Grade Reports, Swooshification, Extra Credit

Students had a substitute today.

1. Students turned in rough drafts of Anthem essays.
2. Students were given a packet with their grade reports, "Swooshification" active reading and logo commentary writing assignment for today, and information about grade reports and extra credit options.
   

"The Swooshification of the World"
Vocabulary
Ubiquitous – existing or being everywhere, esp. at the same time; omnipresent (ubiquitous fog)
Subliminal – existing or functioning below the threshold of consciousness (subliminal advertising)
Literary Term:
Tone: a writer’s attitude toward his subject and/or audience
Hyperbole: exaggeration (I’m so hungry I could eat a horse)

Assignment: Logo Commentary. What is a commentary? It is anything serving to illustrate a point or prompt a realization.

•

• Brainstorm: jot down (make a list or draw) as many logos as you can think of.

• Choose one and write about it with an exaggerated tone as Rick Reilly does in “Swooshification.”

– 100 word minimum

• Illustrate. Draw (with detail) or find at least 3 images that express your tone.

GRADE REPORTS AND EXTRA CREDIT: See this link for information, instructions, and due dates.

Day 4: Anthem Test Review

1. Journal “Looking back” – Review your journal from November 12 (“I, Unique”). Which of your personal values, goals, and loves would be allowed in the society portrayed in Anthem? Why would any of them be forbidden?
2. Turn in vocabulary homework
3. Chapters 10-12 Quiz
4. Essay assigned. Students were to brainstorm (briefly) for each of the 6 topics. This was supposed to be turned in. Link to essay assignment and topics.
5. Test Review: Students broke up into 4 large groups, answered specific questions from the review, then returned to their usual groups to share and discuss answers. Link to test review.
6. Examples of concepts in Anthem

Individualism "I am not a tool for their use. I am not a servant of their needs. I am not a bandage for their wounds. I am not a sacrifice on their altars. I am a man." (page 95)

Individualism/Egoism:"I wished to know the meaning of things. I am the meaning. I wished to find a warrant for being. I need no warrant for being, and no word of sanction upon my being. I am the warrant and the sanction." (94)

Altruism
"If you are not needed by your brother men, there is no reason for you to burden the earth with your bodies" (22)
"Indeed you are happy…how else can men be when they live for their brothers" (45)

Egoism
"My happiness is not the means to any end. It is the end. It is its own goal. It is its own purpose." (95)

Conformity
"It is not good to be different from our brothers…" (21)

Obedience
"You shall do that which the Council of Vocations prescribe for you…for the Council knows…better than you" (22)

HOMEWORK:
Study Questions for each chapter
Vocabulary Chapters 10-12 (the ones you missed on the pre-test)
If you want today’s quiz before the test, come by after school today or tomorrow!

14 November: Anthem Day 2

Go here for today's instructions and information.

Day 3: Anthem

1. Journal "Desire" Write about something in your life you would like to do but are prevented by someone or something from doing. 50 word minimum. Journals were turned in for a grade.
2. Quizzes: Students had 5 minutes to discuss study questions for Chapters 6-9. Chapter 6-9 quiz.
3. Vocabulary Pre-test: Students took a pre-test for Chapters 10-12 vocabulary. They will complete vocab activities for the words they missed on this pretest. (They should have marked these words on the new Chapters 10-12 handout)
4. Character sketches: students added information from Chapters 6-9 to Equality and Liberty's character sketches.
5. New Vocabulary for Chapters 10-12 definitions:
   •summit (89) – apex; highest point
   •reverence (93) a feeling or attitude of deep respect tinged with awe; veneration
   •warrant (94) – authorization, justification, sanction
   •edict (94) - authoritative proclamation or command
   •covet (96) – to want or to desire wrongfully
   •depraved (97) corrupt, wicked
   •creed (97) system of belief
   •plunder (97) rob by open force, pillage
   •deliverance (98) delivering or freeing from restraint; rescuing
   •brute (100) savage, cruel
   •yoke (101) a device for joining together a pair of draft animals, esp. oxen; a symbol for slavery
   •threshold (102) any place or point of entering or beginning
   •savage (102) fierce, ferocious, or cruel; untamed
6. Quizzes were returned to students.
7. HOMEWORK:
   •Vocabulary activities:
   –Follow vocab instructions for Chapters 6-9. Complete activity only for words you missed on this quiz.
   –Follow vocab instructions for Chapters 10-12. Complete activity for words you missed on pre-quiz. Consider completing activities for other words you aren’t comfortable with.
   •Finish the book
   •Answer all study/discussion questions. These will be due with the test on Monday!
   
   

Anthem: Day 1

1. Journal
2. Turn in homework (“The Fun They Had”)
3. Anthem by Ayn Rand.
   Introduction & notes
   Vocabulary & study questions (questions will be turned in on test day)
   Assign books and begin reading
4. Homework: finish through Chapter 5 (page 62) for Thursday.

1. Journal: "I, Unique" The transition from adolescence to adulthood involves developing a personal identity, a sense of self. Write a paragraph that describes you and explains what makes you uniquely you. Consider your future goals and dreams; what you value in a friend; favorite pets; preferred sports and hobbies; best-loved music, literature, movies, etc.

2. Anthem by Ayn Rand.

The full text of Anthem can be found online here. http://www.pagebypagebooks.com/Ayn_Rand/Anthem/ Use this if you forget your book.
Anthem can be listened to here: http://www.archive.org/details/anthem_librivox (this may not work from a school computer)

What is Anthem about? "Essentially, Anthem is a novel about being the captain of your soul and not allowing others to dictate who you are." (Horton)

Collectivism:

• What do you know about Russian Communism?
• Communism is one kind of collectivism, where the desires of the group are more important than the desires of the individual.
• Other than Communism, what are some other examples of collectivism?
  Ayn Rand was a high-school student in Russia when it became Communist. Her father’s pharmacy was confiscated and her family almost starved.
• How do think Ayn Rand felt about the Communist government?

Terms with General Definitions (fill in the blanks on your handout)

Collectivism: the belief that land and capital should be owned by society

Individualism: **a social theory advocating the liberty, rights, or independent action of the individual. **the belief that all actions are determined by, or at least take place for, the benefit of the individual, not of society as a whole.

Altruism: the principle or practice of unselfish concern for or devotion to the welfare of others (opposed to egoism)

Egoism: **the habit of valuing everything only in reference to one's personal interest. **The ethical belief that self-interest is the just and proper motive for all human conduct.

Vocabulary:
Transgression – sin
Vocation – particular occupation
Save – except
Mandate – a command
Tarry – to delay; to linger
Reel – to feel dizzy

We read Chapter 1 through page 28 aloud. Students were to spend the rest of class reading. HOMEWORK: Read through Chapter V (page 62). Be prepared for a quiz on Friday. Quiz questions will be taken from the study guide. Study guide questions will be due when you take the test over Anthem before Thanksgiving.

Works Cited:

Horton, Meghan. "Anthem PowerPoint." Carrollton-Farmers Branch ISD. 7 Nov. 2008 <http://cfbstaff.cfbisd.edu/hortonm/06-07/06-07%20documents/AnthemDay1.pdf>.

7 November: Dystopia, "The Children's Story"

1. Journal
2. Dystopian movies
3. Lit term notes
4. "The Children's Story" - read, discuss
5. "The Fun They Had" - homework, questions

1. Journal: "Ideal" - Write a paragraph about your ideal, perfect society
2. Dystopian movies: Students identifies movies they've seen from a list of dystopian movies. They wrote a sentence or 2 describing the movies. They wrote what they liked about them/didn't like about them. They determined what the movies had in common.

3. Lit term notes: Utopia

• An ideal place or state
• Etymology: from Greek.
  ¨ou "not"
  ¨topos "place”
• an imaginary island described in Sir Thomas More's book Utopia written in 1516

Dystopia.

• An imaginary place or state where the condition of life is extremely bad, as from deprivation, oppression, or terror
• A work describing such a place
• Etymology: from Greek ¨dys "bad, abnormal, difficult"

4. "The Children's Story" - read aloud. Discussed
As you read, determine and predict:
¨SETTING: Place, time period, atmosphere
¨When was this written? How do you know?

This story was written in 1963. Does knowing that help you to better understand what it was about? Can you re-evaluate your understanding of the story after learning this?


5. "The Fun They Had" Read and questions include the following...

• 1.What are Margie and Tommy’s lives like?
• 2.Compare and contrast the quality of their life with your life.
• 3.What are the pros and cons of their educational system?
• 4.What are the pros and cons of our educational system?
• 5.Describe another educational system you’ve heard of (another country, state, a system from the past)
• Anything not finished in class is homework, due Wednesday, November 12.

5 November - Essays Returned

1. Journal
2. Turn in "How Siegfried was Slain" homework
3. "How Siegfried was Slain" quiz
4. Essays returned
5. Grade reports issued

Journal - "Deception" Free write for 10 minutes about deception. Consider writing the definition (some definitions include: deceive - to mislead or falsely persuade others; deception – fraud), examples of times you have been deceived or times you have deceived someone, examples of deception you’ve seen in movies, on TV, read in books, etc.

Essays Returned, Corrected

• Correct second-person. Highlight sentences where you used second-person. On a separate sheet of paper, rewrite those sentences in third-person.
• If you did not use second-person, you may revise a paragraph of your choice. Choose the paragraph that you lost the most points on. Put a star next to it. On a separate sheet of paper, rewrite the paragraph.
• Corrections turned in by the end of class and added to grade that will go on report card.