Caspro's Hymn, which Gav hears when he is on the civic work crew at the Shrine
"As in the dark of winter night
The eyes seek dawn,
As in the bonds of bitter cold
The heart craves sun,
So blinded and so bound, the soul
Cries out to thee:
Be [thou] our light, our fire, our life,
Liberty!"
Monday, December 12, 2016
Review for Final Exam --- Dec. 14, 2016 -- WLH 2005 --- 8:00 a.m.
READ 097-6…Review for Final Exam…WLH2005…December 14, 2016 8:00 a.m.
BRING A # TWO PENCIL AND A SHARPENER !
The class covered parts of Chapters 1, 2, 3, 4, 7, 8, and 9 of Bridging the Gap
Some of the topics covered in these chapters were: cognitive styles, methods of remembering new words, metacognition (with schemata), main ideas with major and minor details, patterns of organization, kinds of note-taking (outlining, mapping, Cornell Method), inferences, and author’s point-of-view, with special attention recognizing fallacies or “tricks of persuasion” (see pages 453 and 454)
Vocabulary from vocab tests from B. the G. Chapters 1, 3, 4, and 7
Powers ---by Ursula LeGuin --
1 Gav – 2 major “powers,” seeing the future and photographic memory (walked away, escaped after Sallo’s death)
2 Sallo (Gav’s older sister, murdered by Torm and Hoby)
3 Etra (the city where they are growing up when the story begins)
4 Arcamand (The House where they are enslaved child workers when the story begins) where a slave, Everra, teaches the owner children but also the enslaved children
5 Cuga (the man in the cave, with the dog, who takes Gav in for a while and feeds him)
6 men of the forest (Cuga sends Gav to them to be warmer and better fed...Gav tells them the stories of the literature he has read -- remembering what he has read is one of his powers)
7 Barna (the founder and ruler of "The Heart of the Forest", a successful community of escaped slaves)
8 Diero (former mistress of Barna, now older, befriends Gav)
9 Irad (very beautiful young girl who is Barna's mistress now)
10 Melle (younger sister of Irad whom Gav is teaching to read, along with Irad and Diero)
11 the Marshes (Gav's destination when he escapes from "The Heart of the Forest", and also the place he was originally kidnapped from)
12 Aunt Gegemer (Gav's aunt in the Marshes, sister of his dead mother)
13 Uncle Metter (Gav lives with him for a while in the Marshes)
14 True Name (Gav has known only his first name up until this point)
15 Gav's power of unreliably but vividly seeing the future (Gav will study with a magician farther south, taking drugs to increase the number and depth of his visions/hallucinations)
Some statements about Gav, in Powers
True 1. Gav has curly hair
2. Gav can remember almost anything he reads. (sometimes known as "photographic memory") 3. Gav is intelligent. 4. Gav has "powers."
False
1. Gav is a good hunter. (No, he's good at fishing.) 2. Gav is boring.
3. Gav is the son of the Mother and the Father of Arcamand House.
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know where the poem about the gray goose comes from...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know where the poem about the gray goose comes from...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
Caspro's Hymn, which Gav hears when he is on the civic work crew at the Shrine
"As in the dark of winter night
The eyes seek dawn,
As in the bonds of bitter cold
The heart craves sun,
So blinded and so bound, the soul
Cries out to thee:
Be [thou] our light, our fire, our life,
Liberty!"
"As in the dark of winter night
The eyes seek dawn,
As in the bonds of bitter cold
The heart craves sun,
So blinded and so bound, the soul
Cries out to thee:
Be [thou] our light, our fire, our life,
Liberty!"
Some of the other materials we have used:
President Abraham Lincoln’s “Gettysburg Address”
Robert Frost’s poem, “Mending Wall”
Song by Leonard Cohen, recently deceased Canadian song writer
Articles from Scientific American and The New York Times, including
--why handwriting your class notes is better for learning college material
-- African-American women mathematicians at NASA
-- A Bronx Librarian Keen on Teaching Homeless Children
Television program, “CBS Sunday Morning” feature about L--in Manuel Miranda and his historically based Broadway musical, “Hamilton”
How to Make Inferences
Making an inference is a thinking process. As you read, you are following the author's thoughts. you are also alert for ideas that are suggested but not directed stated. Although inference is a logical thought process, there is no simple, step-by-step procedure to follow. Each inference depends entirely on the situation, the facts provided and the reader's knowledge and experience.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
***REMINDER: hand in your responses and vocabulary for each of the last chapters of POWERS when you come to the exam on Wednesday***
Deember 12, 2016 -- Monday
Last regular day of class
On the board:
1. review handout
2. Please go to D2L and do the teacher evaluation.
3. Powers
4. Questions
On the board:
1. review handout
2. Please go to D2L and do the teacher evaluation.
3. Powers
4. Questions
READ
097-6…Review for Final Exam…WLH2005…December 14, 2016 8:00 a.m.
BRING A
# TWO PENCIL
AND A SHARPENER !
The class covered parts of Chapters 1, 2, 3, 4, 7, 8, and 9 of Bridging the Gap
Some of the topics covered in these chapters were: cognitive styles,
methods of remembering new words, metacognition (with schemata), main ideas
with major and minor details, patterns of organization, kinds of note-taking
(outlining, mapping, Cornell Method), inferences, and author’s point-of-view,
with special attention recognizing fallacies or “tricks of persuasion” (see pages 453 and 454)
Vocabulary from vocab tests from B. the
G. Chapters 1, 3, 4, and 7
Powers ---by
Ursula LeGuin --
1 Gav – 2 major “powers,” seeing the
future and photographic memory (walked away, escaped after Sallo’s death)
2 Sallo (Gav’s older sister, murdered
by Torm and Hoby)
3 Ettera (the city where they are growing up when the story
begins)
4 Arcamand (The House where they are enslaved child workers when
the story begins) where a slave teaches the owner children but also the
enslaved children
5 Cuga (the man in the cave, with the dog, who takes Gav in for
a while and feeds him)
6 men of the forest (Cuga sends Gav to them to be warmer
and better fed...Gav tells them the stories of the literature he has read --
remembering what he has read is one of his powers)
7 Barna (the founder and ruler of "The Heart of the
Forest", a successful community of escaped slaves)
8 Diero (former mistress of Barna, now older, befriends Gav)
9 Irad (very beautiful young girl who is Barna's mistress now)
10 Melle (younger sister of Irad whom Gav is teaching to read,
along with Irad and Diero)
11 the Marshes (Gav's destination when he escapes from "The
Heart of the Forest", and also the place he was originally kidnapped from)
12 Aunt Gegemer (Gav's aunt in the Marshes, sister of his
dead mother)
13 Uncle Metter (Gav lives with him for a while in the Marshes)
14 True Name (Gav has known only his first name up until this
point)
15 Gav's power of
unreliably but vividly seeing the future (Gav will study with a magician
farther south, taking drugs to increase the number and depth of his
visions/hallucinations)
Some statements about Gav, in Powers
True 1. Gav has curly hair
2. Gav can remember almost anything he reads. (sometimes
known as "photographic memory") 3. Gav is
intelligent. 4. Gav has
"powers."
False
1. Gav is a good hunter. (No, he's good at fishing.) 2. Gav is boring.
3. Gav is the son of the Mother and the Father of Arcamand
House.
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know the poem about the gray goose...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know the poem about the gray goose...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
Some of the other materials we have used:
President Abraham Lincoln’s “Gettysburg Address”
Robert Frost’s poem, “Mending Wall”
Song by Leonard Cohen, recently deceased Canadian song writer
Articles from Scientific American and The New York Times,
including
--why
handwriting your class notes is better for learning college material
--
African-American women mathematicians at NASA
-- A Bronx
Librarian Keen on Teaching Homeless Children
Television program, “CBS Sunday Morning” feature about L--in
Manuel Miranda and his historically based Broadway musical, “Hamilton”
How to Make Inferences
Making an inference is a thinking process. As you read, you are
following the author's thoughts. you are also alert for ideas that are
suggested but not directed stated. Although inference is a logical
thought process, there is no simple, step-by-step procedure to follow.
Each inference depends entirely on the situation, the facts provided and
the reader's knowledge and experience.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
***REMINDER: hand in your responses and vocabulary for each of the last chapters of POWERS when you come to the exam on Wednesday***
Homework:
1. Study for final exam
2. Finish responses and vocabulary for Powers
Friday, December 9, 2016
December 9, 2016 -- Friday
On board:
1. warm-up
2. 4 dead deer on a the lawn of a house near NEIU (!!!?!)
3. if Monday is a Snow Day and the University is closed... (the review hand-out will be here on the blog, as a separate entry)
4. Loren Eisley story, "The Fifth Planet"
5. Powers
On board:
1. warm-up
2. 4 dead deer on a the lawn of a house near NEIU (!!!?!)
3. if Monday is a Snow Day and the University is closed... (the review hand-out will be here on the blog, as a separate entry)
4. Loren Eisley story, "The Fifth Planet"
5. Powers
Warm-up
(this can be helpful in dealing with the stress of exam period or other stressful times)
Close your eyes. Wait.
What sounds do you hear?
Can you hear 4 sounds?
Write down 4 sounds, or as many sounds as you can.
Close your eyes again.
Can you smell anything?
Can you smell 2 or 3 aromas?
Write down 2 aromas, or as many as you can.
What we know about what has happened in Powers, so far
1 Gav (walked away, escaped)
2 Sallo (murdered by Torm and Hoby)
3 Ettera (the city where they are growing up when the story begins)
4 Arcamand (The House where they are enslaved child workers when the story begins)
5 Cuga (the man in the cave, with the dog, who takes Gav in for a while and feeds him)
6 men of the forest (Cuga sends Gav to them to be warmer and better fed...Gav tells them the stories of the literature he has read -- remembering what he has read is one of his powers)
7 Barna (the founder and ruler of "The Heart of the Forest", a successful community of escaped slaves)
8 Diero (former mistress of Barna, now older, befriends Gav)
9 Irad (very beautiful young girl who is Barna's mistress now)
10 Melle (younger sister of Irad whom Gav is teaching to read, along with Irad and Diero)
11 the Marshes (Gav's destination when he escapes from "The Heart of the Forest", and also the place he was originally kidnapped from)
12 Aunt Gegemer (Gav's aunt in the Marshes, sister of his dead mother)
13 Uncle Metter (Gav lives with him for a while in the Marshes)
14 True Name (Gav has known only his first name up until this point)
15 Gav's power of unreliably but vividly seeing the future (Gav will study with a magician farther south, taking drugs to increase the number and depth of his visions/hallucinations)
"The Fifth Planet" by Loren Eisley -- the class read and talked about Section I,and we noted down the information that we have so far, just from reading this section
1 planet is Jupiter
2 name: Williams
3 name: Radnor -- amateur astronomer, likes meteors, looks for "bones in the stars"
4 "I", the narrator -- also a "bone hunter"
sheep
Homework:
1. finish Powers and write responses to the last 3 chapters
2. finish "The Fifth Planet," if you can, and write one statement about it
3. prepare questions to ask during the review on Monday
4. REMEMBER THAT THE EXAM WILL BE AT 8:00 A.M. on Wednesday in LWH 2005
Wednesday, December 7, 2016
December 7, 2016 -- Wednesday
On board:
1. Lists
2. What day is it?
[3. Executive Order 9066] illegal imprisonment!!
4. Exercise 9.7 in B. the G.
5. Powers Chapter 12
On board:
1. Lists
2. What day is it?
[3. Executive Order 9066] illegal imprisonment!!
4. Exercise 9.7 in B. the G.
5. Powers Chapter 12
READ 097-6 December 7,
2016 What happened
on this day?
List 10 jobs where you have to
wear a uniform.
1 2 3 4
5 6 7 8
9 10
List 10 foods that contain egg.
1 2 3 4
5 6 7 8
9 10
Students handed in their response/vocabulary work on Powers Chapter 12 and their work on exercise 9.7 in B. the G.
Discussion of Chapter 12
in the Marshes
Gav meets his aunt, who also has powers... precognition/clairvoyance
Gav learns the story of his enslavement
Gav finally learns his full name
Homework:
No extra homework today!
Read Powers -- the end is spectacular and there will be both some T/F question on the final and (possibly ) a writing section on the final
Monday, December 5, 2016
December 5, 2016 -- Monday
On the board:
1. Warmup-- final S versus final 'S
2. Political cartoon.... what is it about?
3. pages 453 and 454 in B. the G -- relevance fallacies, believability fallacies, consistency fallacies
4. Exercises 9.4, 9.5, and 9.6 in B. the G.
5. Homework -- Exercise 9.7 in B. the G. -- examine your own thinking (but be kind to yourself)
READ 097-6 Warm-up December 5, 2016
“S and apostrophe+S”
On the board:
1. Warmup-- final S versus final 'S
2. Political cartoon.... what is it about?
3. pages 453 and 454 in B. the G -- relevance fallacies, believability fallacies, consistency fallacies
4. Exercises 9.4, 9.5, and 9.6 in B. the G.
5. Homework -- Exercise 9.7 in B. the G. -- examine your own thinking (but be kind to yourself)
READ 097-6 Warm-up December 5, 2016
“S and apostrophe+S”
Look at the word list at the bottom of the page. Then write the correct forms of those words in
the sentences below:
The dog-walker walks five _______ every day.
Is the ________ collar too
tight?
He also ________ those animals before walking them.
I went to the bookstore and came away having bought five __________.
Do you like that new _______ cover art?
You should be careful because that ________ blade is very sharp.
How many forks, spoons, and _______ are in the drawer?
His brother studied to be a pastry chef and baked lots of _________.
The _______ icing was pink and blue.
The electrical _________ cover was frayed.
How many _________ are supplying your power?
cake book dog feed
cable knife
Discussion of New York Daily News cartoon, the goddess of Justice lying on the pavement saying, "I can't breathe." The case of Eric Garner on Staten Island...
Discussion of argument fallacies in relevance, believability, and consistency.
Homework:
1. Go to D2L for this course so that you can evaluate me, your teacher. We teachers need your (hopefully kind) feedback so that we can continue to improve.
2. B. the G. Chapter 9, Exercise 9.7
3. the next chapter summary for Powers (There will be some true/false questions on the final about Powers.) All chapter summaries must be handed in by the final exam date.
3. the next chapter summary for Powers (There will be some true/false questions on the final about Powers.) All chapter summaries must be handed in by the final exam date.
Friday, December 2, 2016
December 2, 2016 -- Friday
Warm-up
Two Truths and a Lie (about your teacher)
I worked for Arabian-American Oil Company in New York. (True. I was a freight expiditer.)
I played djembe drums with musicians from Mali. (False. The truth is that I danced while djembe drummers from Mali were playing their drums.)
I kissed Christopher Walken. (True, but it was in a play, so it really didn't count as a personal kiss.)
Discuss with another student which of these statements is true
and which one is false, and why you think so.
Students wrote their own truths and lies on separate pieces of paper.
Here are some of the statements that were true:
"I was taught African dance in high school."
"I have an auto-immune disease."
"I went to Dubai and met a soccer player named Ronaldhino in a bar."
"I went on a safari trip/tour in Kenya, Africa."
Here are some of the statements that were false:
"I came to Chicago from Mexico when I was 3 years old."
"I played football from my freshman to senior year."
"I have traveled to Paris and Greece."
There was a brief discussion about
1. the article about the Bronx librarian who teaches kids in a homeless shelter
2. the statement by an Army veteran, also a Native American, at Standing Rock.
after which the homework paragraphs were collected
Statements about Gav, in Powers
True
1. Gav has curly hair
2. Gav can remember almost anything he reads. (sometimes known as "photographic memory")
3. Gav is intelligent.
4. Gav has "powers."
False
1. Gav is a good hunter. (No, he's good at fishing.)
2. Gav is boring.
3. Gav is the son of the Mother and the Father of Gavamand House.
***Concept Preps were collected. No late Concept Preps will be accepted.***
Homework:
Chapter 9 of B. the G. Fead pages 447-456
***Pay particular attention to pages 453 and 454, relevance fallacies, believability fallacies, and consistency fallacies.***
Do exercises 9.4, 9.5, 9.6
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