Junior Journal
1)
9/8/14 First memory of learning about “sin” or “right” and “wrong.
When did you first learn about the notion of “sin” or “right” and “wrong”?
What happened? Tell the story. (at least ½ page)
2)
9/12/14 What is “success”?
How do you define success? Explain, providing examples. (at least ½ page)
3)
9/15/14 Respond to 1947 Weegee photograph.
What strikes you about this photograph, and what then does Weegee's
apparent message seem to be? OR, what is the story behind this
photograph? OR, what does this photo imply about success? About social
class? However you respond, make the response your own. (at least ½
page. Link to online image is on the calendar.)
4)
9/15/14 The story behind the value.
Pick one of your top personal values from the Values Clarification exercise
you did with a partner, and write about an experience, person, or
circumstance that helped build that value. It could be something you
learned through your own experience, something taught by a trusted mentor
(parent, coach, friend, rabbi, pastor, etc.), or a value learned by witnessing
someone else's experience. What’s the story behind your having that
value? (at least a page)
5)
9/29/14 Ethnographic study reflection.
How might your reflections on these studies about the Matsigenka, Samoan,
or Los Angelino children influence
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the values you teach your own children and
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the way you might teach those values?
Refer to specific values, parenting methods, or child behaviors in the studies
&/or in your own plans for future parenting methods. (About a page.)
6)
10/06/14 Dumpster Diving
A) What are your thoughts about Dumpster diving—the activity itself, the
people who do it, whether you would ever do it, etc.? Respond in a few
sentences.
b) After reading "Codes to Dive By" and MARKING comments that either
CONFIRM your initial feelings or CHALLENGE or CHANGE your
initial feelings and watching "How to Dumpster Dive in Seattle" are
your views about Dumpster diving confirmed or challenged/changed in
some way? Respond in several sentences, quoting specific textual
evidence from the article or describing specific things you saw in the
video in your response.
7)
10/9/14 Your value vs. your parent's value
In Journal #4, you wrote the story behind one of your important values. We
are now at the point of Jeannette Walls' memoir where she tells about her
high school experiences, and her values are gradually coming into conflict
with her parents' values as Jeannette starts thinking more and more for
herself and developing a sense of her own identity.
For Journal #7, what is a value (different from the one you wrote about in
Journal #4) that you have learned for yourself or from a friend or mentor
that is either in conflict with one of your parents' values or is distinctly
different than one of your parents' values? It could be about politics,
religion, work ethic, romantic relationships, materialism, any of the values
on your bookmark checklist, or anything else you think is important--but one
that at least one of your parents feels differently about.
Tell its story. You might describe the value, why it is important to you, the
story of how you came to feel that way, the family tension that results from
this difference in values, your efforts to change your parent's value, your
success in bringing that change about... or anything else you want to write
about it.
If your values are about the same as your parents' values, you may also
write about that. What are those values, and how are they reflected in your
family? (About a page.)
8)
10/15/14 Where would you move & why?
Feeling trapped in Welch, Jeannette moved to New York City the morning
after she finished the 11th grade to join her sister Lori.
Fantasize for a moment: if you were to move somewhere--anywhere in the
world--at the end of this school year, where would you like to move? What
draws you to that particular place? What would you hope to do there? What
do you imagine your lifestyle there would be like? What work do you see
yourself doing there to support yourself? (at least 1/2 page)
9)
1/5/15 American Cultural Attitudes Between the World Wars
Considering the textbook’s introductory chapter and your 10-sentence
outline of each paragraph’s key point(s), answer Unit Essential Question #2
(How were American cultural attitudes, values, and beliefs reflected in the
arts during the time between the World Wars? How were attitudes, values,
and beliefs challenged during this time?) in a two-page journal write.
10)
1/8/15 Two Imagiste Poems
Create two 2-line imagiste poems in the manner of Ezra Pound's "In a
Station of the Metro," which goes like this:
The apparition of these faces in the crowd;
Petals on a wet, black bough.
Each imagiste poem should have two images:
• an everyday image (something you might see any day)
• another image that somehow illuminate the other image, in other words a
metaphor for the other image
Ezra Pound created his imagiste poem in that order.
Or you may reverse that order, like this
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An image that creates a metaphor for...
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An everyday image
Example:
Leaves tumbling in the breeze;
Teenagers at the mall.
11)
1/9/15 Reading Analytically 16-21 (This was the day we had the iPads)
Read Reading Analytically 16-21. First Two "Moves"
What are the first two moves?
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Create a bullet list of FOUR OR MORE bits of advice that might be helpful
when beginning to analyze something.
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Re-read "Try This 1.4" on page 18 of Writing Analytically.
As "Try This 1.4" notes, this "text" could be pretty much anything: an
editorial, the front page of a newspaper, a website, a key paragraph from
something you are reading, the style of a favorite writer, conversations
overheard around campus, looking at people's shoes, political speeches, a
photograph, a cartoon, and so forth. You might even consider an
advertisement or a "vine"!
Once you have found something interesting to explore:
In one sentence, describe what it is.
Then create a bulleted list of the SIX details you find most interesting,
strange or revealing.
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Then, pick the THREE MOST interesting, strange, or revealing details, and
explore what is interesting, strange, or revealing about them in DIALECTIC
NOTES, starting with the detail you find most interesting, strange, or
revealing, to the 2nd most interesting, strange, or revealing detail, to your
third. NUMBER THEM.
Detail
1) Most interesting, strange, or
revealing detail
2) 2nd most interesting, strange, or
revealing detail
Analysis
WHAT you find interesting, strange,
or revealing about it. Or WHY you
find it interesting, strange, or
revealing.
Same thing
3) 3rd most interesting, strange, or
revealing detail
Same thing
Then, draw a line and write SYNTHESIS
Below the line, explain in two or so sentences, any insights you now have in
the work you chose that you gained through this process. What do you now
know or understand that you didn't already?
12)
1/12/15 Portrait of a German Officer
1) Access an image of Marsden Hartley's painting Portrait of a
German Officer online.
2) BRIEFLY sketch out the image on the top half of your journal entry
3) Then create a bulleted list of the SIX details you find most interesting,
strange or revealing, as you did for the previous entry.
4) Then, pick the THREE MOST interesting, strange, or revealing details,
and explore what is interesting, strange, or revealing about them in
DIALECTIC NOTES (right in your journal), starting with the detail you
find most interesting, strange, or revealing, to the 2nd most interesting,
strange, or revealing detail, to your third. JUST LIKE YOU DID IN THE
PREVIOUS JOURNAL ENTRY.
5) Then, draw a line and write SYNTHESIS
Below the line, explain in two or so sentences, any insights you now have in
the work that you gained through this process. What do you now know or
understand about the painting that you didn't already? JUST LIKE YOU
DID IN THE PREVIOUS JOURNAL ENTRY.
13)
1/13/15 Move 3 (with Claude McKay’s “If We Must Die”)
Read about "Move 3" on pages 21-top of 26 in Reading Analytically.
1) In your Reading Journal, create a bullet list of 4 key ideas you find
particularly helpful about this "move," "Making the Implicit Explicit."
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2) Then, read Claude McKay's 1919 poem "If We Must Die," a poem
McKay wrote in response to a wave of lynchings of African-Americans, and
create a bullet list of 6 expressions you find interesting, strange, or
revealing, JUST LIKE YOU DID IN YOUR PREVIOUS JOURNAL ENTRY.
3) Then, pick the THREE MOST interesting, strange, or revealing details,
and explore what is interesting, strange, or revealing about them in
DIALECTIC NOTES (right in your journal), starting with the detail you
find most interesting, strange, or revealing, to the 2nd most interesting,
strange, or revealing detail, to your third, JUST LIKE YOU DID IN YOUR
PREVIOUS JOURNAL ENTRY.
4) Then, let's do a whole-class share out of things you found interesting,
strange, or revealing, and WHAT or WHY you found them interesting,
strange, or revealing.
5)Then, draw a line and write SYNTHESIS
Below the line, explain in two or so sentences, any insights you now have in
the work you chose that you gained through this process. What do you now
know or understand that you didn't already? You might consider exploring
how this poem illuminates your understanding of African-American history
or current events.
14) 1/20 or 1/20 Block Move 4 (with Langston Hughes’ “The Negro Speaks of
Rivers”)
First, read Chapter 1: Move 4: Look for Patterns of Repetition and Contrast
and for Anomalies in Writing Analytically, pages 26-32.
Then, define these 3 terms:
• strand
• binary
• anomaly
Paste your copy of Langston Hughes' "The Negro Speaks of Rivers" on the
BACK of the beginning page of this entry.
1. Below the poem do step #1, creating a record of words that repeat exactly
and writing the number of times each repeats.
2. To record strands, pick three colors and color mark words that fit into a
particular strand, using the example of color marking as a guide and
creating a key of the strands as in the example.
3. Then create a list of binary oppositions as in the example.
4. Then create ranked repetitions, strands, and binaries as in the example.
5. Then indicate any anomalies as in the example.
When finished, share what you have explored with your table team and
discuss what Hughes' artistic purpose was in writing this poem. Why did he
write this poem? What is he trying to say? Who is he trying to
impact? What does he want this target audience to do?
After a few minutes, write this artistic purpose your group arrived at in your
journal.
Finally, pick ONE of the repetitions, strands, or binaries you thought was
"most important" and explore this in a one-page free write in your journal.