Australia. Day 6. 11/1/06

Protesting mis-treatment of Aboriginal people. Courtesy of: http://www.greenleft.org.au/back/1999/353/353p3.gif

Lesson:
Journaled on a time you felt homesick or missed your family
Handed in: Marngit worksheets, Study guides #1 & 2, Final projects
Powerpoint presentation on The Stolen Generaton.
If you were absent, please get notes from a classmate and explore the following websites to answer these questions:
http://www.hreoc.gov.au/bth/additional_resources/bth_guide/intro.html
http://www.humanrights.gov.au/social%5Fjustice/
1. What was the stolen generation?
2. How was this policy carried out?
3. What were the conditions in the mission homes?
4. What were the long term effects of this policy?

HOMEWORK
Projects - Extra Credit due Friday 11/3
Literature: Read pgs: 50-75. Repeat Study Guide #2 - choose different options this time
Instructions: Choose two (2) of the following to complete after each chapter: (Please label your choice.)
1. Main Ideas: Write the main idea for the chapter as a newspaper headline. Then write a one-paragraph article to back up your headline. The article should show me why the headline captures the main idea.
2. Visualizing: Draw a sketch from a scene in the chapter. (No stick figures!)
3. Identifying: Write a paragraph relating something from the chapter to your life.
4. Anticipating: At the end of the chapter, write a prediction for what will happen next. Pretend that a person from the book visits a fortune teller. In one paragraph, describe their interaction; use dialogue, body language, and be sure to include the prediction!
5. Recall: Pretend you are writing for Cliffs Notes; write a one-paragraph summary of what happened in the chapter in your own words.

Australia. Day 5. 10.30

Bark Drawing: Crocodile, (Kakadu Tribe), courtesy of:
http://www.sacred-texts.com/aus/ntna/img/fig085.jpg
Lesson:
Book Quiz (if absent , make sure you make it up)
Read Marngit
Talked about reading skills (if you're struggling with reading and were absent, see me!! I can help!!)
Answered Marngit Questions
Vocab Day 3 and 4

HMWK:
Read pgs 34-49
Reading quiz next class
Planners due - 15 points!
Turn in Study Guide #1 & 2 Wed. 11/1

Projects: Final Project due November 1st

Australia Day 4. 10.24.06

An example of a Dreamtime Story captured in art form, courtesy of:
http://www.didgeswedoo.com.au/aboriginals.html

Yea! Today we made books using our Dreamtime stories, which were due today.
We created beautiful dot paintings to illustrate our books.
I also passed back papers and handed out updated progress reports.

Homework:
Literature
1. Vocab 1 & 2

Projects
1. Do-overs - Due Thurs. 10/26
2. Final project - Due Wed. 11/1 - How are you going to floor me??

Australia Day 3. 10.20.06

1. Vocabulary Test
2. Handed in Compare/Contrast Mini Essay - Due Today
3. Handed back papers

Homework:
Literature
1. Dreamtime Story - Due Tuesday 10/24

Projects
1. Final Project - Due Wed. 11/1 - Amaze and wow me!
2. Do-overs - Due Thurs. 10/26

Australia Day 2. Wed. 10/18. Welcome to Australia

1. Dreamtime storytelling around the campfire.
2. Lecture and notetaking on Aboriginal Australian culture
3. Compared and contrasted Flood Stories (Tiddalik the Frog and Noah's Arc)
4. Explained mini compare/contrast essay homework
4. Self - evaluation sheets

Homework:
Literature
1. Study for Vocabulary Test - Fri. 10/20 (words _and_ comma usage!)
2. Complete Cue and Summary section for notes - Due Fri. 10/20 (see worksheet for guidelines)
3. Compare and Contrast Mini Essay - Due Fri. 10/20 (Use brown graphic organizer and pink and essay organizer)

*** EXTENSION (AM class only) Creation Story assignment now due Tues. 10/24.***

Projects
1. Be working on your Final Project - Due Wed. 11/1

*** Special Note: Late work will now receive an automatic 50% penalty.
All work not ready to turn in the day it's due is considered late. This does not apply to excused absences or work that's been granted an extension _before_ the due date.

Australia Day 1. Mon. 10/16. Test Day

1. Vocabulary review for test Friday
2. Reviewed Projects Final Projects expectatations and requirements
3. Travel Book Test
4. Fun Facts about Australia "Quiz"

Homework:
Literature - Study words and comma usage for test Friday
Projects - Final Travel Book project due Wed. 11/1

Day 12. Wed. 10/11. Travel Wrap Up

In a silent discussion on the Pico Iyer reading, we answered these questions:

1) "Corruption is in the eye of the beholder" What does this mean in relationto travel? Do you agree?
2) How much can we truly learn about another culture? What are some ways that we can maximize this learning?
3) Movement is only as valuable as your commitment to stillness. Do you agree?
4) Why do we travel and how do we change through traveling?
5) There seems to be a double standard for most travelers in which they want the exotic and the familiar. Discuss this double standard.
6) How has traveling changed the course of history?
7) Our IHS mission statement reads: "As Global Citizens at Eugene International High School we aspire to value diversity, ambiguity, and discovery-and to act with responsibility, integrity, and compassion." How does this mission connect to travel? How can we do this here in our own community?

Homework:
Projects: Travel Book Test next class! (Mon. 10/16)

Day 11. Mon. 10/9. Yea! Day

1. Handed in travel story packets.
2. Read Bill's Stroll through Paris, by Bill Bryson (laughed and laughed and laughed!!!)
3. In pairs, charted Bill's cultural lens.

Homework:
Literature
1. Read Pico Iyer Interview
2. Complete "Pico Iyer A-Ha! Moments" assignment

Projects
1. Keep reading!

Day 10. Thurs. 10/5. Writing Workshop: Editing

1. Stamped "Travel Story Second Draft" - Due today
2. Worked on "Self-edit, a.k.a. Trick Out My Story" sheet
3. Traded papers and peer-edited, using Peer Editing sheets
4. Practiced grading CIM stories

Homework
Literature:
1. Complete Self-edit sheet - Due with Final Draft
2. Final draft of story due 10/9

Projects:
Keep reading! Test on Mon. 10/16

Day Nine. Tues. 10/3 Details

1. Stamped "Travel Story Rough Draft" - due today.
2. Reviewed CIM (Certificate of Initial Mastery) purpose and grading
3. Practiced creating more vivid details and verbs, using Details sheet
4. Read "Paula" story.
5. Discussed how details set the mood for a story.
6. In pairs, created a "Found Poem," using the details from "Paula."

Homework
Literature:
1. Second Draft - with highlighting showing how it's different from the first - Due Thurs. 10/5

Day Eight, Fri. 9/29. Dialogue

1. Checked off "Research Sheet" - due today
2. Collected "Introductions" - Projects assignment - due today
2. Practiced punctuation for dialogue in groups using "magic paper"
3. Talked about the importance of dialogue in the story for giving a sense of setting and cultural immersion.
4. Using the "Oz Dictionary," you wrote a half-page of dialogue

Homework
Literature
1. Rough draft of travel story - Due Tues. 10/3

Projects
Keep reading!

Day Seven. Wed. 9/27. Sensory Details.

Mmmmmm. Potato bugs....so tasty!
http://waynesword.palomar.edu/images/jcrick3.jpg

*** Special Note: Grade sheets showing all received assignments are now posted in the window to the room (B7). ***

Today's Writing Workshop Theme: Descriptive Writing

1. We did some journal writing, imagining an internal conflict for one of the characters you created for today. Faced with the opportunity/challenge of drinking snake's blood, how would your character react? What thoughts would be going through his/her mind?

2. You got a chance to try a new gastronomic delight (tamarind, marmite, durian candy, stinky cheese, edible ocean plant, pickled plum sauce or fried grubs) and then try your hand at writing paragraph describing your experience using sensory details for sight, sound, touch, smell, and taste. I even gave you all a special gift: a Sensory Details Word Bank to kick-start you into creative writing mode.

3. Next, we read "The Deep Fried Potato Bug" and identified the internal conflicts and sensory details.

HOMEWORK:
Literature:
1. Research sheet (blue) - due Fri. 9/29
2. Story rough draft - due Tues. 10/3

Projects:
1. Introductions (see pink-ish sheet) - due Fri. 9/29

If you were absent today:
Pick out a new food. Challenge yourself; choose a food you have a little bit of anxiety about tasting. Foods that have strong flavors/odors work best. Then write one paragraph describing how it feels, sounds, smells, looks, and tastes. Due next class.

Day Six. Monday 9/25/06. Characters.

Check out these quirky characters! (courtesy of: http://www.washington.edu/alumni/columns/dec04/images/assocnews_costume.jpg)

***SPECIAL NOTE ***
PROGRESS REPORTS WILL BE COMING OUT ON 10/8.
PLEASE TURN IN ANY LATE WORK AS SOON AS POSSIBLE.

Today's Writing Workshop Theme: Characters.

1. Journal writing using props (feather boa, hat, gloves, etc.) to describe a character

2. Homework check (Conflict Story due, Travel Book for some, Bookmark due - PM only)

3. Vocab Test (for Days 1-4)

4. Christine mini-dramas (Thanks again to all those brave souls who volunteered and participated!!)

5. Research Sheet instructions

6. Time to begin work on developing characters

HOMEWORK

Global Lit.

1. Bookmark - Due Wed. 9/27 (AM only)

2. Character Section of Research Sheet - Due Wed. 9/27

3. Research Sheet - Due Fri. 9/29 (**Note to AM class: in class I said it would be due Wed. 9/27. I decided to extend this deadline.**)

4. Travel Story Rough Draft - Due Tues. 10/3 (**Note to AM class: in class I said it would be due Fri. 9/29. I decided to extend this deadline.**)

Projects

1. Description - Due Wed. 9/27

Day 5 Wednesday 9/20

Il carnevale d'Ivrea - Ivrea Carnival, Italy
http://www.2camels.com/photos/ivrea-carnival.php

Day 5 Wednesday 9/20

AM class
1. Vocabulary Review – Days 1-4
2. Checked off travel books
3. Lecture/class discussion/brainstorm about conflict
4. Diagramed plot line and brainstormed possible conflicts using cultural taboos
5. Gave out “gift” – bizarre customs, festivals, etc. sheet
6. Showed slideshow of festivals around the world as brainstorming for story ideas.
7. Gave students each a copy of “Mega Chicken” story to use as a reference and help with their own writing.

PM class
1. Vocabulary Review – Days 1-4
2. Read “Mega Chicken”
3. Lecture/class discussion on conflict. Diagrammed “Mega Chicken” plot line.
4. Diagrammed/brainstormed possible conflicts using cultural taboos.
5. Showed slideshow of festivals around the world as brainstorming for story ideas.

** Special note ** All late work must now be submitted with a late slip. These are bright pink and will be stored in class on the back shelf.

HOMEWORK
Literature - Study for Vocabulary Test (Days 1-4) on Monday 9/25
1-page Conflict story showing: * character * setting * conflict * choice * result Due Monday 9/25

Projects - Begin reading Travel Book
PM class only – Bookmark due Monday 9/25

Day 4. Mon. 9/18. Beginnings!

http://www.101com.com/images/pub/syllabus/0503syl_DT.jpg

Today’s awesome literature theme: Beginnings!
Today was the first day of our writing workshop and, quite literally, we started at the “beginning.”

AM class
1. Shared and turned in Grand Tour and Outsider Encounter assignments
2. 4-Corners activity about beginnings
3. Reviewed Beginnings Handout – 3 types of beginnings and what a good beginning should accomplish (noted how these are tied to characters and setting)
4. I read some examples of good beginnings - one from a travel book and perhaps my favorite beginning: from the novel Fahrenheit 541 by Ray Bradbury
5. In class, in journals, students wrote one example of each of the three beginnings

PM class
1. Shared and turned in Grand Tour and Outsider Encounter assignments
2. 4-Corners activity about beginnings
3. Reviewed Beginnings Handout – 3 types of beginnings and what a good beginning should accomplish (noted how these are tied to characters and setting)
4. Students shared their travel book beginnings with a partner and then with the class; we discussed what each of the beginnings accomplished and what type they were
5. In class, in journals, students wrote one example of each of the three beginnings

HOMEWORK
Literature - “Taking the Leap” Beginnings practice – Due Wed. 9/20
Projects - Travel Books – Bring to class Wed. 9/20

Day 3: Thurs. 9/14. Simulation: Cultural Lens

Hand with Reflection Sphere (Self-Portrait in Spherical Mirror)
( M.C. Escher/ Cordon Art-Baarn-Holland. All rights reserved )
http://www.slcc.edu/schools/hum_sci/physics/tutor/2220/optical_instruments/hand_with_sphere_large.jpg
Hooray! We all survived our first IHS simulation today! Class started with an experiential learning encounter with a hypothetical school situation. Afterwards, we all breathed a sigh of relief when things went back to normal.

Next, we shared a rich discussion about the simulation culture and how it was different from what we're used to. Using the differences they had just experienced, students examined the cultural lens they bring to school; we talked about the expectations they have for their teachers and classes and how these come out of the culture they've been raised in.

Next, I upped the ante and assigned the "Outsider Encounter" - challenging students to write about a time when they were the only outsider and to stage and outsider encounter if need be.

To end the class, we watched some travel clips to get ideas for The Grand Tour assignment and brainstormed ideas with each other.

HOMEWORK:
Literature
Outsider Encounter - Due Mon. 9/18
Projects:
The Grand Tour - Due Mon. 9/18
Travel Books - Ideally by Mon. 9/18; Absolute deadline: Wed. 9/20