Bellwrite # 36: What do teens mean when they call someone "hot"? What, according to them, makes a guy "hot"? A girl? What do you think?
We discussed the bellwrite question in light of Screwtape Letter #20. We considered the meaning of spiritual attractiveness or deep beauty.
We also began to read excerpts from The Communist Manifesto.
Homework:
Read Screwtape Letter 21.
Finish the first draft of your resume.
Wednesday, April 30, 2014
Update April 29
Writing Portfolio
We worked on writing resumes, discussing the following standards:
1) Formatting should be accessible and clear. (You may wish to use a template in your word processing program.)
2) Professional appearance (black and white unless you are extremely careful that any color is highly professional)
3) Grammar: ensure that bulleted lists are in the same grammatical form (parallel with one another)
4) Categories should be selected to highlight your strengths and the desires of the potential employer
5) Use evidence to showcase the personal traits and skills employers seek.
6) Use precise verbs to show what specific skills you have demonstrated.
7) References go at the end and may be listed or simply "Available upon request." (We discussed etiquette for asking someone to be a reference ahead of time.)
Core
Bellwrite #35: Is there such a thing as a war crime or is that a contradiction in terms?
We held our debate on the justice of the Treaty of Versailles. Both classes and sides of the debate did admirably. Afterward, students were asked to write a personal response to the question of the debate.
Homework:
We worked on writing resumes, discussing the following standards:
1) Formatting should be accessible and clear. (You may wish to use a template in your word processing program.)
2) Professional appearance (black and white unless you are extremely careful that any color is highly professional)
3) Grammar: ensure that bulleted lists are in the same grammatical form (parallel with one another)
4) Categories should be selected to highlight your strengths and the desires of the potential employer
5) Use evidence to showcase the personal traits and skills employers seek.
6) Use precise verbs to show what specific skills you have demonstrated.
7) References go at the end and may be listed or simply "Available upon request." (We discussed etiquette for asking someone to be a reference ahead of time.)
Core
Bellwrite #35: Is there such a thing as a war crime or is that a contradiction in terms?
We held our debate on the justice of the Treaty of Versailles. Both classes and sides of the debate did admirably. Afterward, students were asked to write a personal response to the question of the debate.
Homework:
- Read Screwtape Letters 19 & 20.
- First draft of resume must be done by Thursday (May 1), after which you are responsible to review it with someone whose job involves hiring others. A revised final draft is due next Tuesday.
Monday, April 28, 2014
Update April 28
No bellwrite.
Students worked on Angel Letter #6. We finished the lecture on WWI and prepared for a debate tomorrow on whether or not the Treaty of Versailles was a just conclusion to the war. Students worked in assigned groups representing either the French or the German points of view. They prepared using a handout with excerpts from the Treaty of Versailles, the German response to the Treaty, and the Allied response to the Germans.
Homework:
Finish the Angel Letter #6.
Students worked on Angel Letter #6. We finished the lecture on WWI and prepared for a debate tomorrow on whether or not the Treaty of Versailles was a just conclusion to the war. Students worked in assigned groups representing either the French or the German points of view. They prepared using a handout with excerpts from the Treaty of Versailles, the German response to the Treaty, and the Allied response to the Germans.
Homework:
Finish the Angel Letter #6.
Wednesday, April 23, 2014
Update April 23
Bellwrite #34: Is love the cause of marriage or the result?
We skipped Screwtape Letter 17 (it is homework reading tonight), and read together Letter 18. We discussed Screwtape's idea that there are more significant reasons to marry besides being in love. Although in our society and culture, being in love is usually a prerequisite to marriage, it has not always been so. It is easy to be deceived to believe that a marriage is intended to sustain feelings of being in love all the time, and often married couples believe their marriage is not binding because they experience periods of time without these "in love" feelings. However, it seems the essence of marriage is a commitment, and no commitment can be greater than the covenant of eternal marriage.
I continued to lecture on World War I.
Homework:
We skipped Screwtape Letter 17 (it is homework reading tonight), and read together Letter 18. We discussed Screwtape's idea that there are more significant reasons to marry besides being in love. Although in our society and culture, being in love is usually a prerequisite to marriage, it has not always been so. It is easy to be deceived to believe that a marriage is intended to sustain feelings of being in love all the time, and often married couples believe their marriage is not binding because they experience periods of time without these "in love" feelings. However, it seems the essence of marriage is a commitment, and no commitment can be greater than the covenant of eternal marriage.
I continued to lecture on World War I.
Homework:
- Read Screwtape Letter 17.
- Final revision and edit of short story is due to Lauren Johnson by Friday midnight this week. No late work is acceptable because we must meet publication deadlines.
Update April 22
Bellwrite # 33: Why are we assigned to attend wards based on where we live instead of choosing which ward we feel comfortable in? Have you ever felt frustrated with the members of your ward?
We discussed Screwtape's thoughts on how we deal with those in our parish (ward). Are we critical or are we teachable? When we recognize that we are all spiritual children of God, we understand our true brotherhood and sisterhood. We understand that an important part of our spiritual work involves working through differences towards unity.
I continued lecturing on WWI.
Homework:
We discussed Screwtape's thoughts on how we deal with those in our parish (ward). Are we critical or are we teachable? When we recognize that we are all spiritual children of God, we understand our true brotherhood and sisterhood. We understand that an important part of our spiritual work involves working through differences towards unity.
I continued lecturing on WWI.
Homework:
- Finish writing Angel Letter #5 (due Wednesday).
- Short story is due to Lauren Johnson Friday by midnight.
Monday, April 21, 2014
Update April 21
Bellwrite #32: What questions do you have about Screwtape Letters #13-14? What stands out to you from them?
We discussed Letters 13 and 14. We also continued our WWI lecture.
Homework:
Short story revisions due to Lauren Johnson by this Friday for publication in class anthology.
Read Screwtape Letters 15 & 16 tonight. We will write the angel letter tomorrow in class.
We discussed Letters 13 and 14. We also continued our WWI lecture.
Homework:
Short story revisions due to Lauren Johnson by this Friday for publication in class anthology.
Read Screwtape Letters 15 & 16 tonight. We will write the angel letter tomorrow in class.
Wednesday, April 16, 2014
Update April 16
Today students took a long quiz on New Imperialism. Then we read together Screwtape Letter #11.
No new homework. If you are going to be gone to the language fair tomorrow, please work ahead on the following:
No new homework. If you are going to be gone to the language fair tomorrow, please work ahead on the following:
- Screwtape Letter 12
- Angel Letter #4
- "Romanticized War and Disillusionment" (write the answers to questions 4,6,7)
Tuesday, April 15, 2014
Update April 15
Writing Portfolio:
We began learning about how to write a resume. Students were guided in brainstorming to select a summer job/internship/or volunteer opportunity for which they would like to apply and for which they will write their resume. We examined three different resumes to identify effective and ineffective resume writing.
Core
Bellwrite: What stood out to you from the movie about William Wilberforce? How can you relate his experiences to yourself?
We reviewed imperialism in preparation for a quiz tomorrow. We then began our study of World War I.
Homework:
Prepare for the quiz on imperialism.
Write lists of 1) experiences you have had 2) skills you have developed through those experiences.
We began learning about how to write a resume. Students were guided in brainstorming to select a summer job/internship/or volunteer opportunity for which they would like to apply and for which they will write their resume. We examined three different resumes to identify effective and ineffective resume writing.
Core
Bellwrite: What stood out to you from the movie about William Wilberforce? How can you relate his experiences to yourself?
We reviewed imperialism in preparation for a quiz tomorrow. We then began our study of World War I.
Homework:
Prepare for the quiz on imperialism.
Write lists of 1) experiences you have had 2) skills you have developed through those experiences.
White Man's Burden poem
by Rudyard Kipling
Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humour
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
http://www.fordham.edu/halsall/mod/kipling.asp
Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humour
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
http://www.fordham.edu/halsall/mod/kipling.asp
Wednesday, April 2, 2014
Update April 2
Bellwrite #29: Choose ONE:
Option 1: What is peer pressure? Do you ever experience it? Why is it powerful?
Option 2: What is humor? Is it good or bad?
We read and discussed Screwtape Letter # 10. Then we rehearsed for the devotional.
I lectured on three more case studies of imperialism: Egypt, China, and Japan.
Homework:
Rehearse for the devotional. Tomorrow we have a dress rehearsal during 3rd and 4th periods.
For the devotional on Friday, students should be at the school at 7:45.
Option 1: What is peer pressure? Do you ever experience it? Why is it powerful?
Option 2: What is humor? Is it good or bad?
We read and discussed Screwtape Letter # 10. Then we rehearsed for the devotional.
I lectured on three more case studies of imperialism: Egypt, China, and Japan.
Homework:
Rehearse for the devotional. Tomorrow we have a dress rehearsal during 3rd and 4th periods.
For the devotional on Friday, students should be at the school at 7:45.
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