Ketchup

This is awesome. I wish I either
owned this costume or that
my face was Photoshopped
in place of this guy.

I'm very behind. Hence, I need to CATCH UP. See? This is what an English degree gets you: a stranglehold on puns.

Frosh
Monday, September 12 - I assigned your newspaper project. This is a big deal assignment, done in groups, where the goal is to create a newspaper from the point of view of the animals from Animal Farm. The newspaper could either be an official publication under the watchful eye of Napoleon, or it could be an underground newspaper meant to subvert the reign of the pigs. Either way, it has four sections and each person in your group is responsible for at least two articles. However your groups decides to lay it out in terms of size and page length is up to you. This is a chance to be creative and make something that looks visually interesting and exciting, so here's hoping you all do that.

Tuesday, September 13 - While I was gone at a district conference, you used the day to work on the newspaper project.

Wednesday, September 14 - Lather, rinse, and repeat, since the conference was two days long.

Thursday, September 15 - We revised Jane Schaffer-style chunks in class, making sure that you had a concrete detail sentence followed by two commentary sentences. You took what we did in class and created two more chunks based on the characters about which you had already written.

Friday, September 16 - You received another in-class work day to further your progress on the newspaper project.

Monday, September 19 - We began looking at the elements of character in class. The first of our two big ideas was to understand direct and indirect characterization. Keep in mind that direct characterization is easy, as it's a stated fact the narrator states about the character, while indirect characterization requires analysis on the part of the reader based on the actions, words and descriptions of the characters. The other big idea is to focus on internal and external conflict. Emotionally struggling with an idea is internal, while physically struggling against an outside force is external.

Tuesday, September 20 - Yet another meeting prevented me from being present in class despite being present on campus. You read "The Interlopers," containing one of my favorite single word endings in a short story, and completed the characterization sheet to the best of your ability.

Wednesday, September 21 - You received yet another day to work on your newspaper project.

Thursday, September 22 - Read the description for September 21 because the same applies here.

Friday, September 23 - We finished going over the elements of character, exploring flat and round characters as well as static and dynamic characters. Remember that round characters can be static or dynamic, while flat characters are always going to be static. Also, we discovered how detrimental poor directions can be on assignments when I am not present, and I asked you to revise your characterization worksheets with more specific instructions.

Seniors
Monday, September 12 - We listened to Blues Traveler's "The Hook" and explored the idea of saying a whole lot while claiming to say nothing.

Tuesday, September 13 - I was gone, and you read the poem "Autumn Begins in Martin's Ferry, OH," answering questions that accompanied the poem.

Wednesday, September 14 - You received a reading/annotation day for the lit project.

Thursday, September 15 - After turning in the first Article Selection assignment, you took the lit terms test covering the second set of terms. Following the completion of the quiz, we reviewed the concept of ethos, pathos and logos. It was review for most of you, which is fine. No one ever hurt themselves by learning more about a concept.

Friday, September 16 - We furthered our foray into argumentation by covering different logical fallacies. The idea is to understand that while someone can have a strong or salient point, he or she can weaken their argument by committing these fallacies. So don't do that.

Monday, September 19 - We finished covering the logical fallacies. You received the op-ed assignment where you got the chance to see SO MANY logical fallacies in action.

Tuesday, September 20 - While I was at yet another meeting, you continued working on the assignment from the day before.

Wednesday, September 21 - The period was the final reading/annotation day prior to the first annotation check where you had to have the first 25% of your lit project book read and annotated. Hopefully, you used it well.

Thursday, September 22 - You used the class period to complete the first of four in-class timed writings. You received two prompts, one a little easier than the other but with a higher degree of difficulty, and wrote for the entire class period. After finishing the timed writing, you turned in your books for the first annotation check. The revision of the timed writing, which needs to be typed in MLA format, is due Tuesday, September 27.

Friday, September 23 - I returned your books and your first article selection. I utilized the comment key when grading the latter and gave you a copy of the same. We used the period to explain the different facets of the comment key, and I hope seeing a tangible usage of the comment key on your assignment emphasized its importance.

Monopoly!

Zuffa purchases Strikeforce

Look, I know that I post about the world of MMA more than a teacher on his teaching blog probably should, but this is pretty substantial news that broke today, so it feels timely and poses so many questions that there was no way I could ignore it. Sure, I COULD have ignored it, but I don't feel like ignoring it. I promise to write something non-MMA related prior to my UFC 128 rundown.

In fact, click on the link for all of the available details because rehashing them here isn't my goal. My concerns center around the two big questions this purchase raises. 

Question #1: Does this purchase make Strikeforce the UFC's farm league?

I can't see any other alternative. Dana White claims that it's "business as usual" over at Strikeforce and that all contracts will be honored. The idea is that it will be run as a separate brand, independent of Dana's influence, especially since he has had some choice words for many of the fighters, commentators and several decision makers over at Showtime. And there has been some precedent set before when Zuffa (UFC's parent company) owned WEC. The latter was run as a separate group with its own matchmakers and separate television deals. But now all of that has changed. If the rating of UFC on Versus 3 tells us anything, it's that more fight nights ultimately means that fewer of the live TV events are special and people can pick and choose what they want. If this is diluted even further with five more championships, all that does is create more market confusion. My prediction is that once the existing television contracts run their course, which could be as far out as three years from now, Strikeforce and any existing contracts will be folded into the UFC. What does this mean for guys like Josh Barnett, Paul Daley and Dan Henderson? By that time, Barnett and Henderson could be retired so it may be a moot point, but guys like Daley, a guy fired and banned "for life" from the UFC by Dana White for throwing a sucker punch at Josh Koscheck after the end of their fight? Or Frank Shamrock, a commentator who has never had a great relationship with UFC management? I guess it's no fun to be them.

Question #2: With the only viable alternative North American league now under the same corporate umbrella as the number one promotion, does this make the case for a fighter's union all the stronger?

There's a lot of talk about unions in the news lately, and that's another discussion for another time. But theses fighters are now under, for all intents and purposes, a monopoly. They are at the whims of Zuffa. For all of the talk about Scott Coker and Strikeforce operating under their own jurisdiction when it comes time to negotiate contracts with free agents, I can't see that working out well for the fighters involved. Is the solution a union? If Dana White doesn't think so, then I can't see how a fighter's union would ever get off the ground. Major League Baseball has a union, as does the NFL, NHL and the NBA. A union could provide security, pensions, health insurance and insure that fighters have security and negotiating leverage. The examples I've cited aren't sports that operate in the same fashion as MMA operates, and I'm far from an expert on labor practices. I definitely don't have the answers here, but I think the question is worth exploring by those who study these things a bit more closely than me.

Frosh

This past Monday, you received the R & J Timeline assignment, which is due on Tuesday, available on School Loop and soon will be here on this site also. 

Wednesday, you received the Character Quote Sheet which you can use as a method of pre-writing for your previously assigned Character Analysis Essay. This will be due when you turn in your final draft.

Thursday, I gave you the Act IV/V Review, which is due on Monday along with your Act IV/V Study Guide. We also reviewed thesis statements on Thursday, something I hope everyone remembers, but if not, well, that's the whole point of review. To reiterate, please remember that thesis statements are ONE sentence, located at the end of the first paragraph and establish the main idea of your entire essay. If you needed to answer the prompt and could only do so with one sentence, the thesis statement would be it. Utilize the ATSO(3/4) formula (author, title, subject, opinion with 3 to 4 sub-topics) to guide you:

In William Shakespeare's play, Romeo & Juliet, ______ and ______ are the most responsible for the deaths of Romeo and Juliet because _____________, _______________, and _________________.

Fill in the first two blanks with who you believe to be the most to blame for the deaths of Romeo and Juliet. The three (or four) final blank spots should be short phrases (between 5 to 10 words long) that serve as reasons why the one or two people you choose are most to blame. Keep in mind that you can pick anyone in the play but be very careful in choosing because the whole point of the essay is to support your choice with evidence from the text.

The essay will be the main focus of the week prior to Spring Break since we also spent the majority of Monday through Thursday to finish reading the play. The tragedy finally unfolds almost exclusively due to a breakdown in communication: Capulet never listens to what his daughter truly wants; Romeo doesn't listen to Friar Laurence's warnings about taking things slow, Tybalt never listens to Capulet about letting Romeo's party crashing go; Juliet doesn't listen to herself about not wanting to get married; the letter never gets to its intended target explaining to Romeo the plan to let the star-crossed lovers live happily ever after. And so on. The lesson here is to never fall in love. Wait, no. The lesson is to listen. Or maybe the lesson is something else entirely for you to determine. Still, that listening part is still a good idea.

Seniors

On Monday, we read "The Myth of Sisyphus" by Albert Camus and toiled endlessly to understand it. HAH! See what I did there? Camus' take always reads to me as an optimistic view of existentialism. Your results may vary. Tuesday, you spent the period answering questions dealing with Camus' impression of Sisyphus as well as your own impression of the guy destined/doomed to push a rock up a hill.

Wednesday, my wife was sick, so I allowed you the period to read The Stranger.

Hopefully, you took advantage of that opportunity because Thursday, you had a quiz on part one of the novel. Remember to have the whole book finished by next Friday, March 18. There'll be another test on it, this one a bit longer and a bit more difficult.

Reason 6: That Flipper show with Jessica Alba was no good.

The Oatmeal, while sometimes using not-appropriate-for-school language, provides a look at many of our literary terms in funny and useful ways. English topics he's tackled so far include irony, proper use of the word literally, i.e. and how to use it correctly, commonly misspelled words, and how to utilize an apostrophe. Again, I have to reiterate that the site also tackles some seriously taboo subjects (like dolphin punching but also other, more serious topics) and uses "foul" language, but it's all for the sake of getting a laugh. Check it out if everyone at home is cool with that sort of thing.

Frosh
Today and Tuesday, we read Cask of Amontillado while focusing on characterizing Montresor. You're finding quotes dealing with the five categories (Appearance, What Fortunato says, What Montresor says, Montresor's actions, and Montresor's thoughts) and then adding your inferences about him. Basically, you're asking yourself "What does this quote say about Montresor as a character/person?" Finally, determine if the quote you used qualifies as direct or indirect characterization. This assignment will be due tomorrow, September 30.


Seniors
Tuesday, you received the guidelines for your Persuasion Portfolio. Remember that assignments one, two and four are group assignments, meaning that the group only needs one copy of the work for the entire group. Meanwhile, assignment three is an individual one, so that means that each group member needs to have their own copy of it. The whole portfolio is due Tuesday, October 5. Hopefully, both classes will make better use of the work day they have tomorrow than they did today. 

...in which I vent.

Make no mistake, I enjoy writing this blog. It's a cathartic attempt at tracking what I do in a way that will be helpful to me in the future. At the same time, I wouldn't do this if I didn't think it was helpful to students. This is a two-way street, though, folks. In attempting to create a dialogue, I feel like I'm shouting at nothing, screaming into a void where sound is never returned my way.

If someone feels uncomfortable speaking in class, this should be the avenue to make your voice heard. A few people have made some jokes in class that I'm desperate for blog attention, but that's only partially true; ideally, I would like to see some activity on here that hasn't come as a result of bonus point bribes from yours truly. And then...THEN! I didn't even get one person making a single attempt at tackling a 15 point bonus opportunity despite having the window open for almost a week.

The blog will continue so ignore my existential online crisis. Getting more than the four people who have already made their voices heard to speak up would be ideal, though.

Frosh
Wednesday, you took a quiz on The Most Dangerous Game, worked on your map for the story of the same name and then took some notes on the Elements of Character.

Thursday, we continued taking notes on the Elements of Character. I need to revisit some of these notes and streamline them because some of the slides are very redundant. Your focus should be on knowing the difference between three pairs of ideas: direct and indirect characterization; static and dynamic characters; and flat and round characters. If you can demonstrate the difference between those three pairs of ideas, then we'll be cool.

Friday, we moved forward.

Today, we're going to finish the character notes and begin reading the Cask of Amontillado. You'll be using an inference chart that you'll create on a sheet of paper to characterize Montresor. The chart has five categories: Appearance, What Fortunato says, What Montresor says, Montresor's actions, and Montresor's thoughts. You'll find a quote for each of these categories and then make an inference about the character based on the quote. Finally, you'll state whether the quote qualifies as direct or indirect characterization in parenthesis after your inference.

Seniors
Discussing the fallacies seems to have gone well, and many people seemed to have a grasp on them by the time we finished our lesson on Wednesday. We read one of the letters to the editor together as a class, at which point you then began working on finding the fallacies in their reasoning, as well as ethos, pathos and logos arguments.

Thursday was your first writing day for the lit project. You'll take that Timed Writing home and revise it into the most perfect piece of writing you possibly can and turn it in Tuesday, September 28. You also turned in your books for the first annotation check and gave me your first Article Selection assignment.

Friday, you received more time to work on the Op-Ed piece assignment and received a copy of my comment key. Sixth period had a few more questions about the comment key, so they received the weekend to finish off the Op-Ed assignment. Fifth period turned it in at the end of the class.

Today, we'll be watching a documentary presentation of Naomi Klein's book, No Logo. You will be finding one example each of Naomi Klein using a(n) ethos, pathos, and logos argument in attempting to make her point. You'll also find one use of a corporation using a logical fallacy to further its agenda. Explain the fallacy, who uses it and how it's used.