Tag Archive for legends

Which is worth more, Friday or…?

Welcome to FRIDAY!!! IT’S FRIDAY!!! Can you believe it?! YAY!

Standard: RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target: Students will read several poems by Rumi, then use one of them as a template to compose their own poem.

Activator: Looking For Your Face

Today we’re talking about poetry!! Aren’t you excited! Seriously, the more exclamation points I use, the more excited we should be. FRIDAY!!!! POETRY!!!!! Wait wait I think I have a meme for this…

There!! Okay, down to business. We’re going to be reading several poems from an author named Rumi today. This guy is another world-famous author (I swear, these people really are famous…) and this one has written a lot of spiritual poetry from the world over. He lived centuries ago, but even so, the ideals that he writes about are things we can relate to today. This will be a concept you’ll want to remember for next unit, when we talk more about theme and what that entails.

For today, we’re going to read the four Rumi poems in our textbook on pages 118-124. They are

An Elephant in the Dark

Two Kinds of Intelligence

The Guest House

Which is Worth More?

After we read these four poems and talk about their meanings, we’re going to write a little poetry of our own! I really like the format and the ideas presented in the poem “Two Kinds of Intelligence,” so we’re going to use that as a template to write our own “Two Kinds” poem. Here’s the format and an example from me!

There are two kinds of _____(1)_____: one ___________,
As ___________________________________________
From ______________________________________,
Collecting __________________________________
As well as ______________________.

With such ____(1)_____ you rise in the world.
You get ____________________________
In regard to your ___________ in retaining
_____(1)_____. You ______ with this _____(1)______
In and out of _________________, getting always more
________ on your ________________.

There is another kind of ______(1)_____, one
Already completed and preserved inside you.
A _______________________ . A ___________
In the center of the chest. This other ____(1)_____
Does not ___________________. It’s ________,
And it doesn’t move from outside to inside
Through the ____________________________.

This second _____(1)_____ is a fountainhead
From within you, moving out.



There are two kinds of happiness one shown,
As a smile on a child’s face
From laughter at a corny joke or funny situation,
Collecting stories to tell to make others laugh
As well as happy memories.

With such happiness you rise in the world.
You get friends, and people like you.
In regard to your popularity in retaining
happiness. You grow with this happiness
In and out of circles of friends, getting always more
posts on your Facebook wall.

There is another kind of happiness, one
Already completed and preserved inside you.
A silent kind of joy. A deep-seeded love
In the center of the chest. This other happiness
Does not laugh as often or make friends. It’s peaceful,
And it doesn’t move from outside to inside
Through the jokes or gaffes of others.

This second happiness is a fountainhead
From within you, moving out.


Good morning, everyone! And awesome job yesterday, Lady Cardinals!!! And good luck tonight, JV Volleyball!

Standard: RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: Students will read the Bhagavad-Gita and learn a little about Indian culture, as well as refine their summarizing techniques.

Activator: Everything you read on the Internet is true. (and) Noah’s Ark – Found?!

Happy Wednesday, everyone! You know the best part about a short week? The weekend comes 20% faster!! Not that I’m super-desperate for a weekend but… well… sleeping in is nice 🙂

…aaaanyway, today we’re reading a selection from our textbook that comes from the Bhagavad-Gita. This is a very famous text from India, and may be one of the most famous and widely read stories in the entire world. This particular story is a conversation between one of the Indian gods, Lord Krishna, and his follower Arjuna.

A question for you all, then. Do you think literature has a tendency to reflect the values of the society from which it came? Do you think that all societal values across the world are exactly the same? What about things thatare exactly the same from culture to culture – why are some things universal, and some things not?

In this selection from the text, we’ll learn a little about the Hindu caste system, which is a society that has been divided really rigidly into different social classes. It’s very very hard to move between castes – almost impossible. Each social class has a duty or obligation. Think of it like worker ants or bees you might have read about in science class. Can a worker ant ever go out and be a warrior ant? It’s the same in this Hindu caste system.

In this particular selection, we’re reading about someone who does not want to follow the role that is set out for him. We’ll read about how Krishna explains to him what his true obligations might be, and how it will or will not affect Arjuna and his future.

Heavy day, right? We’ll read about this and then do a bit of writing:

  • The Incredible Shrinking Summary!!
    • As a table, write everything you can remember about the story on one side of one sheet of notebook paper.
    • Next, condense what you wrote down to the green sheet of paper.
    • Finally, condense the green sheet down to one side of the pink sheet of paper.
  • This final pink summary is your boiled-down version of the Bhagavad-Gita. Pretty cool, huh?

…and after that, we’ll end the day with a bit more House of the Scorpion. Reminders! Don’t forget 10 more vocab words due Friday. That means you need a total of 30 words this Friday! Have an awesome Wednesday, everyone!!


I hope everyone enjoyed their long weekend! I know I had fun for mine 🙂 And more importantly, tonight is our VARSITY VOLLEYBALL HOME GAME!!!!!!!!! Come out and support our ladies while we kick some Cambridge butt!!! Third block, wish Nicole luck!

Standard: RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: Students will read a nonfiction article comparing the Genesis flood to the flood in Gilgamesh, and learn about bias and finding reliable sources.

Activator: Shrek!

…and why are we watching Shrek today? What kind of story is that?

Welcome to a shiny new week, everyone! Today we’re going to be continuing with our discussion of Gilgamesh, and reading a lil bit of nonfiction about it 🙂 I found this article online that compares the flood we read about in Gilgamesh to the flood that’s written in the book of Genesis in the Bible. There is a lot of controversy over which story came first – Gilgamesh or Genesis – and this article talks a little about why it’s so important to so many people. However, one thing we need to consider when we read articles – especially ones from the internet – is something called bias.



Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.
Show prejudice for or against (someone or something) unfairly: “the tests were biased against women”; “a biased view of the world”.
noun.  prejudice – inclination – partiality – tendency
verb.  influence – prejudice

Interesting concept, right? If an author is prejudiced, or biased, towards one side or another, sometimes that belief comes across in their writing. It’s important for us, as scholars, to realize when an author is biased. Just because an author is biased does not mean they’re wrong – so don’t think I’m saying that – but it does mean that they’re unwilling to consider another point of view, or at least that they’re not considering another point of view in this particular piece.

Do you think an author can really make a good argument if they refuse to consider any other points of view? Do you think the author of this article is willing to look at the other side of things?

We’ll talk about what this means today while we read the article together and answer some questions 🙂 And then… We need to get back to House of the Scorpion! So we’ll end the day on a chapter of that 🙂

Computer Lab Tuesday

Standard: ELA10W3 The student uses research and technology to support writing.

Learning Target: Students will complete and turn in their Pick Three! Project while in the computer lab.

Activator: Sir Gawain in Stained Glass, Part 3

Welcome to the last lab day for this unit!! Your Pick Three! Project is DUE TODAY!!! You need to turn in all THREE of your projects today! Not tomorrow or later on or next week, but today! For most of you this won’t be a problem, because almost all of you have one or two done already. For some people…well, you better get to workin’!

If anyone has any questions, Mrs. Connell and I will be here in the lab with you to answer them. Just get your stuff done and we’ll all be good to go – and hey, tomorrow we start our last unit of the school year! Aren’t you guys excited?!

Well, if you weren’t already, here’s an exciting picture for you:

(No, really, I googled “Excitement” and that’s what came up…)

Your Pick Three! Project is DUE TOMORROW!

Morning, everyone! I hope you guys all had an awesome weekend!

Standard: ELA10W2 The student demonstrates competence in a variety of genres.

Learning Target: Students will complete and perform their Sir Gawain and the Green Knight skits.

Activator: Sir Gawain in Stained Glass, Part 2

Today we’re finishing up the project we started last Thursday, where you guys were performing parts of “Sir Gawain and the Green Knight.” We’ll take about a half hour to prepare in our groups, and then start recording! After we record everyone’s performances, we’ll get them onto the computer and watch them back. I think it’s going to be really, really awesome!

After we finish the Sir Gawain project, we’re going to take a quick checkpoint quiz. Because we don’t have a test for this unit, I need to give you guys a little mini-assessment to make sure we’re still on target. We’ll grade these together, but I won’t record the grades – just use them for data purposes to make sure everyone is on track for the final. So, nothing to freak out about, just do your best and show me what you know!

That’s all for today, guys! Tomorrow we’re in the computer lab, and your Pick Three! Project is DUE DUE DUE!!!! This is a major part of your grade, so make sure you turn it in completely tomorrow!!!