Search The Blog

Monday, March 31, 2014

03.31 - Orpheus Myth and Revisions

Our class today was focused on completing the work we began last week with the story of Orpheus and Eurydice. This included some practice work with the use of the hero's journey note sheet and the Orpheus and Eurydice found poem.

Once people had completed those assignments, everyone was to focus on revising or completing their creation story essay and/or their creation story illustration. I also returned creation story archetype note sheets that could be revised and I printed out grade report sheets so that people could also work on completing any third quarter assignments that had not yet been completed.

Tomorrow we will pick back up our work with the hero's journey by looking at the model in a slightly longer story. Then we will fully immerse ourselves in some classic myths once more!

Handouts/Helpful Papers:
Creation Story Essay
Creation Story Essay Rubric    

 
 
Creation Stories:
Aztec 
 
Homework:
 
Complete missing work and revise any assignment that scored below a 92.
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin
 
 

Friday, March 28, 2014

03.28 - Hero's Journey Discussion of Orpheus Myth

We did not have the juniors in our class today due to science testing being done school-wide.

In class, we reviewed and discussed responses for how the hero's journey model can be applied to the Orpheus myth that we read in class. Our discussion mainly focused on different possible connections, the order in which they occurred, and how the story was affected if one event were given different labels (i.e. labeling an event as being "approach to the abyss" or "ordeal").

Everyone had the remaining time in class to work on their Orpheus and Eurydice found poem or other quarter 3 work since grades close today.

Handouts:
Homework:
If you did not do so in class, complete the hero's journey notesheet for the Orpheus and Eurydice myth.
Begin selecting words and phrases for the Orpheus and Eurydice found poem.
Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Thursday, March 27, 2014

03.27 - Orpheus and Eurydice

We started class today by sharing the hero's journey found poems that people created last night for homework. This lead us into a review of the stages of the hero's journey and the different archetypal individuals that the hero experiences throughout the journey (the mentor, shadow, ally, trickster, etc).

Next, we read a classic myth from Greek mythology about Orpheus and Eurydice. In reading this myth, we were looking for the stages of the hero's journey and the archetypal figures that the hero (Orpheus) encounters on his journey. I read the story aloud to the class so that everyone could underline pieces of the text or take notes as we read.

Upon completing the story, everyone used the hero's journey note sheet to map out the elements of the story.

In the last ten minutes of class, we looked at making a found poem based on this story. One of the elements we addressed with found poems was that while the words cannot be altered from the text their arrangement on the page can be manipulated to add meaning in the overall poem. In class, I used the poem "Down..." by Jim Morrison (of The Doors) as a simple illustration of how word positioning on the page is used to control the reader's experience and understanding of the words on the page. This is a tool people can use to their advantage in writing found poems.

Click Image to Enlarge
In this poem, the word "down" is repeated and staggered on a different line leading to "deep" and "below." The reader's eyes have to descend, as though down stairs, leading to where the main imagery of the poem has been buried. Reading the words of the poem becomes a journey as it would be to travel to this place where "secret fires glow." This shows one way in which meaning can be added to a poem without adding extra description or words.



Handouts:


Homework:

If you did not do so in class, complete the hero's journey notesheet for the Orpheus and Eurydice myth.

Begin selecting words and phrases for the Orpheus and Eurydice found poem.

Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Wednesday, March 26, 2014

Story Diagrams

These are the story diagrams that people created and described in class.

Click to Enlarge


This is the basic outline of Campbell's plot diagram with which we will be working in class.


03.26 - Hero's Cycle

For today's class we were becoming familiar with Joseph Campbell's plot diagram of the hero's journey (which is also often referred to as the "monomyth" or "the hero with 1,000 faces"). We read an introduction to the hero's journey and talked about what this diagram looks like when applied to familiar stories (in class we used Disney movies like "The Lion King" and stories like "Harry Potter" and "Lord of the Rings").

Next, I introduced everyone to a poem style called found poetry where a poem is created by selecting and arranging words and phrases from a source text to make a poem. We looked at several examples of found poems created using the sheet that explained found poems (see below).

We will look at applying the hero's journey model to a classic myth in our next class.

Handouts:
Introduction to the Hero's Journey
Found Poem: How To

Found poem examples (made from the "Found Poem: How To" sheet):

Click Image to Enlarge

(This was a tongue-in-cheek found poem) - Click Image to Enlarge

Homework:

Write a found poem using the hero's journey introduction text from today in class.
You can challenge yourself in doing this at different levels:

Master Hero: Create a found poem exploring the question "Who is the hero with 1,000 faces?"
Hero: Create a found poem exploring the idea "What is the hero's journey"
Everyman Hero: Create a free-form found poem from the text.

Complete missing work and revise any assignment that scored below a 92.
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Tuesday, March 25, 2014

03.25 - Intro to the Hero's Journey

At the beginning of class today, everyone had five minutes to do the following:

1 - Write down (brainstorm) as many story elements as you can.
2 - Diagram out the shape that you feel most stories take. In this diagram, indicate where each of the story elements you brainstormed would typically come up.

Next, we shared out the elements and diagrams that people came up with and took time to discuss similarities and differences amongst them. Next, we read a piece that introduces Joseph Campbell's theory of the hero's journey/monomyth/story with 1,000 faces. We read this piece together, pausing to discuss it at appropriate times.

When we finished the reading we discussed how this is another, very well informed, very well thought out, way to diagram stories. Everyone took a moment to map the story elements they had brainstormed at the beginning of class on to Campbell's model (see the last sheets of the reading).

We discussed what various stages of the hero's journey look like in familiar stories (like The Lion King). We will continue working with the hero's journey tomorrow.

Handouts:
Hero's Journey Introduction


Homework:

Choose a story you are familiar with and identify the stages of the hero's journey as they appear in the story. This may be an actual journey or an inner journey. Record your connections on the sheet included with the reading.

Complete your creation story essay and illustration if you have not done so already.

Complete missing work and revise any assignment that scored below a 92.
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Monday, March 24, 2014

03.24 - Revision and Creation Story Essays

For class today, I returned work that had been submitted last week and graded over the weekend along with updated grade report sheets. Everyone had the period to revise work, complete their creation story illustration, or work on their creation story essay. Creation story essays should be handed in by Friday.

Today was the last day that everyone will have class time to work on their creation story illustration or essay. Further work on these assignments should be done for homework. I am available from 2-3:30 p.m. after school on Monday, Tuesday, Wednesday, and Friday if anyone needs help or needs to use the crayon/water color supplies. It is also possible for people to come in and work quietly while I have other classes (this needs to be done by appointment though as it depends on which period and what each class is doing).

Creation story illustration requirements:

1 - Illustrate a moment or idea from one of the creation stories that depicts one of the essential moments or ideas from that story.
2 - Include with your illustration a quote (a sentence or phrase) that adds to the meaning of the illustration.

Handouts:
Creation Story Essay
Creation Story Essay Rubric


Tomorrow we will begin working with stories that relate to the mono-myth/hero cycle.


Homework:

Complete your creation story essay and illustration if you did not do so today in class (see description/prompt and rubric above).


Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Thursday, March 20, 2014

03.20 - Creation Illustration and Essay

For class today, everyone had the period to work on their creation story illustrations. At this point, everyone should have completed their initial sketch, created a larger sketch on full sized paper, and be adding lines and color to that final drawing. Those who finished their creation story illustration in class had time to begin working on the essay on Google Drive.

I was available during class to answer questions and help people as they worked on these assignments.

Handouts:
Creation Story Essay
Creation Story Essay Rubric

Homework:

Write your creation story essay (see description/prompt and rubric above).


Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Wednesday, March 19, 2014

03.19 - Creation Story Essay and Illustration

We started class today by reviewing the requirements for the creation story essay and illustration. Everyone then had the rest of the period to work on these assignments.

As people finished their initial sketches for their illustration, we began transferring these to larger paper. While everyone worked we listened to some field recordings of traditional music from Papua New Guinea which could give people a different sense of what music can be like and how it can be part of everyday life.

We will continue work on these projects tomorrow.

Creation story illustration requirements:

1 - Illustrate a moment or idea from one of the creation stories that depicts one of the essential moments or ideas from that story.
2 - Include with your illustration a quote (a sentence or phrase) that adds to the meaning of the illustration.


Handouts:
Creation Story Essay
Creation Story Essay Rubric

Homework:

Begin outlining your creation story essay (see description/prompt and rubric above).

Prepare an initial sketch of your creation story illustration.



Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Tuesday, March 18, 2014

03.18 - Creation Story Quiz, Essay, and Illustration

We started today's class with the creation story quiz.

When everyone was done taking the quiz, we corrected the quiz together discussing correct answers and taking a moment to verify answers in our class text.

After correcting the quizzes, we reviewed the rubric for the creation story essay (see handouts section below) and revisited our discussion regarding how to structure the essay. We then reviewed which creation stories people would be illustrating and the guidelines for this assignment which are as follows:

1 - Illustrate a moment or idea from one of the creation stories that depicts one of the essential moments or ideas from that story.
2 - Include with your illustration a quote (a sentence or phrase) that adds to the meaning of the illustration.

Everyone then had the remaining time to work on their essay or illustration.

Handouts:
Creation Story Essay
Creation Story Essay Rubric

Homework:

Begin outlining your creation story essay (see description/prompt and rubric above).

Prepare an initial sketch of your creation story illustration.


Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Monday, March 17, 2014

03.17 - Revisions, Essay, Illustration

At the beginning of class today, I handed out grade report sheets for the third quarter while several people helped me to return work that was turned in last week. Everyone then had half an hour to complete and revise assignments. I was on hand to answer questions and work individually with people during this time.

Next, we took a look at the creation story essay that we previewed last Wednesday. We specifically looked at the set up (700 words, four paragraphs or more) and various ways to structure the essay. We then looked at the creation story illustration assignment. The guidelines for this assignment are as follows:

1 - Illustrate a moment or idea from one of the creation stories that depicts one of the essential moments or ideas from that story.
2 - Include with your illustration a quote (a sentence or phrase) that adds to the meaning of the illustration.

Everyone then had the remaining time to work on their essay or illustration.

Handouts:
Creation Story Essay
Creation Story Essay Rubric

Homework:

Begin outlining your creation story essay (see description/prompt and rubric above).

Prepare an initial sketch of your creation story illustration.

Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Friday, March 14, 2014

03.14 - Creation Story Discussion

For class today, we were discussing the various creation stories that we read for class.

For this discussion, we used the discussion questions printed on the creation story comparison sheet as well as any questions that other people wrote. We picked questions randomly out of a construction helmet and discussed them until we felt it was time for the next question.

People were given credit for their participation in this discussion. We will wrap up this discussion in the next class or so as we conclude our work with creation stories.

Homework:

Homework:

We will have a quiz over all of the creation stories next Tuesday.
Review your creation story note sheets in preparation. 
Complete all creation story note sheets.
Creation stories read so far:
Aztec 
Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Thursday, March 13, 2014

03.12 - (Sub) Creation Comparisons / Essay Introduction

I was not in school today as I was attending a professional conference. The instructions for the substitute were as follows:

Everyone should complete their creation comparison note sheets.
People can work with a partner on this.
Have everyone switch partners after about 15 minutes and work for another 15 minutes.

Hand out the creation theme essay prompt.
Have everyone begin brainstorming themes and possible responses to this question.

If people finish early, they may work quietly on other work (this may include some creation note sheets).

Handouts:
Creation Story Essay

Genesis creation story

Creation story comparison chart
       The comparison chart prints in the 11x17 size.
        Mr. Collins has extra copies available for those in need. 
 
Homework:

We will have a quiz over all of the creation stories next Tuesday.
Review your creation story note sheets in preparation.

Complete all creation story note sheets.
Creation stories read so far:
Aztec 
 
Complete missing work and revise any assignment that scored below a 92.
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin
 

Wednesday, March 12, 2014

03.11 - Incan Creation Story

At the beginning of class today, we read the Christian creation story from Genesis in The Bible. After reading the version of this story from the King James Bible, we looked at a more modern translation from the New International Version of The Bible to compare the use of language and to clear up some understandings of word meaning.

Everyone then had time to complete the Incan creation story note sheet and a creation story note sheet for the creation story from Genesis.

Following this, everyone had about 15 minutes to work on completing the creation story comparison chart that we have been working on in class. We took some time to discuss some of the connections that were more difficult for people to make. Some tips in making these connections were:

- how the world is created (usually something-from-nothing or something-from-chaos).
- how the gods make people and other creatures.
- the role that people are given in the world by the gods / people's relationship to other animals
- the relationship that people have to their gods
- religious practices required/recommended by the gods

We will continue to work on this comparison chart.

Handouts:

Genesis creation story
Creation story comparison chart
       The comparison chart prints in the 11x17 size.
        Mr. Collins has extra copies available for those in need.

Homework:

We will have a quiz over all of the creation stories next Tuesday.
Review your creation story note sheets in preparation.
Complete all creation story note sheets.
Creation stories read so far:
Aztec 
Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

3.10 - Revisions and Navajo Creation Story

Today, I returned assignments handed in last week along with grade report sheets. We reviewed our work with archetypes/symbols and themes/purpose from last Friday and then everyone had time to revise or complete creation note sheets as necessary.

We then turned our focus on to the Navajo creation story with everyone having time to finish the creation note sheet and then complete comparisons of other creation stories we have read to the Navajo story.

Handouts:
Incan Creation Story

  
 
Homework:
 
Read the Incan creation story and complete a story note sheet.

Complete missing work and revise any assignment that scored below a 92.
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Friday, March 7, 2014

03.07 - Aztec and Navajo Creation Stories (Archetype Focus)

There had been some confusion today regarding which creation story to read for homework last night. Several people had read the Navajo story and several had read the Aztec story (the Aztec story was the one assigned yesterday in class).

To keep moving forward, the class split into two groups focused on completing the creation story note sheet for the story they had read. In completing this note sheet we had a special focus on the archetypes and theme/purpose section as these ones had been giving people difficulty. I met with both groups to talk about archetypes and discuss how they came up in the creation story with which the group was working. We spent the rest of the class in these discussions with everyone completing their note sheet for the end of class.

Handouts:
Navajo Creation Story

 

Homework:

Read the Navajo creation story (or the Aztec story if you read the Navajo story last night) and complete the creation story note sheet.

Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Thursday, March 6, 2014

03.06 - Mayan Creation Story and Story Comparison Matrix

In today's class we were focused on completing a comparison matrix in which each of the creation stories is compared to the other creation stories. The comparison focused just on similarities that exist between the different stories.

In working on this, everyone worked with a partner. Every seven minutes we switched partners. People would compare responses with their new partner and then resume work with the matrix. This enabled everyone to work with a variety of people as well as helped spread out good ideas and unique perspectives.

We were not completing the full sheet today because we have not read the full range of creation stories. The portion that we completed below is filled in in blue below.

Click Image to Enlarge

In the last fifteen minutes of class, we came together as a class and discussed some of the similarities that people found most interesting or were hardest to identify.

We will continue debriefing this sheet tomorrow and will discuss the Mayan creation story in more detail. For homework, everyone should read the Aztec creation story and fill out the region, roles, and summary portion of the creation story note sheet.

Handouts:
Creation story comparison chart
       The comparison chart prints in the 11x17 size.
        Mr. Collins has extra copies available for those in need.
Aztec Creation Story
 
 
Homework:
 
Read the Aztec creation story and fill out the region, roles, and summary portion of the creation story note sheet.

Complete missing work and revise any assignment that scored below a 92.
 
Creation stories read so far:
 
For each creation story we have completed a creation story note sheet:
 
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Wednesday, March 5, 2014

03.05 - Yoruba Creation Story

I reviewed yesterday's class at the beginning of class today in order to set us up for the discussion of the Yoruba story and better understand how the Yoruba culture fits within Africa's diverse culture.

Everyone then had about 20 minutes to complete the creation note sheet for the Yoruba creation story. We then discussed this story through a review of the creation story note sheet.

At the end of class, everyone had time to start reading the Mayan creation story.

Handouts:
Mayan Creation Story


Homework:

Complete a creation story notesheet for the Mayan story.

Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin

Tuesday, March 4, 2014

03.04 - Culture and European Colonialism

We started off class today with about ten minutes for everyone to write down the major figures and summary of the Yoruba creation myth. The beginning of the African creation story section of our book stated that "No one 'African' culture exists. Instead, many different cultural groups live side by side on the same continent" (401). To explore what this means, looks like, and how it came to be, we took a look at the effects that European trade and subsequent colonization of the Americas and Africa had on the peoples who were subject to this colonization.

To better understand travel by sea, we looked at shipping routes from the 1800s and then at maps that showed cultural divisions within countries and then national/country divisions (borders). I was not able to find any videos that specifically displayed American routes.


Tracks of American Whaling Ships 
(gives a sense of some trade routes in the 19th century)


Tracks of Early American Trade Routes
(gives a sense of some trade routes in the 19th century)

The images below depict:
 1st map: Trade routes in the 19th century (1800s)
2nd map: Trade routes in the modern day

Notice how the creation of the Panama Canal in Latin America and the Suez Canal in the Middle East enable ships to travel between North American and South America (Panama Canal) and Europe/Asia and Africa (Suez Canal) so that ships no longer have to go all the way down and around South America or Africa. The need to travel all the way around these large continents is what lead these continents to be exposed to and colonized by Europeans (the other reason being that Europeans were interested in the goods and resources contained on these continents).

19th Century Trade Routes
(Darker areas are trafficked more heavily than lighter areas -
Continents are revealed as white because that is where ships cannot sail)
(click image to enlarge)

Modern Day Trade Routes
(areas in red are more heavily trafficked than areas in blue)

 (click image to enlarge)


The following maps show where cultural groups are located in Africa as well as where countries were formed. Prior to European interest in the African continent (which came through trade with Asia), there were no countries as we would now recognize them. In their efforts to colonize the African continent, European powers divided Africa into countries based on European interests, which often split cultural groups apart and combined other groups that did not get along with one another into one country.
Colonization of the Americas lead to a similar division and combination of native American cultural groups in the United States. While the combination of cultural groups that have historically been enemies in African countries has caused numerous civil wars across the continent, the Americas have avoided the same fate due to the fact that the original native population was severely reduced by disease and violence.

We will discuss the Yoruba creation story in detail next class.


Homework:

Finish completing the Yoruba creation story note sheet.

Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin 

Monday, March 3, 2014

03.03 - Revision Work / Hindu Creation Story

At the beginning of class today, I returned creation story note sheets that had been turned in last week.

We reviewed class performance on these sheets by looking at data on scores and submitted work. As shown by the graph, there have been a number of people who have yet to turn their sheet in (the number of sheets that has not been turned in increases for more recent assignments).

I also provided feedback on trends I observed from my position of seeing all of the work that was submitted (these are the pluses and deltas on the sheet).

(click image to enlarge)

Everyone then had the next half hour to work on completing or revising their returned note sheets and then to complete the Hindu creation story note sheet.

In the last 20 minutes of class we discussed the Hindu creation story (summary, archetypes, and connections). For homework everyone read the Yoruba creation story.

Handouts:
Yoruba Creation Story


Homework:

Read the Yoruba creation story in the World Mythology book (pages 401 - 407)

Complete missing work and revise any assignment that scored below a 92.
Keep up to date on your grades through Pinnacle:
In school: 192.168.8.7/Pinnacle/PIV
Outside of school: http://pinweb.lisbonschoolsme.org/pinnacle/pin