7/24/13
In Class:
Journal-- On the first day of this class, you made the following agreement: "I will be the best person--intellectually, socially, and otherwise--that I can be." Did you fulfill this agreement?
Students used class time to finish final projects, catch up on missing work, or make up missing journal entries.
Exit ticket: What grade do deserve in this class and why?
Homework:
Enjoy your vacation! Keep reading.
Wednesday, July 24, 2013
Monday, July 22, 2013
July 22nd, 2013
7/22/13
In Class:
Journal-- List ten things in your life (past, present, and future) for which you are grateful; list ten things in your life (past, present, and future) which you consider struggles.
Discussed Alexie's use of storytelling as an institution and practice:
* Since storytelling is a tradition that exists in every culture, it helps create cross-cultural sympathy—it helps erase the boundaries that we draw ourselves.
Read and discussed "The Game Between the Jews and the Indians is Tied Going Into the Bottom of the Ninth Inning" by Alexie.
Independently, students worked on final projects for the remainder of the period.
Exit ticket: How many hours are left until you must have all of your final submitted?
Homework:
Work on finals.
Catch up on any missing work.
In Class:
Journal-- List ten things in your life (past, present, and future) for which you are grateful; list ten things in your life (past, present, and future) which you consider struggles.
Discussed Alexie's use of storytelling as an institution and practice:
* Since storytelling is a tradition that exists in every culture, it helps create cross-cultural sympathy—it helps erase the boundaries that we draw ourselves.
Read and discussed "The Game Between the Jews and the Indians is Tied Going Into the Bottom of the Ninth Inning" by Alexie.
Independently, students worked on final projects for the remainder of the period.
Exit ticket: How many hours are left until you must have all of your final submitted?
Homework:
Work on finals.
Catch up on any missing work.
Wednesday, July 17, 2013
July 17th, 2013
7/17/13
In Class:
Journal-- Describe a time in your life when someone made an unjustified assumptions about you.
In Class:
Journal-- Describe a time in your life when someone made an unjustified assumptions about you.
Discussed and defined stereotype: a socially-constructed, oversimplified image or belief about
a particular group of people; usually leads to prejudiced or discriminatory behavior
because it depends on unreliable assumptions.
Reviewed common stereotypical portrayals of Natives in the media:
The Noble Savage
"Brave" (Male); "Princess" (Female)
- uncivilized -- 'pure'
- stoic, strong, and moral
- peaceful
- magical/spiritual -- "mystic"
- complex & beautiful regalia
vs.
The Ignoble Savage
"Demon"
- uncivilized -- brutal, barbaric, impure
- lacking in trustworthiness, empathy, and morality
- violent
- heathenistic
- complex & violent regalia
(adapted from the Authentic History Center website)
Independently, students worked on their final projects, identifying which specific projects they would complete by next Wednesday.
Exit Ticket: List the six levels of Bloom's Taxonomy. Which of these levels of cognition will you apply to your final?
Homework:
Work on final projects.
Catch up on missing work.
Monday, July 15, 2013
July 15th, 2013
7/15/13
In Class:
Journal-- Reflect on the following quote: "Survival = Anger x Imagination. Imagination is the only weapon on the reservation." -Sherman Alexie
Reminder--Extra Credit Opportunity:
On Wednesday, July 17th, the school will take a group of students to The Lone Ranger in order to critique the portrayal of Tonto. This class has priority, but the field trip will be open to the entire school.
Defined tribalism: a strict (often extreme or irrational) adherence to one's people. Consider "loyalty" v. "betrayal." Read and discussed "Tuxedo with Eagle Feathers" by Alexie, specifically considering the collision of cultures in contrast with sovereign separation.
Independently, students worked on final projects for the remainder of the period.
Exit ticket: a) What percentage of your final project have you completed? b) What is the next concrete step you need to take in order to finish your final?
Homework:
Catch up on your missing work.
Work on your final projects.
In Class:
Journal-- Reflect on the following quote: "Survival = Anger x Imagination. Imagination is the only weapon on the reservation." -Sherman Alexie
Reminder--Extra Credit Opportunity:
On Wednesday, July 17th, the school will take a group of students to The Lone Ranger in order to critique the portrayal of Tonto. This class has priority, but the field trip will be open to the entire school.
Defined tribalism: a strict (often extreme or irrational) adherence to one's people. Consider "loyalty" v. "betrayal." Read and discussed "Tuxedo with Eagle Feathers" by Alexie, specifically considering the collision of cultures in contrast with sovereign separation.
Independently, students worked on final projects for the remainder of the period.
Exit ticket: a) What percentage of your final project have you completed? b) What is the next concrete step you need to take in order to finish your final?
Homework:
Catch up on your missing work.
Work on your final projects.
Thursday, July 11, 2013
[Missing Post] -- June 26th, 2013
6/26/13
In Class:
Journal-- Describe the first home you remember.
Defined and discussed the concept of gentrification within the last 30 years, using an excerpt of David Brooks' "People Like Us."
Read and discussed "Gentrification" by Sherman Alexie.
Independently, after our discussion, each student wrote a one-paragraph response to the question: "Was the narrator of 'Gentrification' right or wrong to move the mattress?"
Exit Ticket: Name one thing you're looking forward to.
Homework:
Finish "The Lone Ranger and Tonto Fistfight in Heaven" and write three discussion questions by Monday.
In Class:
Journal-- Describe the first home you remember.
Defined and discussed the concept of gentrification within the last 30 years, using an excerpt of David Brooks' "People Like Us."
Read and discussed "Gentrification" by Sherman Alexie.
Independently, after our discussion, each student wrote a one-paragraph response to the question: "Was the narrator of 'Gentrification' right or wrong to move the mattress?"
Exit Ticket: Name one thing you're looking forward to.
Homework:
Finish "The Lone Ranger and Tonto Fistfight in Heaven" and write three discussion questions by Monday.
Wednesday, July 10, 2013
July 10th, 2013
7/10/13
In Class:
Journal-- Reflect on one incident in your life in which you wish you had made a different choice.
Discussed the concept of historical revision: the practice of re-writing or re-interpreting history in a non-traditional, atypical, or "untrue" way. Read "Rediscovering America" by Alexie, following up with "A Drug Called Tradition" optionally.
With the remainder of the period, students worked on their final projects by reading or planning activities. Note: since the remainder of class periods will be primarily devoted to in-class independent work on final projects, participation will count double.
Exit ticket: What is polyvocality?
Homework:
Work on your final project.
In Class:
Journal-- Reflect on one incident in your life in which you wish you had made a different choice.
Discussed the concept of historical revision: the practice of re-writing or re-interpreting history in a non-traditional, atypical, or "untrue" way. Read "Rediscovering America" by Alexie, following up with "A Drug Called Tradition" optionally.
With the remainder of the period, students worked on their final projects by reading or planning activities. Note: since the remainder of class periods will be primarily devoted to in-class independent work on final projects, participation will count double.
Exit ticket: What is polyvocality?
Homework:
Work on your final project.
Monday, July 8, 2013
July 8th, 2013
7/8/13
In Class:
Journal-- Reflect on Sherman Alexie's comments on the lack of community on the Internet (video starting at 11:59). Do you agree? How does this relate to "The Search Engine"?
Mini-quiz on "The Search Engine," followed by discussion of the story.
Introduction to and distribution of final project book choices: Flight, The Absolutely True Diary of a Part-Time Indian, Reservation Blues, First Indian on the Moon, and Ten Little Indians. Each student should create deadlines for him or herself using the following calendar:
With remaining time, students began planning and reading for final projects.
Exit ticket: What is intersectionality?
Homework:
Read for your final.
Finish your calendar of deadlines.
In Class:
Journal-- Reflect on Sherman Alexie's comments on the lack of community on the Internet (video starting at 11:59). Do you agree? How does this relate to "The Search Engine"?
Mini-quiz on "The Search Engine," followed by discussion of the story.
Introduction to and distribution of final project book choices: Flight, The Absolutely True Diary of a Part-Time Indian, Reservation Blues, First Indian on the Moon, and Ten Little Indians. Each student should create deadlines for him or herself using the following calendar:
Exit ticket: What is intersectionality?
Homework:
Read for your final.
Finish your calendar of deadlines.
Sunday, July 7, 2013
July 3rd, 2013
7/3/13
In Class:
Journal-- What are the first things you want new people to know about you?
Instruction and discussion on the notion of polyvocality.
Polyvocality [the presence of many voices]: the deliberate creation of multiple independent and unique voices to demonstrate differences in perspective AND to remind us that all literature and art communicates amongst itself.
Alexie’s work often integrates multiple voices, often in conflict, to demonstrate the extreme differences he feels within his own identity characteristics.
Read and discussed "War Stories" by Alexie to demonstrate the integration of polyvocality.
Introduced final project (see separate post).
Students independently read and composed discussion questions for "The Search Engine."
Exit ticket:
- How much did you read in class today?
- Who is your favorite musical artist?
Homework:
Finish "The Search Engine" and write three discussion questions by Monday.
In Class:
Journal-- What are the first things you want new people to know about you?
Instruction and discussion on the notion of polyvocality.
Polyvocality [the presence of many voices]: the deliberate creation of multiple independent and unique voices to demonstrate differences in perspective AND to remind us that all literature and art communicates amongst itself.
Alexie’s work often integrates multiple voices, often in conflict, to demonstrate the extreme differences he feels within his own identity characteristics.
Read and discussed "War Stories" by Alexie to demonstrate the integration of polyvocality.
Introduced final project (see separate post).
Students independently read and composed discussion questions for "The Search Engine."
Exit ticket:
- How much did you read in class today?
- Who is your favorite musical artist?
Homework:
Finish "The Search Engine" and write three discussion questions by Monday.
Monday, July 1, 2013
July 1st, 2013
7/1/13
In Class:
Journal-- Recount your favorite mistake.
Direct instruction in ascribed vs. achieved character traits, particularly in regards to the wielding of power in society.
ascribed: a character trait assigned to a person by society or a social group. (Cannot be controlled.) Ex.-- black, age 17, Canadian, son/daughter.
achieved: a character trait which a person chooses or earns. Ex.-- doctor, model train enthusiast, father.
Discussed the notion of intersectionality: the concept that a person’s identity is composed of an infinite number of intersecting identity traits. (Often focuses on minority groups.)
Reviewed and discussed "The Lone Ranger and Tonto Fistfight in Heaven," focusing on the dynamic of power and racial discrimination.
Exit ticket: List five of the character traits (ascribed or achieved) that make up your unique intersection.
Homework:
By Monday, read "The Search Engine" and write three discussion questions. -- "If you make heroes out of humans, you'll invariably be disappointed." -Alexie
In Class:
Journal-- Recount your favorite mistake.
Direct instruction in ascribed vs. achieved character traits, particularly in regards to the wielding of power in society.
ascribed: a character trait assigned to a person by society or a social group. (Cannot be controlled.) Ex.-- black, age 17, Canadian, son/daughter.
achieved: a character trait which a person chooses or earns. Ex.-- doctor, model train enthusiast, father.
Discussed the notion of intersectionality: the concept that a person’s identity is composed of an infinite number of intersecting identity traits. (Often focuses on minority groups.)
Reviewed and discussed "The Lone Ranger and Tonto Fistfight in Heaven," focusing on the dynamic of power and racial discrimination.
Exit ticket: List five of the character traits (ascribed or achieved) that make up your unique intersection.
Homework:
By Monday, read "The Search Engine" and write three discussion questions. -- "If you make heroes out of humans, you'll invariably be disappointed." -Alexie
Monday, June 24, 2013
June 24th, 2013
6/24/13
In Class:
Journal-- Reflect on the poem, "In the Matter of Human v. Bee" by Alexie.
Discussed and defined "race" as a socially-constructed classification (differing from ethnicity and heritage) based on arbitrary physical characteristics. "Race, then, cannot predetermine someone’s intellect, personality, belief system, or life path. However, because of social circumstance and systematic prejudices, race will effect someone’s personal experiences."
transparency phenomenon: members of the majority race do not identify as strongly with their racial identity, and therefore do not consider the influence of race in the same way marginalization: the systematic social process of pushing groups of people out of the mainstream.
Class discussion on "Indian Education."
Exit ticket: Define 'race.'
Homework:
Write an educational narrative in a style mirroring Alexie's which uses at least four anecdotes.
Read "The Lone Ranger and Tonto Fistfight in Heaven" and write three discussion questions by Monday, July 1st.
In Class:
Journal-- Reflect on the poem, "In the Matter of Human v. Bee" by Alexie.
Discussed and defined "race" as a socially-constructed classification (differing from ethnicity and heritage) based on arbitrary physical characteristics. "Race, then, cannot predetermine someone’s intellect, personality, belief system, or life path. However, because of social circumstance and systematic prejudices, race will effect someone’s personal experiences."
transparency phenomenon: members of the majority race do not identify as strongly with their racial identity, and therefore do not consider the influence of race in the same way marginalization: the systematic social process of pushing groups of people out of the mainstream.
Class discussion on "Indian Education."
Exit ticket: Define 'race.'
Homework:
Write an educational narrative in a style mirroring Alexie's which uses at least four anecdotes.
Read "The Lone Ranger and Tonto Fistfight in Heaven" and write three discussion questions by Monday, July 1st.
Thursday, June 20, 2013
June 19th, 2013
6/19/13
In Class:
Journal-- Reflect on the importance reading and writing have played--and will play--in your life. How does your perspective relate to Alexie's?
Discussion on "The Joy of Reading and Writing: Superman and Me":
Lesson on passive v. active reading, including the definition of theme and the "exchange/transaction" model of reading.
Introduced "Bloom's Taxonomy" and the process of forming good discussion questions: questions that can't necessarily be answered (How? Why?). See the above questions on "Joy of Reading and Writing" for examples.
Exit Ticket: List the levels of Bloom's Taxonomy in order.
Homework:
Read "Indian Education" and write three discussion questions.
In Class:
Journal-- Reflect on the importance reading and writing have played--and will play--in your life. How does your perspective relate to Alexie's?
Discussion on "The Joy of Reading and Writing: Superman and Me":
-Ÿ
Summary: Impoverished Alexie, age 3, learns to read using a comic book; he admires his father’s proclivity for reading; Alexie discovers the concept of paragraphs and learns to read through inference; Alexie reflects on the deliberate failure of his culture and describes the significance of reading to survive.
- “If he’d been anything but an Indian boy living on the reservation, he might have been called a prodigy. But he is an Indian boy living on the reservation and is simply an oddity” (15). – If someone has a particular characteristic, why is it interpreted in different ways in different settings? Why doesn’t the label ‘prodigy exist on the rez?
- Why do Alexie’s peers expect to—even want to—fail in the “non-Indian world” (15)?
- What does Alexie mean by “I was trying to save my life” (15)? “trying to save our lives” (16)?
Ÿ- What is the significance of breaking down reality into paragraphs?
Ÿ- Reflect on the method Alexie uses to infer the words used in the Superman plot. Do you think the words he applied were correct? Was his decoding process bulletproof?
- “If he’d been anything but an Indian boy living on the reservation, he might have been called a prodigy. But he is an Indian boy living on the reservation and is simply an oddity” (15). – If someone has a particular characteristic, why is it interpreted in different ways in different settings? Why doesn’t the label ‘prodigy exist on the rez?
- Why do Alexie’s peers expect to—even want to—fail in the “non-Indian world” (15)?
- What does Alexie mean by “I was trying to save my life” (15)? “trying to save our lives” (16)?
Ÿ- What is the significance of breaking down reality into paragraphs?
Ÿ- Reflect on the method Alexie uses to infer the words used in the Superman plot. Do you think the words he applied were correct? Was his decoding process bulletproof?
Lesson on passive v. active reading, including the definition of theme and the "exchange/transaction" model of reading.
Introduced "Bloom's Taxonomy" and the process of forming good discussion questions: questions that can't necessarily be answered (How? Why?). See the above questions on "Joy of Reading and Writing" for examples.
Exit Ticket: List the levels of Bloom's Taxonomy in order.
Homework:
Read "Indian Education" and write three discussion questions.
Monday, June 17, 2013
June 17th, 2013
6/17/13
In Class:
Welcome!
Journal-- Compile a list of your identity roles and characteristics, beginning each sentence with "I am..." (e.g., - I am a son, - I am a musician, - I am nerdy.)
Introduction to Sherman Alexie:
Sherman Alexie is a contemporary American Indian author. He writes poetry, short fiction, novels, slam poetry, stand-up comedy, young adult literature, screenplays, and memoirs, among other things.
Above all, he is a storyteller.
Alexie on telling genuine stories -- 14:15 - 16:03
- Born on the Spokane Indian Reservation in Washington state.
- Family life/childhood:
*Struggled with health issues: hydrocephalus and complications
*Father was an alcoholic and would often disappear for days on end
*Grew up “on the rez” in poverty
*Transferred to an all-white high school off the reservation; frequent encounters with racism and bullying— from the white students and from his old rez friends.
- Shortly before graduating from Washington State University, Alexie published his first collection of stories and poems.
- Arguably the strongest voice in American Indian literature, speaking to themes and experiences that he considers essential to a) being Indian, and b) being human:
*poverty *ethnicity/culture *identity *despair *violence *substance abuse
Time's 10 Questions with Sherman Alexie.
Reviewed course syllabus (see separate post), grading structure, and class expectations.
Exit Ticket: Complete this sentence-- "If I do one thing to succeed this block, it will be..."
Homework:
Read and annotate "The Joy of Reading and Writing: Superman and Me," a literacy narrative by Alexie.
In Class:
Welcome!
Journal-- Compile a list of your identity roles and characteristics, beginning each sentence with "I am..." (e.g., - I am a son, - I am a musician, - I am nerdy.)
Introduction to Sherman Alexie:
Sherman Alexie is a contemporary American Indian author. He writes poetry, short fiction, novels, slam poetry, stand-up comedy, young adult literature, screenplays, and memoirs, among other things.
Above all, he is a storyteller.
Alexie on telling genuine stories -- 14:15 - 16:03
- Born on the Spokane Indian Reservation in Washington state.
- Family life/childhood:
*Struggled with health issues: hydrocephalus and complications
*Father was an alcoholic and would often disappear for days on end
*Grew up “on the rez” in poverty
*Transferred to an all-white high school off the reservation; frequent encounters with racism and bullying— from the white students and from his old rez friends.
- Shortly before graduating from Washington State University, Alexie published his first collection of stories and poems.
- Arguably the strongest voice in American Indian literature, speaking to themes and experiences that he considers essential to a) being Indian, and b) being human:
*poverty *ethnicity/culture *identity *despair *violence *substance abuse
Time's 10 Questions with Sherman Alexie.
Reviewed course syllabus (see separate post), grading structure, and class expectations.
Exit Ticket: Complete this sentence-- "If I do one thing to succeed this block, it will be..."
Homework:
Read and annotate "The Joy of Reading and Writing: Superman and Me," a literacy narrative by Alexie.
Course Syllabus -- Language Arts Survey: Sherman Alexie
Language Arts Survey: Sherman Alexie
June 17th – July 24th,
2013
MW 9:30 - 11:00, Room 1
Shane Abrams
Course Texts
The vast majority of course texts
will be provided in handouts; a folder, binder, or other organizational system will
be necessary.
The
following blog will also serve as a resource for disseminating materials and
texts:
Course Description
This
course will use selected works of the author Sherman Alexie to help students
develop literary and critical thinking skills through reading, writing,
speaking, and listening. Alexie is a well-known contemporary author whose
fiction, essays, poetry, comedy, and film provide access to contemplation of identity,
multiculturalism, and humanity. By surveying Alexie’s work, students will
engage a focused and meaningful dialogue with literature.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· read, analyze, discuss, and
respond to a variety of texts written by Alexie.
· engage in unique and relevant
literary discussions by drawing on both personal experiences and academic
analysis.
· compose and present readings of
particular literary works.
We will aim
to explore—perhaps even answer—some of the following questions:
· How does literature reflect and
critique our current society? Our historical backgrounds?
· What role does ethnicity and
cultural heritage play within our understanding of reality?
· How does each person shape his or
her own identity—including family, religion, sexuality, and personality?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily journal entries
(graded once per block); in-class and out-of-class assignments; and a final analysis
and presentation. Additionally, other artistic or academic assignments will be
collected and assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Language Arts Survey will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 6-week course,
points possible will amount to roughly 800-1000 points. At any time, a student
may request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 12 sessions Language
Arts Survey; each absence is detrimental to learning potential. I will not
deduct points for absences, whether they are excused or unexcused. However,
students are always responsible for information, work, and cumulative
assignments which they miss when absent: missing multiple classes will
unforgivingly hinder a student’s academic success. If a student misses class, I
advise visiting the course blog – http://boulderprepalexie.blogspot.com/— to
see what she or he missed and what she or he needs in order to catch up. If you
know in advance that you will miss a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 9:30. This does not mean walking from the Commons to the classroom at 9:30; this
does not mean arriving at 9:29 and leaving to use the bathroom until 9:35. In regards to breaks: there will be no
out-of-class breaks. You should think of yourselves as adults during this
class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be
out of the classroom at any given time.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 10 pts. / day
Daily
journal entries – 120 pts.
Discussion
questions/golden lines – approx. 200 pts.
General
assignments – approx. 200 pts.
Final project
– 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of
the period.
Materials Needed
Please
bring these things to class every day:
Writing
materials (pen/pencil, paper)
Course
texts (handouts, assignments, etc.)
Writing journal
Binder,
folder, or other organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change.
|
|
|
|
Week one (6/17 - 6/20) –
|
Introduction
to Sherman Alexie
The
Process of Thematic Analysis
|
|
|
|
|
Week two (6/24 - 6/27) –
|
Multiculturalism,
Race, and Ethnicity
|
|
|
|
|
Week three (7/1 - 7/4) –
|
Sexuality,
Companionship, and Romance
|
|
|
|
|
Week four (7/8 - 7/11) –
|
Storytelling,
Art, and Survival
|
|
|
|
|
Week five (7/15 - 7/18) –
|
Project
preparation
|
|
|
|
|
Week six (7/22 - 7/25) –
|
Summative
Closure
Project
presentations
|
|
|
|
Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
------------------------------------------------------------------------------------------------------------------------------------------
[Please detach and return this section.]
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any questions or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
(signature) (date)
Monday, May 20, 2013
Welcome!
Welcome to Sherman Alexie Survey!
Block V, 2012-13 -- June 17th through July 25th
This site will serve as a log of class reading, select notes, assignments, dates, and a hodge-podge of other important information. Each class period and major assignments will be documented here.
Block V, 2012-13 -- June 17th through July 25th
This site will serve as a log of class reading, select notes, assignments, dates, and a hodge-podge of other important information. Each class period and major assignments will be documented here.
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