Eyal Press email
review strengths and insights of 3 paragraphs sent to Eyal Press ; mark one sentence that you see as particularly strong or insightful
exercise with supplied topic (refuge)–small group design and present response outline
predict SG question, based on one of the critical thinking skills above smart and white boards in 410
learning goal: how does one of the basic elements of fiction enrich your reading of the novel, The Samurai’s Garden?
Press paragraphs sent; link to exam quote bank
time to read
during last 15′-20′, respond to email re basic elements of fiction
learning goal: what is one notable observation about my focal character, from my reading today? what thoughts and/or feelings do I have in response to this observation?
Honors Day schedule: B 9:35-10:35; D 11:55-12:55 Thu May 10: H 1:50-3:00
Time to read
By end of class, in one quadrant of your SG bookmark, show some notes about your focal character (each of the interior quadrants represents one of the seasons that begin with “Winter” and end with the second “Autumn” chapter).
as just one example of note-taking, here are my notes from the first “Autumn” chapter:
fear and attraction 7 unknown
disrupting calm 14 16 27 etc.
being alone, feeling alone 30
like a samurai 30
richness and mystery 31
life not just from within 43
a big storm 51 mother’s letter
Sachin comes down from mtn 54 (forty years)
learning goal: how do you explain the human impulse to express experiences and emotions–for example the drive to create poetry?
Table of Contents: Borling; haiku
off-the-wall poetry: example and experiment (John Borling)
the haiku-who-am-I poetry game; play with a classmate
learning goal: Stephen, Matsu, Sachi–on which one of these characters do you find yourself focusing most? Why do you think this person draws you in more than the other two?
introduction to the day (5′)
reading time (45′)
writing time (20′): an email to firstname.lastname@example.org (subject: focal character); in body of email write 5-10-sentence response to question in today’s learning goal; send email by the end of class; begin your email by identifying how far you have read–i.e., what page number
learning goal: What happens to painting when the viewer sees it in various lights? What happens to a novel when the same kind of thing happens?
introduction to novel and the bookmark pamphlet
time to read towards this week’s goal–i.e., “Autumn”
learning goal: How much or how little does the following description fit Macbeth: “Overcoming his queasiness, the soldier ends up submitting to the order, and is then haunted by the thought that he’s colluded in a crime” (E. Press, Beautiful Souls, 7).
15′ group discussion (give each a chance to talk)
start paragraph (specifics TBA, with email; due to TRNTN before next class begins)
start novel (see reading schedule)
After finishing the play, take notes in response to the question based on the sentence from Eyal Press’s book, Beautiful Souls. (see this week’s W/Th agenda)
learning goal: what is a chiastic story structure? how much does Shakespeare’s play Macbeth fit this structure?
preview/questions about upcoming Poetry Day assignments; review feedback on last original poem)
5.1 moving the needle on Lady Macbeth’s conscience meter
film interpretation of 5.1
moving on to next scenes 5.2 ff.