Semester 1, Week 2 update 2014
Albrecht Durer 1514
St. Jerome in His Study
Metropolitan Museum of Art, New York
Engraving
Sir Gawain and the
Green Knight
- Non scholae, sed vitae discimus- We learn not for school, but for life
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Algebra 2- We reviewed Geometry and negative numbers
from lessons 1 and 2. For Homework, complete lessons 3-5. Bring any questions to
class for discussion.
Latin II- We reviewed adjectives from Henle 2 and Subjunctive
verbs from the video (the verb mood that uses “let” or “should” to show
possibility). Homework: chapter 3 with exercises and grammar. Parents still choose which exercises to complete (all exercises
- or evens or odds).
Logic- We went over the Chapter 1 in class and
discussed the components of valid arguments. Students should read Chapter 2 and
complete the questions. Bring any questions to class. We will thoroughly go
over Chapter 2 in class. Students should also bring the small
textbook “Elements of Style” to class each week.
Western Cultural
History-
Debate - Debate will be
week 5 (and 6 if needed.) Start filling in a debate outline this week.
Homework :
1) Look over page 118
of your guide for an outline to help with preparation.
2) What does
scripture say about art? Look at the US Constitution to see if it supports
tax-paid art.
“The Congress shall have power To …To promote the Progress of Science
and useful Arts, by securing
for limited Times to Authors and Inventors the exclusive Right to their
respective Writings and
Discoveries;” U.S.
Constitution. Art. 1, Sec. 8, paragraph1 & 8
3) Be prepared to
discuss the resolution “The National Endowment for the Arts should be
abolished.” We talked about the merits of the NEA and the negative also. What
type of grants do they give out? http://www.arts.gov/ There
is information on this web site about the NEA. You can start to write
your 1AC. Debates in Challenge 2 are done in less time than the Challenge 1
debates. Each speech is shortened to the following.
TIME
SCHEDULE FOR CH. 2 TEAM DEBATE
(We will check off each
speech after it has been completed.)
· First Affirmative Constructive (1AC) 6 minutes
· Cross-Examination (of 1A by 2N) 3 minutes
· First Negative Constructive (1NC) 6 minute
· Cross-Examination (of 1N by 1A) 3 minutes
· Second Affirmative Constructive (2AC) 6 minute
· Cross-Examination (of 2A by 1N) 3 minutes
· Second Negative Constructive (2NC) 6minutes
· Cross-Examination (of 2N by 2A)3 minutes
· First Negative Rebuttal (1NR) 3 minutes
· First Affirmative Rebuttal (1AR) 3 minutes
· Second Negative Rebuttal (2NR) 3 minutes
· Second Affirmative Rebuttal (2AR) 3 minutes
Prep time allowed 5
minutes
AC preparation: State the Resolution.
Define key terms and policy. Show the problem with the policy, Show the
significant harms. List the advantages. Prove the plan will work if the
resolution were to pass.
NC preparation: Defend the policy. Redefine terms where possible. Bring facts to
counter AC. Introduce an alternate plan.
Show AC inconsistencies. Show greater harms if policy resolution passes. Prove
plan will not work.
We discussed the legal
conundrum of funding arts (or health/religion/social programs):
If funding a program, the Constitution is
limited in discrimination (options: support all, support none, or support some
with parameters in place that do not violate citizen’s rights elsewhere in the
articles)
We discussed current
complaints: wasted taxes, limited benefits, offensive content and catering to
special interests. We also discussed alternatives to protecting and promoting
art. Since speech is linear while art is expressive it is harder to set
parameters.
History – We talked
about the middle ages. Outer persecution lessened a little while differences in
theology started affecting Christianity internally. The Renaissance and
Reformation periods that followed were reactions to the beliefs rooted in the
middle ages. Read HSWTL -chapter 3 and SoA - Chapter 4.
http://thelordwillprovide.blogspot.com/2009_12_01_archive.html
They Are Abused And
Give Blessing. They Are Insulted And Give Honor.
In the early church
the lost world was deeply impacted by the lives of Christians, as evidenced by
this letter written by Piagnetus, an early historian, in the year AD 180.
Describing believers, he states:
"They are not
distinguished from the rest of mankind by country, by speech, nor by customs.
But although they live in both Greek and foreign cities and follow the local
customs both in clothing and food and the rest of life, they exhibit the
wonderful and strange nature of their own citizenshp--but as sojourners. They
live in their own homelands. They share all things as citizens and suffer all
things as aliens. Every foreign country is a homeland, and every homeland is a
foreign country. They marry as all do. They bear children, but they do not
discard their children as some do. They offer a common table, but not a common
bed. They find themselves in the flesh, but they do not live according to the
flesh. They pass their time upon the Earth, but are citizens of Heaven. They
obey the established laws and supposit the laws in their own lives. They love
all and are persecuted by all. They are put to death--and are made alive. They
are poor--but make many rich. They lack all things, yet abound in all things.
They are abused and give blessing. They are insulted and give honor. When they
do good they are punished as evildoers. When they are punished, they rejoice as
those receiving life."
British Literature- We discussed Canterbury Tale’s “Prologue”
and “The Knights Tale. “Due next week is Sir Gawain and the Green Knight.
This is also Middle English Epic Poetry. See the guide for reading
instructions. It is not very long and there is an essay due with it. We
went over the essay format in class. See page 131 of the guide for the essay
format. This essay uses the topic of Definition (not Comparison) to write about
“Heroes.” The paper should focus on defining character aspects of heroes and should
use examples from the books to back up points and strengthen the paper. I will
have portions of them read in class and collect them. Also, read the
Sir Gawain portion of Words Aptly Spoken Literature Guide as
you read each book. The “Bob and wheel,” is a literary device used in Sir
Gawain and the Green Knight.” We will discuss it more in class, but
you will see it throughout the book.
Bob-and-Wheel
All of the
alliterative revival poets used this style in their poetry, but the author
of Sir Gawain also incorporates a bob-and-wheel at the end of
his stanzas. The "bob" is a short connecting line, sometimes only two
syllables in length that connects a four-line ABAB rhyming section in iambic
trimeter to the rest of the stanza. Here’s an example:
Gawain
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Translation
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(bob)
ful clene
(wheel)
for wonder of his hwe men hade
set in his semblaunt sene
he ferde as freke were fade
and oueral enker grene (SGGK lines 146–150)
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(bob)
full clean.
(wheel)
Great wonder of the knight
Folk had in hall, I ween,
Full fierce he was to sight,
And over all bright green. (SGGK lines 146–150)
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This
is a great resource for MLA formatting, thesis statements, writing tips and
grammar.
Note on Notebooks:
History – For the
timeline, grab dates and facts from 3-4 places: HSWTL text, Artist’s Dates,
Musician’s Dates, and British Author’s Dates. Keep a side folder for the
history homework questions and handouts. The students that started a timeline
in Challenge I can continue to add to the material.
Art – Include the
Artist Information Page (dates from this page will be added to the history
timeline). Also include the art history Period Timeline, Art Essays, and art
notes along with any pictures.
Biology – 3-4 parts: a
notebook for practice questions from the text, a folder (handouts, home exams,
vocabulary page, lab reports, drawings and pictures), and a lab journal for all
experiments (lab journal are needed at class while we start add experiment
entries).
Biology- We had a successful Lab with our microscopes. Vint
Hill students still need to finish the cheek cell observation. We worked
through Lab 1.2 and had the chance to observe cells (and thread) on different
magnifications. This is one of the 4 experiments which need to be written as a
formal lab report for this semester. Follow the guidelines in The Student Lab
Handbook. We will go over these in class next week.
Read chapter 2 in the Biology text up to page 52 and read chapers 4 and 8
in the student lab guidebook. All labs will get written into the lab journal,
but we will neatly type up 4 lab reports this semester 1.2, 3.1, 5.2 and
Strawberry DNA. All reports list: the experiment name, the supplies, the
procedure steps, any errors during the procedure, and any conclusions if
solving a hypothesis (or add drawings by hand if making observations).
In the next few weeks, I will attach information about the upcoming
“Pizza Days.” Continue to bring refillable water bottles while we have summer
heat.
Mrs. Hoke
