August 23 - 27

English 11
We are moving along in Junior English and let me say that I like the way you are undertaking the tasks that I ask you to do. This week we will continue to work on grammar, as well as continue exploring the novel, Huckleberry Finn. On Wednesday I will give a reading check over chapters 9-26. We will continue to discuss characterization, tone, setting and other literary elements Twain uses in composing this realistic novel. Continue to think about the issues Mark Twain grapples with in the work. What is the exigence or "why now" that Twain confronts these issues in 1885? Do Americans still struggle with these issues today? Do young people have a choice about living within societal boundaries today. How is their desire for adventure expressed today? In the modern world we are constantly bombarded with social networking. How would Huck have reacted to this? And moreover what can we learn from Huck's attitudes about life in general? These are questions to ponder.

French I and II
Bonjour, mes etudiants! Well we have whittled our class down to a manageable group, I think. Most of you are have somewhat of handle on the grammar of French. I particularly appreciate your willingness to attempt conversation in a foreign language. This week we will continue to practice the irregular verbs. I will move you into the French II book and we will begin to review at a higher level. Additionally, I will show you the next episode of French in Action so we can build up your listening skills. Also, I hope to practice reading in French this week.

Senior English
Hey gang! Hope you are completing your reading of Lord of the Flies. This is a particularly important British text as it works on the assumption that man is innately evil. I think William Golding's approach to this subject, in terms of setting and characterization is nothing short of brilliant. Some thoughts to consider: The overarching theme of Lord of the Flies is the conflict between the human impulse towards savagery and the rules of civilization which are designed to contain and minimize it. Golding's attitude is in direct contrast with the Enlightenment thinker Jean Jacques Rousseau who wrote in his polemical Discourse on Inequality (1754) that civilization had destroyed man's "natural goodness" and thus was the source on inequality. Rather, a thorough pessimist about existing human society, Rousseau recognized that this "natural state" was perverted by "civilization" and that the appetites and motivations of civilized man had been consequently corrupted and constructed by his interaction with society - "Man is born free and is everywhere in chains" as he wrote in his famous opening to the Social Contract. Remember the Scientific Revolution had occurred before the Enlightenment Period and brought forth a period of economic stability and rational thinking to a world that had been steeped in superstition and oppressed by the Church and upper class. New ideas spread across the Continent and education thrived in this period and man was a the center of all this. However, if we examine the period in which Golding wrote we find a very different world in which man, through modern warfare, decimated a goodly portion of the world and humanity. In light of this is Golding's pessimism not appropriate on the subject of man's goodness or badness? Golding gives a clear endorsement of civilization. Yet, today's world with all its laws remains a violent proposition. Think about the gangs that are rampant throughout America. Additionally, our prisons are overflowing with violent members of society. Is man inherently good or evil? This week you will create your own society on a particular island and try to survive. You will create a map of the island, a government, hunting and gathering techniques, model of a living site, waste management, plans to deal with problems as they arise and actions of the group when a problem arises, and finally you will define the roles within your group. On these "island days" you will draw from a bag a particular problem and your group will have to come to a consensus on how to deal with the problem. I think this should be a unique venture into understanding the complexities that the boys (children) had to deal with on the island and you may gain insight into the question concerning man's goodness or innate depravity.
Who will be on point--Golding or Rousseau? See you in class!

Myth and Legend

I certainly enjoyed the Creation stories that you shared in class and I am amazed by the repetition we find in these stories even though the civilizations were separated by landmass and culture. How did this occur? What do you think? I think the videos "Clash of the Gods" are just fantastic for an indepth study of the Greek gods. This week we will look at Hades and Hercules. We are moving into the Hero and the Lovers. I will divide you into groups and each group will be responsible for the assigned reading as well as questions for your particular portion of the text. I will provide you with the steps make up the "Hero's Journey" and we will look for these in myths. We will also define the characteristics of the archetypal hero. We will play a game! Upon completing our readings on the Gods and Goddesses, heroes and lovers,  we will play...WHO AM I?  I think you will enjoy this type of review activity. Finally, you will choose a God or Goddess and write a monologue. I hope we can fit all of this into our week.We need to address the role of women in Greek society, so we haven't a minute to lose. These are important concepts that we need to examine and  if we don't address all of them we will continue with this in the coming week.

AP Language and Composition
Hey guys! I missed being in class with you on Friday, but I heard you were quite diligent. Your papers are due on Tuesday and I hope you do not wait until the night before to begin. Many students fall into this very bad habit. Writing is a process and you need to spend a good deal of time constructing and revising any paper. Tuesday we will deconstruct prompts and learn how to look for the big and little question in these prompts. Friday we will take a mock multiple-choice exam. You will complete this with a partner. You will only have 60 minutes to complete the test so you must make good use of your time. After you complete the test, we will debrief and discuss ways in which you think you can maximize your time, and discuss the higher order thinking required to be successful at these type of tests. We will be very busy, so come prepared to dig in and learn!