Tuesday, Sept.3 ~ Mythology in Advertising

Prefixes

• circum - around
• const - stand

Suffixes

• cide - kill
• esis, osis - action, process, condition

Root

• germ - vital part

Quick Review: What is each one known for? 

Journal #8 ~ Allusions to Mythology in Advertising:

*First copy the definition of allusion

ALLUSION: A casual reference in literature to a person, place, event, or another passage of literature, often without explicit identification. Allusions can originate in mythology, biblical references, historical events, legends, geography, or earlier literary works. Authors often use allusion to establish a tone, create an implied association.

We all know that companies create identity by the power of association. They can use association by name or image. What identity did Honda intend on giving their van by giving the name, Odyssey, to this model?

Continuing J8... Identify the Allusion: Using your knowledge of Greek mythology and some internet research, figure out why your assigned company or product is named or branded as it is.

• In your journal, record the name and a brief description to explain why the company chose that name/logo. To see all images, click here.

HW: Finish all company/description entries in Journal #8 and complete Journal #9.

EQ: Why should we study mythology if they are just false idols anyway? 

Journal #9 (Honors only) ~ Chesterton on Mythology: Read this Chesterton article .
1. Chesterton says that "he who has no sympathy with the myths has no sympathy with men" (361). What does he mean and do you agree?
2. According to Chesterton, where does the need for sacrifice come from? What does it satisfy? Do you think people today still feel that need?
3. According to Chesterton, why is Greek Mythology worth studying?

Block Day, August 29-30 ~ Hero's Journey

Word Parts

Prefix

• bio - life
• caco - bad

Suffix

• escent - in the process of 
• ese - native of, language of 

 Root

• voc - to call

EQ: Why should we study Greek mythology if they are just false idols anyway? 

Go over Journal 5

Journal 6:What's in your cave? 

Joseph Campbell once said, "The cave you fear to enter holds the treasure you seek." How is this true in life? Explain. What is your "cave" and what could you gain by entering it?

Activity: What story am I telling?

Video Clip: What is the Hero's Journey?

Journal 7: Hero's Journey Application

In small groups, use this chart to figure out how common hero stories fit the pattern. Your group will choose a movie or book to work on together. Some stories may include The Hunger games, Harry Potter, Percy Jackson, Spiderman, Batman, Superman, Divergent (basically any story you all know).

Welcome Parents!

Amber West 

amberwest@mvcs.org         

www.lovepowerandasoundmind.blogspot.com


For God has not 
given us a spirit of 
fear, but of love, 
power and a sound 
mind. 
~ 2 Timothy 1:7

Wednesday, August 28 ~ Lewis on Myths

Prefix

• bene - well, favorable
• bible - book

Suffix

• ence, ency - action, state of, quality
• er, or - one who, that which

Root

• cred - believe

Poster Walk

• Take notes on the posters in order to prepare for a future quiz. You may put these notes in with your journals as Journal 4, or use this chart as a digital format. (If you use the chart, you will have to add a few more boxes at the bottom to get the ones that were added this year.)

Journal 5: Lewis on Myth
What is it about those myths? Why are they worth studying anyway?
C.S. Lewis has a pretty cool answer. Summarize his thoughts from the short blurb below. What is he saying Greek stories really are? What were the Greeks actually hoping for in their own stories?

In one way, of course, God has given us the Morning Star already: you can go and enjoy the gift on many fine mornings if  you get up early enough. What more, you may ask, do we want? Ah, but we want so much more -- something the books on aesthetics take little notice of. But the poets and the mythologies know all about it. We do not want merely to see beauty, though, God knows, even that is bounty enough. We want something else which can hardly be put into words--to be united with the beauty we see, to pass into it, to receive it into ourselves, to bathe in it, to become part of it. That is why we have peopled air and earth and water with gods and goddesses and nymphs and elves--that, though we cannot, yet these projections can enjoy in themselves that beauty, grace, and power of which Nature is the image. That is why the poets tell us such lovely falsehoods. They talk as if the west wind could really sweep into a human soul; but it can't. They tell us that "beauty born of murmuring sound" will pass into a human face; but it won't. Or not yet. For if we take the imagery of scripture seriously, if we believe that God will one day give us the Morning Star and cause us to put on the splendour of the sun, then we may surmise that both the ancient myths and the modern poetry, so false as history, may be very near the truth as prophecy. At present we are on the outside of the world, the wrong side of the door.... but all the leaves of the New Testament are rustling with the rumour that it will not always be so. Someday, God willing, we shall get in. (from The Weight of Glory).

HW: Do a bit of research and talk with your friends. You will soon need to film a Greek Myth. Who will you work with? What myth will you choose? Use this homework free night to explore some myths for fun...I recommend the TED short films on youtube.

Tuesday, August 27 ~ Finish those posters!

Want to come to Spain? 
Come to our meeting tomorrow night!
It's right here in M16 from 6:10-6:20 (right in the middle of Back-to-School Night).

Word Parts
Prefix                                                        

• auto - self                                           
• bi - two

Suffix

• ee - one who receives the action
• en - made of, to make

 Root

• vict, vinc - conquer

Poster Time! 

They are due tomorrow. Please drop them off in the morning so I can hang them!

HW

Finish the poster & bring it during flex tomorrow.

Monday, August 26 ~ Greek Posters

Prefixes

• aqua - water 
• archaios - ancient 

Suffixes

• cian - processing a specific skill or art
• cy - action, function

Root

• phys - body

Turn in True Colors Writings today!

Poster Time

EQ: What will it take for you to finish this poster in the first 15 minutes tomorrow? 

Block Day, August 22-23 ~ Greek Gods Begin!

Prefixes

• anthro - man
• anti - against

Suffixes

• ance, ancy - action, process, state
• ary, ery, ory - relating to, quality, place where

Root

• luc, lum, lus, lun - light

Half hour of promised work time. Use it wisely!

Let's preview our next unit: Greek Mythology!

Honors EQ: Why should we study Greek mythology if they are just false idols anyway? What do you already know about Greek gods/myths? Is there anything that especially peaks your interest on this topic? 

Mythology Posters are coming. Here are some of the possible subjects for your group (You may chose a partner). 

Greek Gods (Roman Name)

1. Zeus (Jupiter, Jove)
2. Hera (Juno)
3. Poseidon (Neptune)
4. Dionysus (Bacchus)
5. Apollo (Apollo)
6. Artemis (Diana)
7. Hermes (Mercury)
8. Athena (Minerva)
9. Ares (Mars)
10. Aphrodite (Venus)
11. Hephaestus (Vulcan)
12. Demeter (Ceres) 

 Characters

1. Phaethon
2. Medusa
3. Atlas
4. Nike
5. Hydra
6. Python
7. Oracle
8. Amazon
9. Hercules

Record of claimed characters for West.
Record of claimed characters for Renard.


HW: Bring anything you want to use for your poster.

Poster Assignment Description

You will be making a poster of your god or goddess. You will have class time today and Monday to complete the poster. Posters will be displayed to teach others.  

• One person needs to get your poster board
• Don't forget to put your names and period on it!
• Everyone needs to bring colored pens and pencils.
• You will need to incorporate text and drawings. 

Poster Requirements 
~ Please record your notes as Journal #3: Poster Prep

• What is the basic origin and history of this Olympian? Don't forget to include both Greek and Roman names of your god.
• What is this god or goddess associated with (wine, fertility, war, death, grain, a certain planet, an occupation, etc.)? 
• What symbols usually attend this god or goddess (eagle, thunderbolt, winged shoes, etc.)? 
• Explain a favorite story in which this god or goddess chiefly figures.
• Note at least one reference or allusion one may find in arts and culture (music, painting, ads, etc.). 
• Search the Scriptures: Find a verse, passage, or story from the Bible that relates to a story from your god or goddess (perhaps the moral is similar; perhaps it is opposite; perhaps the story appears to be a modified reflection of a story in the Bible)
• Lastly, find at least one modern word (or word root) that is derived from your god or goddess.  Include that word or root and its definition on your poster.
• Click here for the rubric.

Teacher Color Results

Preview attachment IMG_2874.jpg

Wednesday, August 21 ~ Teachers have colors too!

Announcement: Please bring a posterboard to class tomorrow or Monday at the latest! (fWe're talking the flimsy poster boards, not the foam board stuff please.)

Word Parts: Create a Prefixes/Suffixes section of the notebook, please record the beginning of all three lists and brainstorm at least two words for each part. BONUS! Can you create a word that uses a part from all three lists?

Prefixes
a, an - without or not
ab, abs, a - apart, away from

Suffixes
able, ible - able, capable
ade - result of action

Root Review
duc, duct ~ lead


Finish PPT and Discuss J1 
EQ: Are these colors true for you? Where do you see these traits come out in your life?

True Colors Part 2
EQ: How do your colors interact with those of your teachers and classmates?

• Do you think it is more beneficial to have a teacher whose colors match yours or whose colors balance yours?

The second part of this concept is that we can think about the people we are learning with in terms of their strengths and weaknesses. If we know each other better, then we can value them and communicate better. Even teachers are part of that consideration.

TC Part 2: click here to view this power point.

Journal 2:  Teacher Colors

• Take notes on how your colors might interact with what you guess are your most challenging teacher's colors. How will you survive this year?

Assignment: True Colors Write Up

• Due Monday in class
• Includes both short story and short reflection (outlined below)
• Typed and printed, MLA (double spaced, 12 pt. font, MLA heading, etc...)

Write a 1-page reflection of how your personality traits can be a strength or weakness when it comes to school. Give examples or illustrations of how you've seen this play out in your life. What are your survival strategies for working well with both teachers and students who often have such different thinking styles? Survival strategies should include both how you will bank on your strengths as well as ways you can help yourself with your weaknesses.

Tuesday, August 20 ~ Picture Day!

Picture Day


Word Parts
Leadership Opportunity... and Roots Quiz buffer if you need it later.

Prefixes

• ad - toward
• agere - act

Suffixes

• age - act of, state of, result of
• al - relating to

Root

• mit, miss - send

True Colors

Finish up power point and begin your assignment:

Assignment: True Colors Gettin' Real

Today, you are a short story writer who has been commissioned to demonstrate the True Colors Personality Types in the characters of your story. Luckily, the main character is none other than your lovely self.

Your audience consists of a stressed out crowd who just needs a good laugh.

Your product: A short story (2-3 pages, MLA, double-spaced, 12 pt. font). This first-person story must explain how you, as the main character, would react to one of the situations below. You must also include at least two other characters based on your real friends or family acting in their own dominant color types.

Situation Options: Choose one.

1. "So there I was in tenth grade gym class at a new, huge school, doing sit-ups and a person I do not know at all is holding my feet down. As I come up to the top of a sit-up, I let an unexpected one loose. The girl/guy holding my feet let go as if I'd torched him/her with my fart; the class erupts into laughter. The gym teacher tries not to laugh while telling all of us: 'It's natural.'
2.  "One day in ninth grade, I was walking home and my friends who took the  bus home from school yelled my name and waved out the window. I turned to look as I heard my crush’s voice. Then, I WALKED INTO A POLE!  Everyone who was waving started laughing and I was sure my crush saw me ‘crash and burn’. Most embarrassing moment ever!”
3. "Last year, during finals we were all taking the toughest test yet (insert class here). I was starving at we still had at least an hour until lunch. Suddenly my stomach let out the longest, lowest growl. Everyone laughed. (Insert teacher) quickly told us to quiet down and maintain a testing environment. From that point on, my stomach continued to voice its protest just about every ten minutes like a sad, strange alarm clock."
4. "At the department story I really had to pee. Finally, I found one of those single-stall, unisex bathrooms. When I walked in, everything looked clean, but the smell was gnarly! I quickly did my business and rushed out of there, only to find a cute stranger waiting to be next, leaning against the wall. We exchanged awkward eye contact as s/he smelt the horrid aroma, assuming it was my fault. I was mortified."
5. "Last week at the gym/practice I had to run several miles on the treadmill. Once second I was running, happily singing along to my favorite mix. The next minute, the machine seemed to unexpectedly speed up. Suddenly I was slammed against the hot, moving conveyor belt and swooped to the back wall in a heap feeling like I had taken a wild ride from some mix of Aladdin's magic carpet and a mechanical bull."
6. "It was my first (insert meaningful even such as a job interview or date) and I had an unexpected attack of sneezes. I thought I had escaped embarrassment, but alas I looked down and noticed a lovely..and large booger that had landed right in the middle of my shirt."
7. Your own most embarrassing or made up silly story… just make us laugh!

Monday, August 19 ~ I See Your True Colors

First, let's score these surveys.

She said it best...do you know who she is?
You can watch the cheesy 80s video if you want to.

Now it's time to share your top two colors here.

True Colors Part 1

Psalm 139: 13-14 tells it best.

For you created my inmost being;

you knit me together in my mother's womb.

I praise you because I am fearfully and wonderfully made;

your works are wonderful, I know that full well.

Inquiry Statement: Is it true?

   Perspectives change as we take an open-minded point of view and recognize human dignity.


Consider the quote from Dan Rockwell... "Enlightenment happens when we see ourselves and others in a new light - when we rethink beliefs and challenge assumptions."

How can we be enlightened about the people we are so used to seeing...the people who we are used to being annoyed by...the people we have history with?


So what do these colors mean?

PAUSE! Organize that notebook... Word Parts (20 pgs in front), Grammar (20 pgs in back), and Content (all the pages in the middle).

Journal #1: True Colors
As we go through the power point, take notes on three things:

• What words or ideas from your top color describe your personal strengths and weaknesses?
• What words or ideas from your second color match you the most?
• Considering your traits, record five examples of how you've seen your true colors manifest in your life circumstances...story time!

Test a staff member or teacher for their colors. Bring your results asap! There may be a small treat in exchange....

Block Day, August 15-16 ~ Day 2

Finish Syllabus

Know thy BLOG!

Turnitin.com

• Go to turnitin.com and enter your code. Password is mustangs.
• Period 1 ~ 21893332
• Period 2 ~ 21893352
• Period 4 ~ 21893361

Activity

• Noodling Around

Writing Sample

• 3-4 paragraphs
• Write down a real story from your life this summer that will give me a taste of who you are. 
• Don't forget to name your story!
• Suggestion: give your story closure by ending with a discussion of what the story shows about you or what you learned about yourself.

Homework - Due Monday

• Please fill out this document (I have paper copies in class). Don't worry about scoring it. I'll help you on Monday. Please enter scores here by the end of class on Monday. 
• Please buy yourself a single-subject notebook or journal for this class. Get some rest after this first week!

Wednesday, August 14 ~ Welcome!

Good Morning!

As you come in, please answer these questions on the lined side of the notecard provided on the desk.

Info Card

• On the front please write your preferred name (Write big to fill the card! It has to show up in the picture:)
• On the back...
• Where are you from?
• What is your passion?
• What is your pet peeve?
• Favorite candy or salty snack?
• What is one thing you want people to know or understand about who you are? 
• What should I know about you as a student to help me teach you better this year?

Syllabus: Here is a basic syllabus to get us going, but please click here for the full version of our syllabus or click here for the Parent Student Handbook.

Click here if you cannot see the image below. 

Homework

Not tonight. Rest well and charge that ipad!

Wednesday, May 8 ~ Practice Debate

Please rate our class here!

EQ: Can you flow?

Mock Debate: Should women be allowed in Combat?

Double check your due date!

Tuesday, May 7 ~ EQ: What are Flow Notes?

Double check Due Dates.

EQ: What are Flow Notes?

• How are they set up?
• How does it help me to evaluate a debate more objectively? 

Practice Debate

• Should women be allowed to fight in combat? (SQ=Yes, AFF = No)
• Click here for the very recent background.

We will practice the debate structure and our flow notes tomorrow. 

Monday, May 6 ~ EQ: How is a debate organized anyway?

Quizzes returned.

Due: Opening and Closing Speeches

• Before you turn it in, trade it with your partner and read over it.
• Does your partner have the same THEMESS?
• Do your opponents? 
• Now Trade with a third party person (not your partner or opponent).
• Are there any logical fallacies?
• Can you help the person improve any of his/her arguments? 

Let's get Debate Due Dates.

Let's take a look at our Debate Structure as well.


Finish Impromptus.

Block Day, May 2 ~ EQ: Which speech must I write this weekend?

WARM-UP

• Sentence Type? I did not see them because Eli and Mitzli came in before flex. 

DEBATE

• Go over rubric.
• Click here to for the speech outlines. You must find the correct side and position.
• Work Time: Research and write your speech.
• NOTE: It is very important to track an issue all the way through a debate. Your opener and closer must mention the same THEMESS that you do; otherwise, points will be lost. 
• Impromptus 

HW

• Speeches due on Monday as hardcopy (printed or neatly hand written is fine)

And just in case you want it....Debate Structure

Wednesday, May 1 ~ EQ: How can I organize my evidence?

QUIZ!!!

• Research your topic when you finish.

DEBATE NOTES

• Facts/Statistics
• Quotes
• Cause/Effect
• Anecdotes (short stories)
• Opinion (from experts or general)
• Hypothetical examples
• Comparisons 

      EQ: How can I organize my research to be ready for a fast-paced debate? 

•     THEMESS is an acronym for the SEVEN areas you can use to look for arguments. By knowing these seven areas, you will make sure that you have thoroughly searched for all the possible angles of an issue. Please record this acronym and it's hint questions in your Debate Notes.

Time     
Does it save people time?

Health      
Does it allow people to be physically, mentally or socially healthier?

Education    
Does it enable people to become better educated?

Money             
Does it save people money?

Environment      
Does it help the Earth's environment?

Safety                  
Does it keep people safer?

Scripture                  
Does it support a Christian world view?

• Use the THEMES Worksheet to practice and analyze the article for each "angle" or topic.
• Independent Practice: Choose an article of your choice from your own research. Organize your evidence using the THEMESS format to make sure you've examined all angles and sides of your topic. 

HW

• Choose three to four (max) THEMESS to focus on for your own debate.
• Start making note cards of evidence, grouped by your most prominent THEMESS.

Tuesday, April 30 ~ Game on. Are you ready for the quiz tomorrow?

WARM-UP

• Sentence Type? Rhiannon and Francesca left on the bus before I arrived, so I did not see them at the station.  

DEBATE

• Choose your topic and position: Click here to view the master list.
• Study for the quiz while we get partners worked out. 
• Research time
• Impromptus

HW

• Quiz tomorrow (ELP, Logical Fallacies, Debate Vocab)

Monday, April 29 ~ Choosing topics!

Extended Chapel/Assembly Schedule
HS Bell Schedule
First	8:10 - 8:50	40 minutes
Second	8:55 - 9:35	40 minutes
Break	9:35 - 9:45	10 minutes
Third	9:50 - 10:30	40 minutes
Fourth	10:35 - 11:15	40 minutes
Chapel/Assembly	11:20 - 12:25	65 minutes
Lunch	12:25 - 1:05	40 minutes
Fifth	1:10 - 1:50	40 minutes
Sixth	1:55 - 2:35	40 minutes
Seventh	2:40 - 3:20	40 minutes
Buses leave at 3:30

WARM-UP

• Sentence Type Practice: Nick and Chely realized that Chris was waiting at the train station after they had already left on the bus.

DEBATES

Topic Votes

• Should we add something first? 
• Let's vote on your class topics. Mark only five with your class period number on the left.

Journal 40: Debate Vocab

• Affirmative - The side of the debate that says "yes" to change. This team will strive to show that the current system/law/rule must change. Often this team will lay out a possible plan of change. 
• Brief – A summary of all the evidence to be used in a debate. Similar to what lawyers use in American courts, debaters can use this as an organizer in preparation for the formal debate.
• Burden of Proof – The affirmative or positive side is proposing a (new) position or resolution. Therefore it falls to this side to show evidence for that position. This requirement is called the burden of proof.
• Proof – evidence supporting the team’s position or used to denigrate or defeat the opposing view.
• Proposition – A suggestion that is offered for consideration or acceptance. An idea presented calling the hearer to accept a specific position or changes his actions. There are several kinds of propositions. Depending on the nature of the proposition, the evidence for the position will change. A.K.A. the resolution.
• Value - Television is harmful to kids; animals have rights too. This is a debate of opinions.
• Fact – North American cars are more trouble prone than Japanese marks. This is a debate of fact. An argument based on whether something is true or false.
• Policy – The government should include prescription medication as part of funded public health care. This is a debate proposing a change of procedure or a call to action.
• Presumption – In a debate, the positive side is an advocate for change. Therefore the negative side is defending the status quo. The negative side enjoys the presumption that they are correct. Presumption is acceptance of the correctness of a position based on prior evidence or belief. Ex. Affirmative: The world is round vs. Negative: The world is flat.
• Rebuttal – Statements claiming that some proposition is untrue or incorrect. A team uses the rebuttal time to refute statements made by the opposition.
• Resolution – A formal statement of the proposition. Ex. “Be it resolved that the government should eliminate taxes on the purchase of reading material.”
• Status Quo – The generally held opinion held prior to the start of the debate. The Affirmative argues to change it in some manner.

Topics are.... We'll place partners tomorrow. Get someone to claim for you if you will be absent!

Impromptus