9-29/ 10-2 2006 Dialogue

Lesson:
We turned in our descriptions of food and flying phones.
We had our story planning sheet stamped for credit.
If absent, be sure these things get done.
Talked about dialogue in stories.
Dialogue rules
Dialogue is not conversation. Real conversation is dead boring to read. Create the illusion of real conversation.
Intersperse descriptive narration with your dialogue to give it detail and context.
In other words: show, don’t tell
Don’t overuse “he said” or “she said”
Don’t overuse the alternatives (for example “he shrieked”)
Don’t overuse dialogue tags
“Say, Joe, what is that you’re doing”
“Well, Sam, I’m fixing my car.”
“I didn’t know it was broken, Joe.”
“You know my car is always breaking down, Sam”

Here is a piece of dialogue that needs work:
“Hey, where are you going in such a hurry?” Jamie asked.
“Yeah, What’s up?” Samantha asked.
“I can’t believe it. I’m going to be the lead in the musical,” Jessica said.
“That’s great,” Jamie said.
“How in the world are you going to work that into your schedule?” Samantha asked.
“I’ll manage,” Jessica said. “Just don’t worry.”
Here is a way to fix it using the dialogue rules:
Jessica came bounding down the stairs with a smile on her face. She was going so fast that she practically ran in to Jamie and Samantha.
“Hey, where are you going in such a hurry?” Jamie asked, puzzled.
Samantha was just as confused as Jamie was. “Yeah. What’s up?” she asked impatiently.
Jessica’s heart leapt as she shared the news. “Oh! I just got the best news. I’m going to be the lead in the musical.”
“That’s great.” said Jamie, trying to summon up some enthusiasm. Deep down, she felt a stab of jealousy. She had wanted the part so badly, and now her best friend had gotten it. She tried to imagine what Jessica would look like on stage in the lead role, singing the songs she was supposed to have sung.
Samantha tapped on Jessica’s books impatiently. “How in the world are you going to work that into your schedule?” she asked. Samantha knew from experience that Jessica had trouble managing her time. She cancelled their plans to study together twice in one week.
Jessica took a long look at her friends. Then she mentally reviewed her list of activities.
“I’ll manage,” she said, with a casual nod. “Just don’t worry.”

Can you see a big difference?
If you are absent, create a one page dialogue for the picture above. Look up correct punctuation on-line. Turn it in next clas for credit.

HMWK: One page of dialogue (if you were in class, it should be about Australia using Aussie slang. If you weren't in class, use the above picture.
Rough draft of the travel story is due next class (about three pages, typed, 12 point font, double spaced)

Projects:
Introductions
Click on the Lit assignments link on the left side to get this.

9-27/9-28 2006 Details, details, details

Lesson:
Today was a day all about sensory details.
We had a number of sensory experiences in class.
If you were absent, pick up the short story, "Deep Fried Potato Bug", we read when you return.
In addition, we wrote about our experiences in class using three descriptions. If you were absent I would like you to try three new things. They could be food, music, activities, etc and write a short paragraph for each describing your experience. Use showing details. Don't say "the pepper was waxy looking and spicy". Say: "The pepper, like a sculpted piece of wax scrorched my vocal chords as it skidded down my throat".
Do something cool. Go to an ethnic grocery store and try something you've never heard of. Go to CD World and listen to some world music from a place you do not know (or find some music on-line, but don't steal).

HMWK: Vivid desciptions of things (see above if absent)
Story Research sheet (Due next class)
Rough Draft of Travel Story due Tuesday for Alpha classes/ Wednesday for Omega classes

Projects: Read your book!!

9-25/ 9-26-2006 Characters

Lesson:
Vocab test
Assigned "Description" for projects class.
Went over characterization.
Get reading from class if you were absent.
Fill out story planning sheet.

HMWK: Planning sheet: due Friday for Sheldon/ due Monday for South
Rough Draft of story due Tuesday for Sheldon/ due Wednesday

Projects: Description

If absent go to:http://ihslitassignments2006.blogspot.com/ to get the homework.

9-20/ 9-21 2006: You gotta have conflict

Lesson:
Checked off travel books for credit (If absent, show me yours next time and fill out a form)
Shared our "Where were you last night" writing
Read "The Adventures of Mega Chicken"
Discussed internal and external conflict
Practiced writing internal and external conlfict using a video with traveler "Justine" drinking snakes blood in Vietnam
HMWK: Vocab Review/ Vocab Test next class Assignment found at: http://ihslitassignments2006.blogspot.com/
Projects: Start reading your travel book

9-18 & 9-19 2006 Begin with the beginning

Lesson:
Collected "Grand Tour" and "Writing History"
Beginnings-
Looked at examples of beginnings in class

Beginning #1
Start in the middle of the action and/or dialogue
Example:
Lola gripped Adam’s hand during another one of Adam’s midnight back spasms.
“Oh man,” he said, squeezing his fingers, pumping his legs under the covers.
Lola thought of Mary, giving birth in a manger. Her own baby was due any minute.
“Oh Lord,” said Adam. He turned from her and slammed his free hand down on the bed. “Bloody Hell.”

Beginning #2
Start with a description

Because my father fixed everything with a soldering iron, the inside of our house looked like a dental nightmare. The fillings were numberless, blobs of silver applied to the toaster, to the washing machine--lines of stuff binding cracks in mother’s white walls. All of it stood for decay, for the cruel games of bacteria.

Beginnings #3
Start with a statement

Trevor never could find happiness, though he looked for it around every corner. His eyes had a shifty little bend to them, as if he were always checking for the next thing coming along. Maybe if he had paid attention to the passing moments themselves, he would not have missed the happiness tripping by almost daily, as she did on her way to work.

If absent, look at what these beginnings accomplish.

Then, practice using the "Taking the Leap" assignement on the homework page.

HMWK: "Taking the Leap"
Vocab Day 3 & 4
Both assignments can be found at: http://ihslitassignments2006.blogspot.com/

Projects: Need travel book in class for next time.

9-14/ 9-15 2006 The history of travel and brainstorming

Lesson:
Go over vocab
Talked about homework quality
Showed student example for Grand Tour
Today is all about brainstorming to begin our own travel story.......How do you start?
Personal memories, pictrues in magazines, objects, funny incidents, taboos
Historical Angle: Went over the history of travel. If absent, I have a reading you can use to find out what you missed.
Philosophical approach
Showed Globe Trekker clips to spark ideas
Shared interesting customs and festivals from around the world to spark ideas
We then spent ten minutes writing. If abent, set a timer and keep your pen moving for ten minutes. During the first five minutes start with "I remember..." and go where you mind takes you. Then begin with "I don't remember......." for the next five minutes. DO you have anything you could use for a travel story???

HMWK: Writers History. Due next class.
You can find this assignment at: http://ihslitassignments2006.blogspot.com/

Projects: Continue Grand Tour. Due Next class

Vocab Day 1 and 2

Travel Vocabulary
Day 1
New Words:
rudimentary insurmountable disillusion mien incandescent

The Vocabulary Challenge
The new teacher glanced up and down the aisles. It was her third day and her students were facing insurmountable odds. They had been given the task impossible task of memorizing all the vocabulary words for the year… in one day!!! Memorization seemed like rudimentary work for a class of this caliber, so the students proposed another plan. They wouldn’t simply memorize words; they would learn how to use them in everyday sentences! The students quickly convinced the teacher that this activity would make their minds glow with incandescent light. The teacher smiled at the class with the mien of a proud mother. Although some students had been disillusioned by past vocabulary setbacks, the teacher was positive this class, with study, would grow leaps and bounds this year.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. The _____________ bulb helped light up the dreary room.

2. Because my grasp of algebra is _____________, I cannot solve the problem.

3. After losing her ninety-eighth race, the runner felt _____________ with her dreams of becoming an Olympic athlete.

4. The climbers arrived at a wall of sheer ice and decided the pass was _____________.

5. The seasoned teacher wore a confident __________ as he glanced at the classroom of new students.

Definitions: Match the new words with their dictionary meanings.
6. Rudimentary ___ a. appearance or demeanor
7. Insurmountable ___ b. intensely bright, brilliant
8. Disillusionment ___ c. elementary, fundamental
9. Mien ___ d. disenchanted, to free from belief, idealism, etc.
10. Incandescent ___ e. incapable of being passed over or overcome

Today’s Homophone. Create two (2) sentences that use both homophones.

YOUR possessive pronoun: belong to “you”
Be sure to do your reading each night. Your turn will come after he is finished

YOU’RE contraction for “you are”
You’re the funniest kid I have ever met. I was wondering if you’re going to be at school tomorrow?



Travel Vocabulary
Day 2
New Words:
blanch stalwart opaque gastronomic bough

The Intrepid Traveler
How many times have you been traveling and encountered a serious gastronomic challenge? Mine came to be while hiking in the islands off of Panama. Two children were ahead of me on the trail picking, what looked like, succulent guava. I decided to take off my pack and help. I climbed up the bough and tossed the fruit to children below. As a thank you, they offered me one of the fruits. As I bit in I immediately blanched. The fruit was wiggling. I tried to keep a stalwart expression but it was of no use. As I realized I had bitten into a ball full of maggots I could feel my eyes closing, my body going limp, and an opaque darkness surrounding me.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. The campfire scouts ______________ when they stumbled across the haunted restroom.

2. The cook wanted the patrons of the upscale restaurant to venture on a ________ journey with each bite.

3. The _________ knight looked the dragon in the eye unflinching.

4. The girl climbed up the highest____________ of the tree to see the sunset.

5. The thunderstorms above caused the sky to become ______________.

Definitions: Match the new words with their dictionary meanings.
6. ___ blanch a. not transparent or translucent; impenetrable to light
7. ___ stalwart b. a branch of a tree
8. ___ opaque c. to whiten by removing color
9. ___ gastronomic d. strong and brave; valiant; uncompromising
10. ___ bough e. the art or science of good eating

Today’s Homophone
ACCEPT- to receive
The grandmother accepted the key to the city after saving the kittens.
Accepting compliments are an important part of growing up

EXCEPT- other than
I like all the ice cream flavors except the pork surprise.
The vocabulary test was really easy except for the students who did not study.

9-12-06/ 9-13-06 Travel LIterature Introduction

Lesson:
Shared "My Name" writing
Shared one part of "I am" poem
Projects overview
Connections between Global LIterature and Projects explained
Passed out Projects due dates (if absent, collect from the back of the room)
Passed out travel book options sheet (if absent, collect from the back of the room)
Read "The Size of the World" excerpt by Jeff Greenwald
Vocab Day one and two assigned
The Grand Tour assigned (if absent, collect from the back of the room)

HMWK: Vocab Day one and two due next class
Parent Questionnaire due next class
Signed syllabus due next class
Projects: The Grand Tour due Monday

Global Literature Course syllabus

Global Literature
2006-2007

Dear Students, Parents, Guardians,
Welcome to Global Literature. This language arts course introduces literature from various regions around the world. The foundation of this course is based on the belief that good communication skills – reading, writing, speaking, and listening – are essential for addressing universal issues in the global setting. The literature units will parallel the areas studied in Global Geography and Cultural Aesthetics. These areas will include Australia, Africa, Europe, and Asia. Woven into these units will be the study of writing, vocabulary, grammar, and speaking skills.

Goals:
*to encourage independent, self-reliant readers and writers who use language and literature to enrich their lives.
*to appreciate and understand the contributions of various cultural groups
*to develop critical and creative thinking and writing skills
*to increase vocabulary and improve language skills
*to establish and maintain a comfortable learning environment based on respect
*to develop an awareness and direction for our roles as global citizens

Themes:
*What are the universal and unique aspects of this culture?
*How do the members of this culture live today?
*What is this culture’s view of nature?
*What social roles and conventions are expected of members of this culture?
*How is the individual in the society regarded?
*What is the place of women and children in this society? What are their families like?
*What are the spiritual values of the culture? What are their customs and traditions?
*What is the response of this culture to change?

Materials: Students are expected to come to class each day with plenty of loose-leaf, college-ruled paper in a three ring binder, a pencil, a student planner to record assignments/due dates, blue or black pens, and highlighters. Other materials and resources that are essential for the successful completion of the course are colored pencils, a dictionary and thesaurus at home.

Assignments and grading:
The quality of discussions and class work is dependent upon student participation. Students should generally expect one hour of homework per class period. Homework should be completed by the beginning of class on the day it is due. Late work will receive reduced credit (10% reduction). I will not accept work that is more than one week late, after that assignment has been returned, or there has been an exam on that material. Academic honesty is absolutely expected. Dishonesty will result in reduced credit and possible failure. Grades will be recorded as percentages using a point system. Grades will include group work and discussion, tests and quizzes, written work, presentations, art assignments, participation, and classroom citizenship (including behavior).
Reasonable accommodations and adjustments to curriculum and grading policies will be made for students who have IEP and 504 plans.

Attendance and tardies:
Roll will be taken at the beginning of class and tardies will be recorded. Community service can be assigned after three unexcused tardies or absences, and the participation grade will be affected. If you have been absent due to illness or other legitimate reasons, always check the class blog before you return to class: http://ihslit2006.blogspot.com/
If unclear about the assignment, come see me during office hours, not during class time, to discuss makeup work. If you are absent for a number of days or are anxious about getting the work promptly, it is recommended that you contact me by phone during my office hours or email me (before 9 pm). Work is due the day following your return to school. A late work slip must accompany any late assignment or makeup work.



Rules:
1. Be kind
2. Be honest
3. Be responsible
4. Think
5. Work hard
6. Open your mind
7. Contribute

And just to be clear …….
8. No cell phones, pagers, personal music, devices, food, gum, or drink (except water) in the classroom.

Please note:
The International High School is an alternative program. We will be reading material that will contain difficult themes. Through various types of literature, we will explore other cultures and comes to realize how they are similar and different from our own. We ask that you approach Global Literature with an open mind and suspend judgment of cultural differences in the reading you encounter. In this classroom we will resist apathy, show empathy, creativity, respect, kindness, conviction, determination, and curiosity.

Communication:
Please feel free to call or e-mail me with questions or concerns so that I can address them right away.

I am looking forward to a year full of discovery, excitement, challenge, fun, and friendship! I am here for you. Talk to me if you have concerns, frustrations, or joys to share about this class, school, or life in general!

Caleb Kostechka, Global Literature teacher.
E-mail: kostechka_c@4j.lane.edu
Office: 687-3115 (South Campus)
687-3171 (Sheldon Campus)
Office hours by appointment
Website: http://ihslit2006.blogspot.com/












Please Detach and Return
Parents/Guardian
Please sign this after you have read this course description with your student. Students should return it for class credit by the next Global Literature meeting.


__________________________ __________________________
Student name (print legibly) Parent or guardian signature

9-8-06 Sheldon/9-11-06 South: First Day!!!!!!!!! Woohoo!!!!!!!!

Lesson:
Introduction to Global Literature
Course and classroom expectation
"The Code"
Get to know Mr.K
Get to know your classmates
"My Name" assignment- if absent please pick up a copy from the back of the room and complete the writing assignment.
Projects explained

Literature Homework:
Signed syllabus
Signed parent questionnaire
Student Questionnaire
“My Name” Writing

Projects Homework
“I am” poem

Welcome to Global Literature

Welcome to Global Literature!!!!