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.).