze the works of art in relation to the philosophical viewpoints presented in Plato’s Republic and Leo Tolstoy’s What is Art?

-at least 5 excerpts from literature, poetry, or non-fiction which support or reflect the chosen concept- every excerpt must be cited with author, title, date, and country of origin; a list of at least 20 additional pieces of literature, poetry, or non-fiction which support the chosen concept

-list of at least 10 websites or links which contain highly relevant information regarding the chosen concept

-evidence (photos, journal entries, etc.) of interaction with the community based on the spirit of the concept; for example, a concept-folio entitled “Perceptions of Beauty” may elicit a community-wide visual survey and a concept-folio entitled “Nature and the Arts” may elicit the promotion of a landscape painting excursion to the Norton Conservation on North Worcester Street

-2 page typed reflection outlining the concept-folio conception, process and results (FINAL EXAM IN-CLASS COMPONENT)

-color copy/copies/original of student artwork inspired by the chosen concept

-other additions may include: list of musical references, music, performance, web publication of concept folio with links, power point presentation of concept folio

The bottom line is: choose a concept that interests YOU. If you do, you won't even notice that you are working; if you don't, it will be a long semester.

Seniors: The Value of Beowulf

Seniors: we are reading excerpts from Beowulf and gaining and understanding of Anglo-Saxon culture and values. In my eyes, there are two primary reasons why analysis of Beowulf is critical for a student of English: 1. It provides us with a taste of Old English and a sense of history, thereby giving us a sense of ownership and depth of understanding. 2. Comparative analysis of Anglo-Saxon culture against our own modern American culture opens our eyes to both the virtues and pitfalls of our value system and moral sense.

Consider and respond to the prompt (in bold) and post your essay by no later than Sunday, September 23. You must also offer paragraph responses containing commendations and/or constructive criticism to at least 5 of your peers' essays.

Literature only matters if we can relate to it, if we can connect it to our lives- Beowulf is no exception.

Anglo-Saxon values, as presented in Beowulf, are rooted in honor, respect, courage, and virtue (refer to your handout "The Beowulf Poet and his World"). Here in 21st century America, do we hold the same values in such high esteem? If so, where might one find sound evidence of this? If not, what other qualities does our society now promote and embrace? Does our culture promote a value system that is healthy and admirable, or flawed, even destructive? Who are our heroes? What makes them heroic? Be specific.

By Friday, October 5, your second assignment is due: Media Assignment: My Pop-Culture Consumption. Our value system, in many different forms, is reflected and possibly influenced by and through media. This assignment asks you to catalog and analyze your personal consumption of media over the course of a week (9/23-10/1). Look for polls on our blog which relate to this assignment.

Part A: For the week, catalog/chart your own consumption of pop-culture. Consider movies, television, music, advertisements, magazines, the Internet etc.

Part B: Choose at least 2 of your prominent popular culture items to consider through a formal response to the essential questions below.

1. Who is the target audience or recipient?
2. How do the characters/people interact and relate to one another?
3. What values are promoted and held in high esteem by the characters/people and the program in general?
4. If a foreign student were to analyze the source/program as you are, what conclusions might he or she draw about American culture?
5. What is the core appeal of the program? What does one gain from viewing or consuming it?
6. How do the values promoted compare and contrast with the Anglo-Saxon value system presented in Beowulf?

Post both your pop-culture logs and your responses to the questions above. Be sure to look for polls on our blog which relate to this assignment. I will provide you with additional explanation/clarification in class. Check your syllabus for due dates.

Happy thinking, happy writing,

Mr. Kefor

My question for you is: what makes Norton special to you?

I was raised in Norton- Chartley, to be exact. I am often surprised by the frequency of a particular question posed to me, often by students: "You grew up here? Why did you come back?" Well, people, it is not as bad as you might think. In the years after high school, I was fortunate enough to spend much of my time, academically and recreationally, in other parts of the world. I lived in Mission Hill, Boston for six years. I have studied in Italy, England, Holland, and France. I have had a carefully prepared meal stolen from me by a pack of apparently famished howler monkeys in Costa Rica. I have been lucky enough to visit Hawaii eight times, and as beautiful and majestic as it is (see my photograph), you may actually rather live in Norton. The point is, no matter where your life takes you, you should always be proud of where you come from. Your thick Boston accent, your reservoir, your world famous Wendell's buffalo wings, your family, your friends and yes, even your teachers, are all a part of who you are and what you will become.

My question for you is: what makes Norton special to you?

Introduction

Hello, students. Here you will find an amalgam of assignments, prompts, questions, thoughts, ramblings, links, and related images. I would like to use this site as an extension of both edline and our classroom. Your syllabus will be your guide; if it leads you here, remember several things: 1. Never trust a computer. Save all of your work. Save it again. Back it up. 2. Always be respectful and appropriate. 3. Avoid "webspeak"- if we continue to abbreviate everything, our language will dwindle and our individuality will suffer. 4. Extra credit for those of you who identify my linguistic errors first. 5. Label and title all of your work clearly, formally and fully (name, block, date, etc.).