Update Dec. 13

Bellwrite: We wrote our final entry for the semester in our commonplace books. Then students turned in their commonplace books for grading.

Students finished the assignment from Foundations Topic 3 and turned it in. Then they worked to create study guides for the history final exam.

Homework:
Prepare for finals.

Update Dec. 12

Writing Portfolio
We reviewed the concepts of concession and refutation. Then we read two sample letters to the editor, examining their organization, use of evidence, and voice. An effective way to introduce a letter to the editor is by making a concession and refutation. The conclusion should be sure to explain why your main point (thesis) matters. "So what?" Voice should be personal, yet informed. You should clearly take a position, yet also be reasonable.

Core
Students did a freewrite on their Les Miserables essay prompt of choice. Then they conferenced in small groups to develop ideas and identify passages from the novel to use for the essay.

We also began working on Foundations Topic 3: Prelude to the Restoration (p.17 of the history book).


Homework:

• First full draft of the letter to the editor is due Tuesday.
• Foundations Topic 3: Prelude to the Restoration Reason and Record questions due tomorrow at the end of class.
• Les Miserables essay final exam on Monday. Open note, open book.
• History final exam (comprehensive) on Tuesday.

Update Dec. 11

Bellwrite: What is the significance of Javert's suicide? What is the significance of his suicide note? Does Javert change?

We discussed the bellwrite topic. We noted that the scene of Javert's suicide is between two straight bridges (the bridge of mercy and the bridge of our lady--AKA the Virgin Mary). We also noted that Javert is simultaneously compared to a wolf seizing his prey (Jean Valjean) and to a dog coming home to his master (Jean Valjean). We again discussed the difference between Hugo's conceptions of justice and law.

Students took the Glorious Revolution Quest.  They also began working on American Founding Topic 2: The U.S. Constitution.

Homework:

• Finish reading Les Miserables.
• Memorization of Mosiah 4:17-20 due tomorrow.
• 3 concession & refutation sentences due tomorrow.

Update Dec. 10

Writing Portfolio
We considered some of the arguments students researched from the other side of the Constitution debate. We also began learning about concessions and refutations.

Core
Bellwrite: None

Students reviewed the memorization of Mosiah 4:17-20. We played an improve game to help us learn about the argumentation pattern of making concessions and refutations. In building an argument, it can strengthen your position to acknowledge the truth in an opposing viewpoint (make a concession), and then refute (argue against) it.

Students developed a study guide for the history unit on the Glorious Revolution. We will have a quiz-test (quest) tomorrow.

Homework:

• Study for history quest.
• Memorization due Thursday.
• Read Les Miserables through page 572.
• Write 3 sentences giving concessions and refutations to the other side of the question of whether or not the U.S. Constitution is exceptional.

Glorious Revolution Quest Review

People

Locke
Milton
Evelyn
Trenchard & Gordon
Henry VIII
James I
James II
Charles I
Charles II
Oliver Cromwell
Roundheads
Cavaliers
William and Mary of Orange
 
Dates
1601
1607
1611
1620
1534
1688
1776
1789
 
Events
English Civil War
English Restoration
Glorious Revolution
 
Milton
Divine Right of Kings
When is revolt justified?

Locke
Property
State of nature
Natural rights
Social contract
When is revolt justified?
U.S. Declaration of Independence
 
Cato’s Letters
Limited government
Freedom of speech as an indicator of liberty
Effect on U.S. revolution
Love of liberty is the parent of all virtues
Liberty is the opportunity to enjoy the fruits of your labors

English Bill of Rights

Influence on U.S. Bill of Rights
Change to English government
Due process
Freedom of religion?
 
Other Concepts
Self-government
Rule of law

Update Dec. 9

Bellwrite: Write a 4-part quotation analysis in response to one of the subquestions for the essay test final exam).

We reviewed the four part quotation analysis pattern. Then we discussed the significance of the sewer scene in Les Miserables. Valjean, in the sewers, had taken the final step into the mire which would have committed himself to dying for Marius, and like Abraham in offering up his son Isaac, had shown his willingness to consummate his sacrifice (p.515).  We saw that Jean Valjean, after his ordeal in the sewer acquired the lens of love (p. 520). The way he sees the world upon exiting the sewer echoes the way Marius saw the world when he was in love with Cosette (p.385) and the way Eponine saw the world when in love with Marius (p. 453). [Sidenote: we considered why it was that, of all the things Eponine might talk about as she dies, she chooses to mention Marius' mirror.] We also considered why it was significant that Thenardier was the one who unwittingly saved Valjean from the sewers, and how this may be an expression of the divine justice which recompenses Valjean's noble behavior when held captive in the Jondrette's "den." We ended our discussion with a consideration of which elements of the hero's journey are present in the novel (see graphic on the following webpage http://mormonmatters.org/2013/09/17/192-the-heros-journey/).

Students worked to read the English Bill of Rights (Glorious Revolution Topic 5).

Homework:

• Les Miserables through p. 550.
• Respond to all the questions for Glorious Revolution Topic 5.

Update Dec. 6

Bellwrite: Write in your commonplace book.

We discussed Les Miserables and began preparing for the final exam (see separate post). We considered Hugo's description of the social "subsoil" of France (pp.280-281). We considered the ways in which characters are "reduced" in the story and how the reduction of mankind is related to the animal/bestial imagery in the novel.

Finally, we considered the ways in which Les Miserables can be considered an epic work, using this list of epic conventions (http://english.tjc.edu/greekromanepic/conventions.htm).

Homework
Read Les Miserables through page 528 by Monday.
Work on memorizing Mosiah 4:17-20.

Update Dec. 5

Writing Portfolio
Bellwrite: What is the difference between persuasion and manipulation?

We reflected on Doctrine and Covenants 121:41 and how it related to writing a letter to the editor.

Students shared with one another additional ideas they encountered in their research as they answered the three questions they selected from class on Tuesday.

Next, we learned the concession-refutation model of argumentation. This model follows the principle that we must seek first to understand and then to be understood. We practiced using this model to persuade in some improvisational scenarios.

Students then worked to argue for the other side of the question: Is the U.S. Constitution exceptional?

Homework: Research the other side of the argument. Write your responses to these two questions:
What are the strongest points for the other side of the argument?
What evidence is there to back up those points?

Core
We discussed the Relate and Record questions for Locke (Glorious Revolution Topic 3).
Then students worked on Glorious Revolution Topics 4 & 5.

Homework:

• Read Les Miserables through page 506.
• Work on memorizing Mosiah 4:17-20.

Update Dec. 4

We had a "cozy read-in" day. Students enjoyed hot cocoa while reading from Les Miserables. They also worked on memorizing Mosiah 4:17-20.

Homework:
Read Les Miserables up to page 484.
Work on memorization (due Thursday, Dec. 12).

Update Dec. 3

Writing Portfolio
We worked on the prewriting stage of our letter to the editor. We shared ideas about ways in which the U.S. Constitution may or may not be exceptional. Through our discussion, we identified questions that need further research.

Homework: Select three questions and conduct further research for your letter to the editor.

Core
Bellwrite: Describe the form of your self government.

We discussed the idea that all external governments are reflections of individuals' self governments. The concepts we will learn about in our government unit will have parallels in self government. Perhaps the individual, like a state, consists of competing interests. Perhaps the powers of the individual can be considered as different functions-- such as executive, legislative, judicial. Perhaps self government may involve the sharing of power with others including parents, media, the Holy Ghost, school authorities, etc. How do we wield the power of agency in a responsible fashion? What does irresponsible use of this power look like? How can we use agency in a way that respects the agency of others? Do we have a written constitution or written laws? What is our judicial system like?

We continued studying Locke together (Glorious Revolution Topic 3).

Homework:

• Answer the Reason and Record questions for Locke.
• Memorize Mosiah 4:17-20
• Read Les Miserables through page 462. Tomorrow we will have a hot chocolate reading day. Bring a blanket to sit on.

Update Dec. 2

Bellwrite: Are Cosette and Marius really in love? What is love?

We practiced our memorization of Mosiah 4:17-20. We also had a reading check (Students should be on page 418 by today.).

We then worked on discussing the following questions from Les Miserables.

1. What does Hugo mean by the "reduction of man"? Which characters have been reduced? Describe all that is lost when man is reduced. (291, bending continually more and more 66)
2. Describe the reduction of Monsier Mabeuf. (removed Marius' cataract 263, descending 341, misery unbinds 342, 402)
3. Why does Hugo include the description of the criminal ring Patron-Minette? How does the description evoke mythological imagery? How does the description show the final reduction of man? (280-282)
4. Why is the significance of Eponine's teeth? (teeth gone 285, bread 289)
5. Why does the animal imagery predominate the scenes in the Jondrette's "den"? (eat the whole world 293, nor of living 293, idleness 294, animal imagery 303, gone crazy from misery 314)
6. Why does Thenardier blame Valjean for his misery? (diseased perception 318-319)
7. Why does Valjean burn his own arm? (327)
8. Is Gavroche reduced? (332-333, and passage from unabridged)
9. Why did Valjean leave the convent? (350)
10. What is the significance of Valjean's box? ("Inseparable" 351)
11. Were Cosette and Marius truly in love? (odorous garden like Eden 353, Marius dazzled 298, love at first glance 357, the love letter 364-365, read in his eyes 366, what is your name? 370)
12. What is the significance of the mirrors? (Eponine sees a mirror 287, Cosette dazzled by herself 355, Fantine's mirror 66)
13. How does love affect perception? (385)
14. Note: Marius redeems Cosette by refusing to play her the way Fantine had been played, when his grandfather suggests he make her his mistress. (397)

Homework

• Read Les Miserables through page 440.
• Free write for Letter to the Editor due tomorrow.