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.