Classnotes 4/4-4/26

4/26/11	INTRO: Wrote in journals: “Explain one thing you learned, or a positive experience you had, over vacation.” (minimum 6 sentences) NOTES:  Reviewed meaning of Bildungsroman: a coming of age novel through travel-  Reviewed the 6 major elements in a story: characterization, tone, setting, point of view, plot, and theme- Focused today on the plot(s) or sequences of events in Rule of the Bone.  We decided to break it down by where Bone was living in each of the intervals of the plot: First, Bone was living at home with his mom and step-dad.  Because he needed cash to buy weed, he stole from them.  This created conflict between them. Next, Bone lives with Russ and the bikers in an apartment above the Video Den.  While here, Bone has only bad mentors.  They are all into criminal activities, including Russ who steals VCR’s.  The conflict is somewhat resolved when Russ and Bone are forced to leave when the apartment building burns. Next, Russ and Bone go to Windridge, Russ’s rich uncle’s summer house.  There is no one there, but Russ and Bone.  Bone gets sick of Russ.  Russ decides to go back home.  Bone participates in more criminal activity by shooting the sliding glass door before he, too, leaves.  Conflict is somewhat resolved. Next, Bone finds himself on an old school bus with I-man, and then in Jamaica with I-man. Conflicts that pervade throughout the whole book: no home step dad molestation no plan Why does I-man say “I and I?”  One “I” stands for the “I” of his body, the other for his spiritual “I”.  Discussed Freud: superego- (moral compass) ego - (your persona) id - (impulse/drives) HOMEWORK: Read pages 356-376, Rule of the Bone.  Finish the book by Friday.
4/25/11	NOTES: To review, today each person chose an important chapter from the book.  Then they drew 3-frame comics representing a key event from that chapter.  These were shared with the rest of the class. HOMEWORK: Read pages 329-355, Rule of the Bone.  Rule of the Bone Assessment, Assignment #4, is due next Monday, May 2nd.
4/15/11	NOTES: Did loop writing today. (progression of 3 prompts - you go from one to the next): What are the social taboos we see at Hanover High? not participating in team spirit cross-dressing sitting in the cafeteria with freshmen during activity period bullying       2. What are some of the worst social taboos you can think of?       3. How many social taboos are exhibited in Rule of the Bone? drug use homelessness robbery rape incest homeless kids stealing from parents living in a bus free living Finished the class with a game of Pictionary, using terms from Rule of the Bone.
4/14/11	INTRO: Reading quiz today....if your score is 60% or better, and your work is caught up, you get to leave. HOMEWORK: Read pages 307-328, Rule of the Bone.
4/13/11	INTRO: Discussed whether we thought the movie, Pink Floyd the Wall, was worth our time to watch.  Most considered it to be “fertile for discussions”, even if they didn’t like it. NOTES: Chalk Talk Questions and Responses: 1.  Is I-man a good parental figure for Bone? Yes, better than previous “parents” Yes, better than step dad Yes, he tries to help Bone I think so, he isn’t a murdering criminal or anything Yes, I-man gives him good advice.  On page 178, He tell Bone to come to know “I-self” and be comfortable with who he is.  I-man also tells Bone to make a break from his past and his problems.  (But we wonder, is that just ignoring his problems, or just running away from them?) Yes, he gives Bone something to believe in Yes, he is not a molester Yes, he is a bro; more like a colleague than a parent.  Is laid back and generally a good influence Yes, he doesn’t waste his life; he makes the most of every opportunity 2. Is I-man a real rebel?  Why or why not? Yes, he’s living outside social expectations Yes, but afraid of getting caught- doesn’t want to be deported, but risks being caught-which supports his being a rebel He is a Bohemian, which is a rebellious lifestyle Yes, he grows weed He is an illegal immigrant-does it make him a rebel?  He was migrant worker who bailed on the program when he learned that he couldn’t practice his religion HOMEWORK: Read pages 285-306, Rule of the Bone.  Reading quiz tomorrow. Must get 6 out of 10 correct, to be able to leave for “x”.
4/12/11	INTR0: There will be a reading quiz later this week, up to page 250.  We all promised to read a minimum of 15 pages a night until caught up with our reading. NOTES: We finished the movie, Pink Floyd the Wall, and discussed the symbolism it contains.  The wall symbolizes: isolation/separation/segregation societal norms conformity (we’re another brick in the wall) (cause he can’t conform, he is isolated) German east/wall? other symbolism: kids cleaning up the mess from the riot- youthful innocence-rebirth child dumping bottle-ending of violence-rebirth We took quiz on the movie. HANDOUT: Rule of the Bone, RWR, Journal #2. HOMEWORK: Read pages 273-284, Rule of the Bone.  RWR is optional.  The RWR will not excuse a bad quiz grade this time.
4/11/11	INTRO: The 3rd quarter ended Friday.  Grades will be turned in on Thursday. NOTES: Had brief discussion of Pink’s issues: (Pink Floyd the Wall, movie) shaving substance abuse severe depression (antisocial, reclusive, bipolar?) attachment issues (weird thoughts on love/sexuality; his Dad’s death, pet rat’s death) narcissistic- his girl friend comes over and he blows her off, he seems incapable of having relationship with anyone post traumatic stress syndrome We watched more of the movie. HANDOUT: “Rule of the Bone, Assignment #4” HOMEWORK: Read pages 251-272, Rule of the Bone.  Be thinking of what you want to do for Assignment #4.  It will be due on May 2nd.
4/7/11	INTRO: 10 minutes oral reading, then watched some of Pink Floyd the Wall, movie. HOMEWORK: Read pages 210-225, Rule of the Bone.
4/6/11	INTRO:  Today we did a lot of silent reading, mainly because the sub couldn’t figure out how to show the movie we were supposed to watch! HOMEWORK: Read pages 198-209, Rule of the Bone.
4/5/11	NOTES: Some shared their drawings of characters from the book.  Most chose Chappie to draw.  He was commonly portrayed with a mohawk, a nose ring, an earring, a tattoo, and holding a bag of weed.  Someone drew Froggy, portraying her with eyes that looked “drugged”.  This exercise helped us to really think about the characters. We did some oral reading from page 105. One paragraph gives an analogy to Peter Pan.  Like characters in Peter Pan, Chappie begins to miss his parents  and miss having rules and boundaries.  On page 178, we see some foreshadowing, perhaps, of gunfire and people shooting. Chappie is going through changes: more independent (separated from bikers, parents, and Russ) independent from society more mature (takes care of Froggy) takes care of self not stealing, more honest contributes to microsociety (helps IMan with gardening) changes his name, attitude, hair, tattoo HOMEWORK: Read pages 184-197, Rule of the Bone.
4/4/11	INTRO: RWR can be handed in for up to 5 points extra credit. NOTES: We wrote our responses to the following questions in our journals: IS the profanity in the book gratuitous? (unnecessary) Is Chappie just a criminal, or is his situation defensible? With which character do you sympathize more, Chappie or Russ? We then shared our responses with the rest of the class.  Some of the responses follow: Some felt that profanity was used too much. One student questioned whether drug users really act and talk like they do in the book.  Some felt that the profanity makes the story believable, and in reality, teens do use a lot of profanity for no apparent reason.  One felt that the profanity helps support Chappie’s situation, and that the story wouldn’t work without it. Someone pointed out that Chappie is a criminal, by definition, because he does criminal activities.  Several felt that because Chappie has not had a lot of guidance in his life so far, and because his step father has apparently been sexually molesting him, that his situation is defensible.   One felt more sympathy for Russ, since he had less of a way out of the situation.  Some felt that they had no sympathy for either, since they were both criminals.  Some, on the other hand, felt sympathy for both boys, who were treated like the “underbelly of society”. HOMEWORK: Bring your drawing of the character from the book to class tomorrow to share.  Read pages 152-183, Rule of the Bone.