Day 57: 27 March 2012

1. Debriefed yesterday.
2. Discuss how Brutus got from "It must be by his death" to "and kill him in his shell."

• context: alone in the garden at night
• discussed possible reasons for his situation--secrecy, can't sleep, no one to talk to etc.
• Brutus is bothered by at least 3 things: 1) Caesar is his friend 2) Caesar hasn't yet done anything 3) Caesar is reasonably good by Brutus' standard: "I have not known when his affections sway'd more than his reason," but does good = good enough?
• While Brutus is a applying a preemptive argument to the situation, he is also patiently waiting for the right time.

3. For each of the numbers in the soliloquy determine a source for the information or the logic.

https://docs.google.com/a/oconeeschools.org/document/d/1cl8TgJ2Z5hlAaMO1zepav7g_5b-9uJQJ7bF0ulfWuYc/edit

4. Discuss Brutus' overall understanding of the problem: "the quarrel [bears] no color for the thing he is."

• He disbelieves his eyes and experience with Caesar and makes his crucial mistake by not making attempts to back-check himself. He is alone in the garden and has limited his sources of information.
• Consider the Schlosser's thesis: "The look and taste of what we eat now is frequently deceiving--by design."
• Brutus and Schlosser are applying the same argument to very different situations.

Gave the next page of the article to the kids.

Day 56: 26 March 2012

How does what Brutus says in his soliloquy reveal about his logic?

1. Consider the first six words and last six words of his speech.

• What do they mean literally?

2. Establish that words and actions betray character, personality and ultimately argument structure.

• Evil for Brutus is emotion-driven thinking
• Good is reasoned thinking 
• In this argument though, good in this case isn't good enough.
• According to George Boggs, Argument is personality played out in language
• Person+Text = Argument
• Examined the first three blocks of thought and the conjunctions that hold it together.

It must be by his [Caesar's] death and I know no personal cause to spurn him but for the general

• Summarized the yellow
• Look at how the red indicates the pattern of his thought.
• The first three thoughts reveal one of his main arguments that the individual is less important than the society.

3. Individuals to explore the speech for other patterns

• shared 2 from the class work

4. Groups of students to determine the chunks of the speech.

5. Use 15 words to describe the argument pattern in his speech.

Day 55: 23 March 2012

1. List 9 Quiz

• On the quiz, write and punctuate 4 patterns with words from the list.
• Make sure that the sentences offer context clues for the meaning of the cognate

For example:

scC C and Astronaut

Because the astronaut left the space ship, he needed a spacesuit.

2. Tying it together and following the rabbit.

Remember my examining the ingredients in my water bottle?

I was applying a certain logic to a particular fact set and came up with the conclusion based on my limited knowledge that my water probably did not contain orange juice. I emailed and asked Trader Joe's.

In a very kind and timely reply, they told me the following:

 The "natural mandarin orange flavor" used as an ingredient in our Trader Joe's Mandarin Orange Sparkling Mineral Water is a mandarin orange extract. There are no other ingredients added to this ingredient. 

So we are now presented with the need to clarify the word "extract" and the article "a".

Run rabbit, run. I emailed back.

How does this apply to Julius Caesar?

3. Cassius is inciting Brutus and working on him like a piece of metal as a blacksmith would.

• The facts and flattery are the fuel for the fire and Cassius is doing the interpreting.
• The forged letters that he puts in Brutus window further the point. They also appeal to both sides of human nature 1) The letters flatter Brutus and 2) subtly attack Caesar.
• Brutus fails to independently verify the facts either by going to the source (Caesar) or asking around with other reliable sources.
• As a stoic, he is going to do whatever it takes even if it costs him his life or the lives of those around him.

4. Read 129-30 in Schlosser

• For the entire article, on the text add brief notes on the purpose and content of each paragraph.
• Turn in before you leave.

Day 54: 22 March 2012

1. Return list 9 (Quiz tomorrow)
2. Read pages 127-28 of Schlosser's argument
3. Answer the following questions:
https://docs.google.com/a/oconeeschools.org/document/d/1cjqZ59YjJNmKcRSCX0njBLHeFP3fvaTiUDQvh5F3wlE/edit

4. Paraphrase Cassius' Soliloquy

https://docs.google.com/a/oconeeschools.org/document/d/1-2W8PT36h2PRJcWSPXj-SS1AYskzygDWbm4z-NHzCpc/edit

Day 53: 21 March 2012

1. Take a bit of time to finish up chart and polish understanding of the scene.
2. Prep and listen to the rest of the scene.

• "Into what dangers would you lead me?"
• Keep track of what Brutus knows about Caesar and what the source of that info is on the back of the chart.

3. Groupwork:

• examine each of the things that we know about Caesar to determine its admissibility and relevance in court

4. Quiz over scene 2 (Individual).

Imagine that you are Caesar's defense lawyer:

• Choose and explain the 2 facts around which you would build a case for his defense.

Now imagine that you are the Prosecutor:

• Choose and explain the 2 facts that you would use to prove Caesar's guilt.

5. Read essay on Flavorings by Eric Schlosser

• page 125-26

Day 52: 20 March 2012

1. Reminder of yesterday's discussion of fact-sets.
2. Consider the following order of events:

• A man loses his wallet in the mall at Christmas time.
• The wallet contained credit cards and $400 in cash.
• A lower-income family found the wallet and returned it to the owner with all the cash and cards still there.
• The wallet's owner gives the family the cash in the wallet as well as financing a good bit of Christmas for them.
• A story describing the above events appears in the newspaper.

What are your impressions of the man who gave away all the money? What kind of guy is he?

3. Prep scene 2:

• Caesar on the way to the races
• Brutus and Cassius talk about Caesar
• Caesar leaves the stadium and talks to Mark Antony
• Casca enters the conversation
• Cassius' Soliloquy

4. Listen to I, ii (1st 2 parts) and complete the following document:

https://docs.google.com/a/oconeeschools.org/document/d/162M9UH93Q2fjRc_jiGDsKJCArv953KbC1x_WXO-Xs3k/edit 

Students were given a parallel translation and listened to a professional company read the play aloud.

Day 51:19 March 2012

1. Journal: 150 words about what the word "natural" means.
2. Fact set + intelligence = decision making.

Consider the following question:

What is in my water bottle?

Fact Set:

My water bottle contains the following information:

Label: "Sparkling Spring Water" "Natural Mandarin Orange Flavor"

Ingredients: Sparkling Spring Water, CO2, Natural Mandarin Orange Flavor

+

My logic which says that "natural" in this context should mean "orange."

=

This is water + real orange juice.

So my logic plus my limited fact set has led me to a conclusion which is probably incorrect. 

But...

Let's consider the following additions from sources other than the bottle:

• One: Orange Juice is orange. This water is "sparkling" and clear.
• Two: The government regulates the use of the word "natural" with the following stipulations-- 

(3) The termnatural flavor ornatural flavoring means the essential oil, oleoresin, essence or extractive, protein hydrolysate, distillate, or any product of roasting, heating or enzymolysis, which contains the flavoring constituents derived from a spice, fruit or fruit juice, vegetable or vegetable juice, edible yeast, herb, bark, bud, root, leaf or similar plant material, meat, seafood, poultry, eggs, dairy products, or fermentation products thereof, whose significant function in food is flavoring rather than nutritional. Natural flavors include the natural essence or extractives obtained from plants listed in 182.10, 182.20, 182.40, and 182.50 and part 184 of this chapter, and the substances listed in 172.510 of this chapter. 

http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch.cfm?fr=101.22 

So...

My revised conclusion is that the flavoring in my water--while "natural"--might not be directly related to the orange. Where does the flavor come from? Don't know. Tastes like oranges. 

(I emailed Trader Joes to ask and will post the answer).

3. Listen to Act I, Scene 1 of Julius Caesar

• Cassius becomes the source of Brutus' information and thus is going to control his conclusions while giving Brutus the impression that he (Brutus) is making up his own mind.
• Basically, Brutus is going to get manipulated by facts that he doesn't bother to verify independently.

4. Paraphrase the opening lines (10 or 15) or Marullus' monologue to the commoners.

5. Identify and explain one of his appeals to them. (Logic, Emotion, Ethics).

Day 50: 16 March 2012

1. List 8 Quiz

2. List 9 Cognates

3. Organize Writing Portfolio

Day 49: 15 March 2012

Write Night Essay

Roots 8 Test tomorrow.

Day 48: 14 March 2012

Night Essay Preparation

1. Create a working thesis
2. Break the book into sections
3. Find evidence in the text for the attacks on and defenses of humanity
4. Take that text and weave it with interpretation

•  As Wiesel marched toward the next camp, is dreams became a snake which “wrapped itself around 
  [him]” (82).  The fact that he is charmed to die indicates that the violence is taking its toll on him and on the other prisoners. He wants to give up the last bit of his humanity that he has to give—his life.
  
  
  
  

Day 47: 13 March 2012

1. Journal on what makes us human? (2nd only)
2. Notes on how Night describes a series of attacks on Wiesel's humanity and how he fights them off.
3. Read the rest of the book.
4. Begin putting your essay together.

We will write tomorrow.

Day 46: 12 March 2012

1. Read pages 81-91
2. Complete the following quote weave sheet:

https://docs.google.com/a/oconeeschools.org/document/d/11-YWJRLt_FmF3--Lskvs6SPhucguPYIU-oD9JN9MY14/edit

3. When you are finished, you may begin working on gathering quotes on your next paper on how Wiesel's experiences in the camp system affect his humanity.

Day 45: 08 March 2012

1. Lesson on quote weaves:

Claim: Wiesel’s father is taking care of Wiesel even in what he believes to be his very last moments.

Support:

“’Look take this knife’ he said to me. ‘I don’t need it any longer. It might be useful to you. And take this spoon as well. Don’t sell them. Quickly! Go on! Take what I am giving you’” (71).

Weave:

When Wiesel’s father thinks that he is going to die, he gives his son the last things that he owns on earth because they “might be useful to [him]” (72). This exchange shows both how much care he has for his son and how low the Nazis have brought them.

Interpretation is in bold.

2. Read through page 80
3. Make 3 sets like the example for this section.

Day 44: 07 March 2012

1. 10 minutes to study for the roots quiz
2. Take Roots 7 quiz
3. Read Night pages 52-72
4. Write a paragraph on the following topic:

• How successful has the Nazi attempt of stealing the Jews' humanity been thus far in Night?

Use the following rubric:

https://docs.google.com/a/oconeeschools.org/file/d/0B_CqpmMQoSLBWVNtSHF4SmRSbWF6MkRXZ1M5QUpCUQ/edit

Day 43: 06 March 2012

1. 10 minutes to finish the quote-gathering from yesterday.
2. Prep guide for the next section
3.  Read 45-56
4. Open-book Quiz

Roots Quiz tomorrow and Auschwitz tour due tomorrow.

3rd block: Section 2 questions are due

Day 42: 05 March 2012

1. Notes:

• Evian, Wannsee conferences
• Euthanasia, Killing Squads, and the camp system (industrialized genocide)
• WWII represented the greatest loss of life for all sides in human history. 

2. Read to page 43

3. Given the the Nazi attempt to steal Wiesel's humanity, how does Wiesel change?

Beginning:

• interested in religion
• compassionate towards others
• resents his father a bit
• full family, ample supplies and wealth

Middle:

• forced to grow up
• begins to question his religion
• clings to his father
• scarcity and poverty
• took his name (3rd block)

Find quotes to match each of the previous statements.

The test essay topic will be about how Weisel's experiences in the camps change him.

Day 41: 02 March 2012

1. Finish reading to page 20 in Night
2. Finish Section 2 Questions
3. Homonym exercise.
Use the following words properly:

• Your
• You're
• Their
• There
• They're
• To
• too
• Two
• Break
• Brake
• Steel
• Steal
• Want
• Won't

4. Read 21-26

5. Produce a list of the progressive steps to the camp.

Day 40: 01 March 2012

Auschwitz Tour:

https://docs.google.com/a/oconeeschools.org/document/d/1Esu4TfPBBscVgdw4aTo9GwdNNB6LoQe276zwoo63bAY/edit

Turned in to my inbox by 3/7.

Day 39: 29 February 2012

1. Finish the questions for section 1
2. Reflections on 6 pictures from USHMM and one victim bio
3. Begin reading section 2