AP English: Cheshire Cat

Hands down, the Cheshire Cat remains one of the most iconic images from Lewis Carroll's Alice's Adventures in Wonderland. He speaks in riddles, floats through the air, and grins without stopping. What makes him so interesting is often hard to describe, and there are many ways to read this magical, mysterious, and curious character.

For today, watch the following clips and answer the discussion questions in the comments section below. Pay close attention to how the Cheshire Cat is characterized and how he is like/unlike the one represented in our books.

1951 scene from Disney's Alice's Adventures in Wonderland

The Cheshire Cat in Tim Burton's 2010 adaptation of Alice in Wonderland.

1999 Cheshire Cat scene from the made-for-TV movie Alice in Wonderland

Questions for Discussion:
1) In your opinion, which cat (from the above adaptations) is most like the one that appears in Chapter VI of Alice's Adventures in Wonderland? Please use specific textual evidence to support your ideas.

2) Which cat is the least like Carroll's Cheshire cat? Why?

3) Pick your favorite Cheshire Cat quote. Explain the nonsense and the logic behind it.

4) Lastly, why a Cheshire cat?

9/10 English: You Are the Heroes

Last week, we began our Freedom Writers narrative writing experience, looking back at the experiences of the students in Room 203 in Mrs. Gruwell's English class at Woodrow Wilson High School in Los Angeles.  One of the scenes that has always stood out to me is the moment in which Miep Gies, the woman who housed Anne Frank during World War II, tells the students: "You are the heroes."

Today, we will rewatch this powerful scene (along with the Anne Frank scenes before it). Then, we will answer the questions below.

1) Pick one or two similarities between the lives of the students in Mrs. G's classroom and Anne Frank. Explain how those experiences are similar (at least three sentences).
2) Think about the following quote from Miep Gies. What does she mean by "turn on a small light in a dark room?"

3) Think about Miep Gies's quote: "You are the heroes." How does she define hero?

A Very "Unbirthday Party": Appropriations of the Mad Hatter's Tea Party

Last week, we looked at a number of adaptations of Lewis Carroll's Alice's Adventures in Wonderland (here).  Iconic scenes like the journey through the rabbit hole and the caterpillar's inquisitive remarks, "Who are you," tell us a lot about the world Alice envisions whether she is underground or above it.

For today, we will look at one of the most famous: the Mad Hatter's Tea Party. Please watch the following clips and answer the discussions questions in the comments section below. You may wish to reference your notes from last week on child logic, nonsense, and storytelling.

1951 Disney adaptation, Alice in Wonderland.

2010 Tim Burton adaptation, Alice in Wonderland

A lesser-known made-for-TV movie adaptation from 1999, Alice in Wonderland featuring Tina Majorino, Whoopi Goldberg, and Martin Short as the Mad Hatter.

1) Pick an illustration from our Norton Editions of Alice's Adventures in Wonderland. What visual similarities do you see between the John Tenniel's illustrations and one of the adaptations from above? (e.g., Disney's 1951, Tim Burton's 2010, or 1999 TV movie)

2) In your opinion, which adaptation follows the storyline the closest? What is kept the same, and therefore, stays true to the story? Why would the creators keep this part of the story?

3) Vice versa, in your opinion, which adaptation is the farthest from the original storyline? What is made to be different, and therefore, changes the story? Why would the creators have changed this part of the original story? What might be their aim?

4) Lastly, why a tea party?

Business Writing: Ann Taylor Pittman's "Mississippi Chinese Lady Goes Home to Korea"

In Friday's class, we handed out copies of Ann Taylor Pittman's 2013 James Beard Award-Winning article, "Mississippi Chinese Lady Goes Home to Korea."  One of the topics we discussed was how recipes tell stories--some, more than others. When authors write recipes, a magical process occurs in which they become part of the recipe's story and the recipe itself.

As we will look at the article more closely, here are some of the questions I want us to discuss:

1) What is Pittman's relationship to the South? Where did she grow up?

2) What does she mean when she defines herself as a "southerner?"

3) What does Pittman mean when she says, "I love the South, long for Mississippi, feel the South ever-present in my blood and soul?"

4) How do the places we grow up influence our relationship to food?

5) Compared to the South, how is Seoul characterized?

6) Why does Pittman feel like an outsider and an insider in Korea?

Homework for tonight:

Create a story for the recipe you have chosen as your summative assessment. If it was given to you by a family member, think about the family story your recipe tells.  If it's one you got online, think about how the recipe ties into the food your family makes. 

For example, my mother always made Louisiana recipes that were amazing--red beans and rice, blackened fish--but she wasn't much of a baker. If I were to craft a recipe for homemade cupcakes, I wouldn't be able to use her as an example, but I could use what she was really good at making: "a talented chef, Rebecca Brigman had a knack for spicy, Cajun cooking, but never baked from scratch. The only cakes she ever made came out of a box."

Do you see how I don't have a family story about baking, but I do have a story? Take a shot at it! I can't wait to see what you bring in tomorrow!

-Dr. B.

11/12 English: The Coaches that Inspire Us

Writing Prompt:
Over the last couple of weeks, I've really enjoyed getting to read your journals from the Freedom Writers activity.  I've learned a lot about each of you, and one thing has become pretty apparent: some of the most influential people in your lives are teachers and coaches.

For the next week, we will be exploring this topic--the importance and impact coaches have on us--and looking into the ways you have been motivated and inspired to do your best.

While you can write any anything about the scenes we saw from the movie today, here are two writing prompts to get you started. Please pick one of the following and write in your personal journals.

1) Compare Coach Carter with one of your coaches (e.g., basketball, baseball, soccer).

2) Why does Coach Carter's players do what he says? They're resistant at first, but begin to follow his rules and instructions. Why is that?

Writing Workshop with Dr. B.: "A Mind at Work"

For today's class, we are going to do something a little bit different. Rather than have you do the writing, Dr. B. is going to show you how she would outline and write an essay on complex characterization.  Your job for today is to watch the process that unfolds as she

1) reads through the prompt,

2) identifies the question that needs to be answered,

3) breaks down the passages she selects, and

4) answers the question.

In the comments section below, comment on anything you notice or find important in Dr. Brigman's technique.  Some questions you might consider are the following: how does she break down the question? How does she jump into the writing task? What can you do during class tomorrow and all of this week exam that will involve the same strategies?

You might also consider Amanda Vickery's advice, "a mind at work." What does Dr. B. do that shows you (and readers) her mind is "at work" while answering the question?

For help with Live Commenting as a workshop strategy, please see previous examples from Dr. B's period 2 English class here.

Update 5/24/17: Here is the rough draft of the essay Dr. B. did in class yesterday.

Falling Down the Rabbit Hole: Adaptations of Alice's Adventures in Wonderland

1951 opening credits to Disney's Alice in Wonderland.

Writing Activity:
For today's class, we will be falling down the rabbit hole with Alice from Lewis Carroll's Alice's Adventures in Wonderland.  I want us to begin by looking at the opening credits of the 1951 Disney animated feature, Alice in Wonderland, and discussing the ways Disney has appropriated Carroll's story.  When we are finished, please answer the following questions in the comments section below.

1) What visual similarities do you see between Carroll's (and illustrator John Tenniel's) Alice and Disney's Alice?
2) Does the movie follow the story, characterization, and dialogue closely? Why or why not?

2010 opening credits from Tim Burton's Alice in Wonderland (Disney).

3) What major changes does Tim Burton make to Alice's journey down the rabbit hole?
4) What is lost and what is gained by these changes?
5) Lastly, why a rabbit hole?

Getting to Know Lewis and Alice: Who Was Lewis Carroll and Alice Liddell?

Before we fall down the metaphorical "rabbit hole" with Alice, we must first learn a little bit about the life of Lewis Carroll and who the infamous Alice Liddell was that inspired Carroll to write Alice's Adventures in Wonderland.

For today, watch 5-10 minutes of The Secret Life of Lewis Carroll. Then, listen as Dr. B. explains a few theories about Carroll's relationships with children, stammering, and storytelling. (Video on stammering, here.)

When we are done, answer all of the discussion questions below.

1) Who was Alice Liddell?
2) How did Carroll and Liddell meet?
3) What drew Carroll to Alice?
4) What made Alice different from the other children?
5) According to scholars in The Secret Life of Lewis Carroll, Alice's Adventures in Wonderland is the "third most-quoted book after the Bible and Shakespeare."  Do you agree with this claim? Why or why not (be specific)?

Narrative Writing: Reimagining The Hobbit

This weekend, I got to thinking about the story of The Hobbit, and how it would be different if it was told from the perspective of one of the story's other characters (i.e., Gandalf, Gollum, Bombur, Thorin, you name it).  As the main character, Bilbo plays an important role in how the story is told: we are sympathetic to him, understand his logic, and find his "hobbitness" incredibly endearing and heroic.  But how would Bilbo look if Bombur described him? Would he be the same hero Tolkien describes? Or, would he seem frustrating, small, and furry if told from the perspective of an elegant elf or a burly dwarf?

For all of this week, you and a partner will be writing an imaginative piece of literature in which you re-write the story of The Hobbit from the perspective of one of the book's other characters.  Your story may be as long or as short you like and discuss any part of the book.

Please use dialogue, specific details, and setting.  Your character's perspective should be believable and give your reader a new perspective on the same story.

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Standard:

VHS.11-12.W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Rubric:

Download here.

English Essentials: Understanding How Characters Change

In yesterday's class, we discussed some of the ways Chris Kyle has changed over the course of the book (and movie).  Because round characters can be seen from all sides, we get a sense of the emotions they experience as they go through major life changes.  For example, when Kyle's wife says that his "hands feel different" after his first tour of Iraq, the audience is getting a clue that Kyle is not the same man that went off to war.  His physical change represents his actual change as a soldier (and sniper).  This change is further emphasized when Kyle becomes a father only a few minutes later in the movie.

Writing Activity:
For today, find a specific example of how Kyle changes in the book American Sniper and explain how he has changed from the man he was before that incident took place. Make sure to use a quote, cite your page number, and discuss the way Kyle changes in the quote.  Give your reader an explicit explanation ("word for word") and an  implicit explanation (implied meaning in the quote).

When you have explained Kyle's change, compare it to the movie. How is this change represented in the movie? Is it different (or the same) in any important ways?

Post your response in the comments section below. Be sure to check your spelling, punctuation, and grammar.  You will receive a summative score for L1 (rubric here) and RL3 (rubric here).

Then, respond to your classmates with a specific and meaningful comment.

11/12 English: Freedom Writers Journaling Activities

As we continue to discuss the work Erin Gruwell has done with Freedom Writers, I am increasingly interested in what stories you have to tell. For each day this week, you are going to keep a journal that gives me some idea about the story of your lives.

Pick one of the following prompts and write in the journals I gave you today.  Please leave them in my classroom in the box I have set aside.  No one will see these but me!

Writing Prompts:

1. Write about a time when you made a snap-judgment about someone, thinking they were different than who they actually were.  Discuss who you thought they were and who they ended up being when you got to know them. Think: Mrs. Gruwell before her students understood her—who did they think she was before they go to know her? Who did they think she was after they saw the real Mrs. Gruwell?
2. Consider some interaction you have had with a person from the “wrong” race, religion, or part of society. Tell a story about your interaction. Stretch your imagination and try to tell the same story from their point of view.
3. Write about a period in your life when you felt stuck behind a façade (an outward appearance that was hiding who you really were), in which others saw you differently than you saw yourself. Write a story about taking off that mask.
4. Write a story about a person who made a difference in your life.
5. Write a story about an event that made a difference in your life.

9/10 English: Diagramming Tweets

In yesterday's class, we reviewed Adjectival Phrases (phrases that modify a noun, answering the questions, "Which one?" "What kind?" and "How many?").  Then, we diagrammed those sentences on the board, identifying which nouns our adjectival phrases modified.

One of our classmates had the great idea that we diagram a sentence by Donald Trump! Because tweets have their own kind of grammar—they are limited to 140 characters, often include ampersands and shorthand to convey longer words—I agreed this would be a fun activity, and we picked the tweet pictured above.

For today, please identify the parts of speech in the rest of Donald Trump's tweet that we didn't get to yesterday.  Then, diagram the rest of the sentence, starting with "while at the same time" all the way to "pre-existing conditions." To get you started, answer the following questions:

1) What part of speech is the word while?
2) What kind of phrase is at the same time?
3) What do you think we should do with pre-existing conditions?

AP English: The Final Countdown!

For today's class, we are going to do something a little bit different. Rather than have you do the writing, Dr. B. is going to show you how she would write an AP exam essay.  Your job for today is to watch the process that unfolds as she
1) reads through a prompt,
2) identifies the questions the AP exam writers want to be answered,
3) breaks down the passage, and
4) answers the question.

In the comments section below, comment on anything you notice or find important in Dr. Brigman's technique: how does she break down the question? How does she jump into the writing task? What can you do during Wednesday's exam that will involve the same strategies?

You might also consider Amanda Vickery's advice, "a mind at work." What does Dr. B. do that shows you (and the AP readers) her mind is "at work" while answering the question?

English Essentials: Sheep, Wolves, and Sheepdogs

Writing Activity:
Rewatch the scene in which Chris Kyle's father tells him an important piece of advice: in life, some people are sheep, some people are wolves, and some people are sheepdogs; each animal plays an important role in a society.

1) What does Kyle's father mean by calling some people sheep, wolves, and/or sheepdogs?
2) What theme (central idea) do you see emerge from this early lesson?
3) Give one example in which you see Kyle acting as a "sheepdog."  Who are his sheep? How does he protect them?

Formative Assessment for RL2, "I can determine theme and analyze how it develops over the course of a work." (Rubric here.)
L2, "I can demonstrate command of the conventions of standard written English capitalization, punctuation, and spelling when writing."  (Rubric here.)