Tuesday, September 29, 2015

Myth: Monster Codes

The Questions (notes are on the google classroom):

  • What do werewolves represent in stories? Explain and support.
  • What do vampires represent in stories? Explain and support.
  • What do zombies represent in stories? Explain and support.
  • What do demons represent in stories? Explain and support.

Choose one of the "monsters" to use in your (7-10 sentence long) discussion about why we need monsters. Make sure to have a topic sentence, two to three specific piece of support, and solid explanations

E2: American Winter

Write a 7-10 sentence paragraph for each:

  • What does American Winter have to say/show about poverty and how Americans handle it?
  • What does American Winter have to say about getting involved in helping others? What are your thoughts on helping others and how did you develop them?

Monday, September 28, 2015

Myth: Fairy Tales vs. Folklore 2

Answer each questions with three to four sentences.

  • What do werewolves represent in stories? Explain and support.
  • What do vampires represent in stories? Explain and support.
  • What do zombies represent in stories? Explain and support.
  • What do demons represent in stories? Explain and support.
  • Why do we need monsters in stories? Explain and support?
  • Why do we need heroes in stories? Explain and support.

Friday, September 25, 2015

Honors 4: Guided Essay

This is either a problem/solution or argument/counterargument essay. At least one of your three sources needs to come from the articles I handed out or the documentary we watched (Food Inc.). Any sources you find need to be printed off and cited correctly.

Please check the Citation Information tag or OWL@Purdue for information or to answer any format questions.

The paper will be two pages (typed, et al.) and include a bibliography as the third page. The final draft will be on top with a rough draft, an outline, and any supplemental materials stapled behind. If you choose to turn it in via google classroom make sure each file name makes sense considering how many people might be uploading the same assignment.

Thursday, September 24, 2015

Myth: Archetypes and Hero's Journey

Write me two paragraphs: one focusing on how a single archetype is used in the Pilot; one on how a step in the Hero's Journey is used in the Pilot.

The Hero's Journey

  • Leaves Home/Receives Quest
  • Meets Company
  • Faces Trials
  • Separates from Company
  • Final Trial: Win, Lose, or Die

Grimm Pilot

  • Nick Berkhart (Grimm/police): hero, anti-hero, warrior
  • Aunt Marie (Grimm/librarian): mentor, gatekeeper, warrior
  • Juliet (Nick's gf/vetrinarian): best friend?, rational love interest?
  • Hank (bff/police partner): warrior, best friend?
  • Sargent Wu (police): warrior, shadow (everyman)
  • Captain Reynard (police): warrior, trickster, villain??
  • Monroe (werewolf/clock maker): warrior, thief (reformed), mentor, shadow

The Journey So Far

  • Leaves Home/Receives Quest: Aunt Marie's dying, tells Nick to leave Juliet OR girls are being killed/kidnapped and a little girl has just been taken
  • Meets Company: all the peeps
  • Faces Trials: find the "big bad wolf" and save the little girl, trusting Monroe, finding the mailman, asking Hank for backup

Terms

  • Wesen: people who are shapeshifters
  • Grimm's: supernatural enforcers/killers
  • Volga: to shapeshift


Wednesday, September 23, 2015

Sample 2-Sentence Summaries and Analytical Paragraphs

Analytical Paragraph (General): Response to an article, short story, chapter/book, play, poem, television show/episode, film, lecture, etc. (7-10 sentences)
  • Choose one sentence from the summary as the topic sentence of the paragraph.
  • Support from the text (paraphrase or quote w/acknowledgement)––Explain the first piece of support
  • Another piece of support from the text (paraphrase, quote w/acknowledgement)––Explain the second piece of support 
  • Make a connection to another article, poem, chapter, short story, television show, film, class, etc.––Explain the connection
  • Finish with “So what? Now what?” or "Why does it matter? What does it mean? What does it change?"

Summaries
    • What was it about?
    • What was the message?
  • If nonfiction: 
    • Is the source/information reliable? How do you know?

Literature Example
Summary
Old Man created everything and everyone on the Great Plains. When the people stopped listening to Old Man's messengers, they lost everything (their land, their families, and their stuff).

Paragraph
According to "Blackfoot Genesis", Old Man created everything and everyone on the Great Plains. We see this when he creates the big horn sheep and the antelope. With each of these creatures he provides for his people and for the animals, showing how much he cares about what he creates. He also takes care of the people he creates when he protects them from the buffalo. He shows the people how to use bows and arrows which allows them protection and food. Old Man doesn't just create things, he protects and cares for what he creates.

Article Example
Summary
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions. This article is fairly reliable, because the author makes the information easy to access and fact-check.

Paragraph 1
People too easily get sucked into a clever marketing campaign without finding out the truth behind it and that can, unfortunately, inform their decisions as shown in "Chipotle Treats Customers Like Idiots." One example from Bailey's article is shown when he writes "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings to eat." Bailey is referring to a Chipotle ad campaign where they claim, in the interest of customer health, they will go GMO free in their products. This is disingenuous at best, he goes on to argue that they manipulate the information and the consumer. He also points out that the prices of organic or natural foods are inflated based on nutritional value which fools some customers into believing they get what they pay for. What people need to remember is that Chipotle is taking GMOs out of their products for marketing, not integrity.

Paragraph 2
"Chipotle Treats Customers Like Idiots" is about the importance of carefully checking sources and intentions, even in advertising. Bailey shows this when he writes, "every independent scientific body that has ever evaluated the safety of modern biotech crops has deemed them safe for human beings." This illustrates how companies keep playing on people's fears instead of encouraging consumers to find out about the safety of GMOs for themselves. He continues by giving examples of Chipotle, individually, trying to take advantage of customer's ignorance through their campaign's implied claim that they are making changes in order to promote the health of their customers. The irony is clear when consumers acknowledge that Chipotle is a chain restaurant that caters to quantity over quality. Checking facts becomes even more important when reading articles like "Government Deception of GMOs" which is full of unsupported suppositions. Ultimately, consumers need to check facts rather than relying on ad campaigns for information on any type of decision making.

Tuesday, September 22, 2015

E2 : Questions for 9/23

Switching Gears:

  • What is the American Dream? Why does it send so many people into debt?
  • What is a social "safety net"? Is it necessary in our society? Why?
  • If you've never been in the positon of being homeless or worrying about food, how would you deal with it? If you have been in either position, how did you deal with it?
  • Does our society need to change to help people not live below the poverty line? How?

Monday, September 21, 2015

English 4: Activism

Activism: people taking action to create a specific change in society
  • What is a current problem in our world that deserves notice?
  • What is the solution to the problem?
  • Does it deserve activism? Why? How?
  • What is a problem in our nation that deserves notice?
  • What is the solution to the problem?
  • Does it deserve activism? Why? How?
  • What is a problem locally (Oregon/Pendleton/PHS) that deserves notice?
  • What is the solution to the problem?
  • Does it deserve activism? Why? How?
  • What is a problem that currently is getting a lot of media attention that you don’t think deserves it? Fully explain.
  • What is a problem that is not getting much media attention? Why does it deserve to be part of the national conversation? Fully explain.
30 for 30: Hillsborough (2013)
  • In the news on April 15, 1989, one of the lead stories was about a riot in a soccer stadium that killed nearly 100 people; originally, the deaths were blamed on rowdy fans. The truth is a little different.
    • What is an inquest? How does the process work? How would it have been handled differently in the United States?
    • Who are Duckenfield and Burman? What impact did they have on how events played out?
    • Why did it take 25 years between the events in Hillsborough and a documentary about it? Best Guess (amend your answer after the movie)
    • Why do these deaths matter? Explain.
    • Were the deaths in Hillsborough preventable? How?
    • Who was ultimately responsible for how wrong things went? Explain.
    • What was the purpose of this film? How do you know?
    • Should the film maker have used more graphic imagery? Explain.
    • Can you think of any other situations where families have had to fight so hard or wait so long for justice/compensation? Explain.
    • What impact on sport stadiums and crowd control worldwide are evident based on the events of Hillsborough? Explain.

Myth: The Hero's Journey

You will need your notes on The Hero's Journey and Archetypes for this. 

We will be watching clips from the Pilot of Grimm and pausing to note which archetypes are shown (and how) and which stages of the journey are illustrated (and how). Students will then write two paragraph (7-10 sentences)—

  • Choose an archetype and discuss how it is used in the show.
  • Choose one step of the Hero's Journey and discuss how it is played out in the show.

Myth: Notes and Assignments Pre-Bacchanalia


  • Extra packets of notes are kept in the top, black basket (under the orange folders) if you need another copy.
  • Don't forget to turn in one analytical paragraph for either "Ganesha and The Moon" or "The Wolf Man". I will accept it until 9/25/15.
  • 3 God Assignment: Choose a figure form any mythology and compare it across cultures (at least three) or time periods. How are they similar and different? Why do you think they change? I will accept it until 9/25/15
  • Make sure to log onto the google classroom or politely ask me if you are missing any of the Trojan War notes.


English 2: Notes for 9/10-9/21

Mythology: stories told to help people understand the rules of the universe and our place in it.

The Norse: warrior people who raided and conquered any groups touching the Atlantic ocean; their myths were strongly their religion until the rise of Christianity. 

  • Major Gods and Goddesses
    • Odin: King; Poetry, battle, and death
    • Erda: earth, fertility; mother of Thor
    • Frigga: seer, mother of seven children w/Odin; Queen of the realm
    • Thor: God of sky; Associated with law (sort of sheriff)
    • Sif: Wife of Thor
    • Balder: Wisdom & Knowledge; Son of Odin and Frigg; killed by Hod (thanks to Loki)
    • Freya: fertility, love, lust;; Goddess of the Vanir
    • Hel/Hela: Helheim; God/Goddess of the Dead
    • Loki: Trickster; At least half giant; becomes increasingly evil over the course of the mythic stories
  • Realms
    • Asgard: Where the gods live
    • Vanaheim : the Vanir home; connected to Asgard
    • Alfheim: the light elves home; connected to Asgard
    • Midgard: Land of Humans (Earth)
    • Nidavellir: Land of dwarves; connected to Midgard
    • Jotunheim: Land of giants; connected to Midgard
    • Svartalfheim: Land of dark elves; connected to Midgard
    • Hel/Helheim: Realm of the dead
    • Niflheim: World of the dead
    • Valhalla: Where dead heroes are taken by the Valkeryie to feast and train until Ragnarok
  • Ragnarok: the end of the world; all creatures fight on the side of light or dark, no one survives from Elder Edda

The Celts: early people who lived in Ireland and parts of Greater Britain
Choose one of the cycles to look up. Write a paragraph about it. Turn in the paragraph (7-10 sentences).
  • The Cycles
    • Mythological Cycle: the stories of The Dagda, The Morrigan, and the other gods of Ireland
    • The Book of Invasions: records the five waves of "invaders" to Ireland; the Tuatha (children of Danu) became The Fae
    • Finean Cycle: records the adventures of Finn Mac Cool and his warriors, the Fianna
    • Ulster Cycle: records the adventures of Cuchulainn, The Cattle Raid of Cooley (The Tain) and the hero's misadventures with Queen Meave and The Morrigan
    • The Cycle of Kings: records the major events of various Irish kings and nobles; each set of stories focus on a different clan
  • A Few Gods, Goddesses, and Heroes
    • The Dagda, god of earth and treaties; ruler over life and death; leader of the Tuatha; master of magic, fearsome warrior, artisan; married to The Morrigan; the never-empty cauldron, harp, club of life and death
    • Lugh of the Long-Spear; sun god, warrior, full of energy; son of Clan and Ethlinn; a classic hero and High King of Tara
    • The Morrigan, battle goddess; shapeshifter including crow, wolf, and cow; also goddess of strife and self-rule (sovereignty) 
    • The Brigid, three-faced goddess; healing, poetry, technology; fertility, home and hearth; daughter of Dagda; wife of Bres of the Fomorians; the three-faced goddess (crone, mother, maiden); mother of Ruadan; sometimes she is mixed in with Saint Brigid, the only woman to ever become a Bishop in Catholic Church
    • Epona, horse goddess; fertility and earth; farmers will often name their best horses after her; shapeshifter; takes the dead to The Summerlands; one of the only Celtic gods/goddesses to have her own feast in ancient Rome

The Hero's Journey

  • Leaves Home/Recieves Quest
  • Meets Company
  • Faces Trials
  • Separates from Company
  • Final Trial: Win, Lose, or Die

The Screw-up's Journey
The Anti-hero's Journey
The Interior Journey


Folk Tales: oral stories to teach teenagers in the Middle Ages how to live in the world, how society worked and how to get along in life.

Fairy Tales: stories written by the literate for the literate to examine "modern society" and how to best survive in it. Connected to much folklore in that it was meant to help young people navigate a dangerous world

Honors 4: Homework 9/21

Read and annotate "Give Genetic Engineering Some Breathing Room".

Practice Paragraph

  • Pick any of the GMO articles to write a practice analytical paragraph for.
  • Pick one sentence from the 3-sentence summary to use as the topic sentence (include the article's title). Don't forget to use two examples from the text (explain each example)
GMO Questions

  • Are GMOs an international issue? Explain fully.
  • How do GMOs affect American food? Explain fully. [If the questions was "What effect do GMOs have on American food?" then affect would be effect.]
  • Do GMOs need activism for or against? Explain fully.

Tuesday, September 8, 2015

Honors 4: Vocab for 9/11 Quiz


  • Classic Archetypes: in Jungian psychology, a collectively inherited unconscious idea, pattern of thought, image, etc., universally present in individual psyches. 
  • Hero: puts the well-being of his people above his own safety and from beginning to end, he learns important skills and changes as a person 
  • The Catalyst: an event or person who causes significant changes in others
  • Mentor or Guide: teaches and protects the hero; gives the hero magical gifts to help complete the quest; often tied to nature or religion; could be a failed hero who is trying to help the next generation 
  • Gatekeeper: person who guards a gateway or task; sometimes they are part of the villain’s company or sometimes they can become allies or members of the hero’s group 
  • The Villain: the evil opposing the hero 
  • Trickster: element of chaos, curious to know how and why, practical joker; often causes problems for everyone by accident; comic relief  
  • Thief: generally a reformed criminal who is part of the group to redeem himself/herself 


English 4: Vocab for 9/11 Quiz

Alley: a roadway between buildings that is smaller than a street and often used for deliveries, garbage, shortcuts, and nefarious activities
Ally: a person(s) that will help, not harm

Antagonist: the opponent of the protagonist (not always the “hero”)
Protagonist: the main character, sometimes called the hero (not always the villain)

Are: form of “to be”
Hour: measurement of time equivalent to sixty minutes
Our: possessive pronoun includes self and others

Bourgeois: affluent, middle-class folk who are conventional, conservative, or materialistic
Proletariat: low-wage earning folk who often struggle to afford the basics (food, shelter, clothes)

Friday, September 4, 2015

English 2: Vocab for 9/11


  • Allusion: a historical or cultural reference to something outside the piece of literature
  • Ambiguity: uncertainty of intended meaning
  • Atmosphere: mood, ambience, or emotional tone of a text
  • Cacophony:  the use of words and phrases that imply strong, harsh sounds within the phrase (these words have jarring and dissonant sounds that create a disturbing, objectionable atmosphere)
  • Characterization: creating and establishing specific individuals (characters) in a story, poem, or film
  • Conflict: a resistance the protagonist of the story finds in achieving his aims or dreams
  • Connotation: secondary or associated meanings for a word (contextual usage sometimes)
  • Denotation: dictionary definition of a word