For Wednesday, read through chapter 15.
During the second half of tomorrow’s first hour of English we will discuss to part Four, page 200.
If you can’t commit to these three things then use your time for learning something else during the 9-10 hour.
*A desire to better understand yourself and your place in the world; access to writing materials and the internet; and a commitment to making time for the work of cultivating curiosity, creativity, and learning. I will provide the structure, activities, etc… but you have to meet me halfway by being open to the possibility that using writing to explore your mind’s connective powers can help you both to think new thoughts and to think in new ways.
Also, a 4th thing: you need to be at class on-time and ready to go:).
On Monday we will be moving on to part two of creative thinking and writing. If you have not turned in creative writing from unit one (I may be editing or yet to edit and that’s ok), in most cases a short story, you have not allowed me to see that you understand the concepts discussed or at least that you have given them a try; however, I do appreciate your attending the class and reading the material.
I hope you all will continue on to this new workshop in writing. It won’t be so much as “write a short story” or a particular genre but based off of the book suggested by a former student titled “Habits of the Creative Mind” by R. Miller and Ann Jurecic. We will examine a collection of essays about writing, each one written to spur reflection on what’s involved in training the mind to make the world a more interesting pace to live, and each on followed by prompts to generate more writing in return.
The end result to be considered “competent” is for you to see writing as a technology to think thoughts that are new to you. I want you to ask questions, explore, read, discuss, lose track of time, take risks, make wrong turns, and try again. I want you to experience the essence of what it means to have a creative mind (quoted from the preface of the book).
Creativity is a social act for most. Share with me what you have been writing (if you haven’t already). You can share a Google doc, e-mail me, take a picture of something hand-written and text it to me, etc. It doesn’t matter how long or short it is or how good you deem it to be – share it. I’ll give you feedback and we will go from there.
Reading for Monday’s discussion:
“All the Light We Cannot See” to part 3
“The Giver” to chapter 5
- Work on your passion project
- Work on your First Friday project
Please read the first link and look over the second one. Think about what is happening today in regard to terrorism, violence, and the current crazy political landscape. Answer these questions in a conversation with classmates:
- How does a book get “banned?” Who bans it from whom?
- How does the historical context of a book affect the public’s reaction to it?
- Would a book considered objectionable in the 1960s or another decade be viewed more favorably today? Why or why not? Do the books banned in 2016 have a relationship with the current U.S. events and or politics?
And here is Sherman Alexie briefly talking about his books being banned:
Teachers work as curators of the best material, but to learn at the deepest level, you need to play the biggest role in your education. Love, S. Frye
This is one of the poems we wrote this morning. What do you think?
Sunshine warms wet flowing blades of grass
Ghostly white flowers bloom
Birds sing Halleluiah, bees whisper
Haze falls on a nuclear wasteland
Stems are cut, draped on stones
Bruised beaks squawk, insects fall