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.

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":

-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?

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.

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.

Course Syllabus -- Language Arts Survey: Sherman Alexie

Language Arts Survey: Sherman Alexie

June 17th – July 24^th, 2013

MW 9:30 - 11:00, Room 1

http://boulderprepalexie.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

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: 

http://boulderprepalexie.blogspot.com/

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.

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[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.

_____________________________________                                                                                        __________________

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