Wednesday, March 30, 2011

6 Things


  1. All students should be actively engaged in their reading of NIGHT and working on the novel questions.

  2. All ATA Writing Contest submissions are DUE TOMORROW!!! This is a TEST GRADE!

  3. Update your Goodreads and take this week's poll!

  4. Cross your fingers that we don't get snow Thursday night.

  5. Cross more fingers that the Yankees have a successful home opener tomorrow.

  6. Cross all fingers and toes that this miserable weather leaves us ASAP.

That is all. Have a wonderful day!


-Ms. K.

Friday, March 25, 2011

TRIANGLE SHIRTWAIST FIRE

Today marks the 100th anniversary of the Triangle Shirtwaist Factory fire. I remember learning about this event back in high school, and the details of that day and the lives of the people involved had a lasting effect on me and my notions of things like labor laws, feminisim, and immigration.

Around 4:30pm on March 25, 1911 a fire broke out on the 8th floor of the ten-story Asch Building. In just 18 minutes New York City would become a changed place. 146 people died in the fire, and mostly as a result of an EGREGIOUS disregard for safety on the part of the factory owners who had LOCKED THE DOORS on a daily basis, ensuring that workers would be kept inside until the very last minute of their work day. Most of the victims were teenage girls (the youngest said to be just 14 years old) and recent immigrants who spoke little to no English.

Please visit the following site and read about this moment in American history.

We'll be talking about the trial and how it relates to our current discussion on the nature and power of forgiveness in the face of opression. Answer the questions from the worksheet I handed out in class today and be prepared to hand it in on Monday. Have a great weekend!
-Ms. K.

Thursday, March 24, 2011

UPDATE! UPDATE!

There's so much to talk about after the past week! All class periods should have started reading NIGHT by Elie Wiesel and completed questions based on their reading. PERIOD 5 and 6 should have read up to page 16 and PERIOD 9 should have read up to page 34. We will be finishing our viewing of the documentary "Forgiving Dr. Mengele" and discussing the notion of forgiveness as it relates to Eva Kor and our recent Holocaust speaker, Mr. Werner Reich.
http://http://myhero.com/go/films/view.asp?film=jokesauschwitz

Billy Collins poem

Marginalia

Sometimes the notes are ferocious,
skirmishes against the author
raging along the borders of every page
in tiny black script.
If I could just get my hands on you,
Kierkegaard, or Conor Cruise O'Brien,
they seem to say,
I would bolt the door and beat some logic into your head.

Other comments are more offhand, dismissive -
"Nonsense." "Please!" "HA!!" -
that kind of thing.
I remember once looking up from my reading,
my thumb as a bookmark,
trying to imagine what the person must look like
why wrote "Don't be a ninny"
alongside a paragraph in The Life of Emily Dickinson.

Students are more modest
needing to leave only their splayed footprints
along the shore of the page.
One scrawls "Metaphor" next to a stanza of Eliot's.
Another notes the presence of "Irony"
fifty times outside the paragraphs of A Modest Proposal.

Or they are fans who cheer from the empty bleachers,
Hands cupped around their mouths.
"Absolutely," they shout
to Duns Scotus and James Baldwin.
"Yes." "Bull's-eye." "My man!"
Check marks, asterisks, and exclamation points
rain down along the sidelines.

And if you have managed to graduate from college
without ever having written "Man vs. Nature"
in a margin, perhaps now
is the time to take one step forward.

We have all seized the white perimeter as our own
and reached for a pen if only to show
we did not just laze in an armchair turning pages;
we pressed a thought into the wayside,
planted an impression along the verge.

Even Irish monks in their cold scriptoria
jotted along the borders of the Gospels
brief asides about the pains of copying,
a bird signing near their window,
or the sunlight that illuminated their page-
anonymous men catching a ride into the future
on a vessel more lasting than themselves.

And you have not read Joshua Reynolds,
they say, until you have read him
enwreathed with Blake's furious scribbling.

Yet the one I think of most often,
the one that dangles from me like a locket,
was written in the copy of Catcher in the Rye
I borrowed from the local library
one slow, hot summer.
I was just beginning high school then,
reading books on a davenport in my parents' living room,
and I cannot tell you
how vastly my loneliness was deepened,
how poignant and amplified the world before me seemed,
when I found on one page

A few greasy looking smears
and next to them, written in soft pencil-
by a beautiful girl, I could tell,
whom I would never meet-
"Pardon the egg salad stains, but I'm in love."

- Billy Collins

Wednesday, March 16, 2011

Check Your Sources!

OBJECTIVE:
It is important to have a balance of primary and secondary sources when presenting research on a particular subject. This week you have been gathering information on the Holocaust, and your goal today will be to identify the characteristics of a primary and a secondary source, and then apply that knowledge to your own work. You will need to have gathered AT LEAST 2-3 primary sources and AT LEAST 2-3 secondary sources for your presentations.

PROCEDURE:
1. Using your headphones, view the following presentation:

2. Review your collected material and identify your sources and source type on the worksheet.

3. Discuss your findings with your group members.

4. Continue research. :)

** Additional research links have been added below in a post from Tuesday.

Tuesday, March 15, 2011

Holocaust Resources

Below you will find some links that might be helpful to you as you continue research for the slideshows. Please click on the links or copy and paste them into your browser.
http://www.yadvashem.org.il/
http://www.ushmm.org/
http://www.jewishvirtuallibrary.org/jsource/holo.html
http://www.historyplace.com/worldhistory/genocide/holocaust.htm

Identifying Sources

As you progress with your slideshows, we need to discuss PRIMARY and a SECONDARY sources. Below is a helpful link that outlines the basic differences between the two. Please visit the site before you begin work today.
http://www.princeton.edu/~refdesk/primary2.html

Monday, March 14, 2011

NIGHT Group Slideshows

Good morning class!
I say that with an exclamation mark because we are about to embark on one of my favorite literature units of all time. In the next 2-3 weeks we will be reading the stunningly powerful memoir, NIGHT by Elie Wiesel. In order to truly appreciate the struggle of Mr. Wiesel, it is important to understand (or at least become knowledgeable of) the events that lead to the Holocaust, and the atrocities that took place during the Holocaust.

Below you will find a link to our pre-reading project. You will be divided into groups and assigned different roles for the presentaion. We will start presenting on Thursday and finish presentation on Friday. There will be bonus points for those groups that finish in time for Thursday's presentation.

Thursday, March 3, 2011

Et tu, discipulus?

We did it! We finished "Julius Caesar" and survived! (Too bad my computer didn't.) I had planned on showing some clips from an animated version of the play in class, but since the computer exploded, that seems very unlikely. Since the test is TOMORROW, you might want to check out these video clips for minor review. Of course, the study sheet and comprehension questions are MANDATORY, but it doesn't hurt to have a visual too-- even if it is animated and in old British accents!