Auggie Wren's Christmas Story

"Auggie Wren's Christmas Story" by Paul Auster

Points of View on Chris McCandless

In the comment box below, explain how the different points of view in the videos you saw in class today affected your opinion of Chris McCandless.

Into the Wild: Responding to Your Environment and Making Decisions

Into the Wild film script

Into the Wild (film) character list

Into the Wild (film) significant quotations

Answer the following ten questions in a Google document called Into the Wild Decisions.
Share the document with me. Each answer will require multiple sentences.

1. What decisions does Chris McCandless (Alex Supertramp) make from the end of college through his final days in Alaska? (Use your notes. Be specific.) 2. What are the outcomes of his decisions? Be specific.

3. How does his social environment affect his decisions? Explain. Be specific. 4. How does his physical environment affect his decisions? Explain. Be specific. 5. How does Alex's world view (his philosophy of life) influence his decisions? Explain. Be specific. 6. How does his knowledge (or lack of knowledge) about the world affect his decisions? Explain. Be specific.

7. To what extent has Chris been successful? Explain. 8. To what extent has he been unsuccessful? Explain.

What would Chris say about his decisions? 
9. What decisions might he be proud of? Explain. 10. What might he regret? Explain.



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For those interested in a more complete version of the story read this for your next independent reading book.

And click here for an article from this year that provides the most updated information about how Chris died.

How Good Is Your Decision-Making?

Click here to take a survey on decision making.

In a Google Document that you share with me labelled "Decision Making" write at least seven sentences reflecting upon the results of the survey. How did you do? What did you learn about your decision making in particular? What did you learn about decision making in general? How could you apply the results of the survey to make better decisions in the future?

Tattoo and Personal Essay

Responding to Rule of the Bone:

Tattoo and Personal Essay

FINAL EDITS ARE DUE ON WEDNESDAY, NOVEMBER 6.

Step 1:

Draw a tattoo that in some way represents who you are.

The tattoo you draw should show thought and care.

Step 2:

Write an introductory paragraph (seven or more sentences) explaining how the tattoo suggests something about who you are and what is important to you.

Write three body paragraphs. In each body paragraph vividly tell a different story about yourself that shows who you are and what is important to. Write each story in a way that helps the reader experience it. Make sure you tell the reader what the story shows about you.

Conclude. Write a paragraph that sums up what the tattoo and what the stories show about who you are.

Type this in Google Docs. Save it with your first name, last initial, and the word tattoo. Mine would be jcook tattoo. Share the doc with me: jcook@gloucester.k12.ma.us.

Thinking about Rule of the Bone #9

What big, life-changing decision does Bone make in chapter 14 (Crossing the Bar)? Do you think it's a good decision, a bad decision, or more complicated than that? Explain and support your answer. Show me that you understand Bone and his situation. Convince me that you're right.

Thinking about Rule of the Bone #8

In chapter 12 ("Over the River and through the Woods") what do you think is interesting and significant about what Chappie's grandmother tells Chappie about his real father? Include at least four details in your response. Explain exactly what makes the details interesting or significant.

Thinking about Rule of the Bone #7

Near the end of chapter 11 ("Red Rover") Bone says, "I'll always remember that moment. I've played it back in my mind a hundred times at least since then."

1. What choice does his mother make in that moment? Provide details.
2. Why do you think she makes that choice? Explain.
3. Do you think she would have made a different choice if she knew that Ken sexually abused Chappie? Explain your answer.
4. Why do you think Chappie/Bone doesn't tell her the full truth about Ken? Explain.

Thinking about Rule of the Bone #6

#6 What do you think about Russ's decision to leave Chappie/Bone in order to live with his aunt and uncle? Consider the question from at least four different points of view: Russ's, Bone's, his aunt's, yours. Write at least four sentence.

Thinking about Rule of the Bone #5

The more power you’ve got

the more you’re able to do the right thing

which is whatever you can get away with

and at that point in my life I had no power whatsoever,

I couldn’t get away with anything

so I had to do the wrong thing

and tell the truth.

    from Rule of the Bone, "Presumed Dead" chapter 5, page 73

Is Chappie right? Give and explain your answer in the comment box below.

Thinking about Rule of the Bone #3 and #4

#3 Which character do you think is the most "evil" so far in the book? Explain your answer.

#4 Who is better to Bone: Russ or Bruce? Explain your answer.

Thinking about Rule of the Bone #1 and #2

#1 Of all the things Chappie has done in the book so far what is the worst thing he has done?  Explain your answer in a couple of sentences.
#2 Of all the things Chappie has done is the book so far tell me about something Chappie has done that others might think is bad but you think is okay? Explain your answer in a couple of sentences.

Put your answers in the comment box below. Let me know if you're having difficulty.

Welcome to English 10

English 10 with Mr. James Cook

1. Know the school policies in the student handbook. (Here's a link to last year's handbook. When the administration posts the updated handbook I plan to update this link.)

2. Show respect, take responsibility, try hard, have integrity, be engaged

·   Show respect for yourself, each other, me, other teachers, administrators, staff members, the room (including desks, floors, walls, etc.), and the equipment (books, etc.)

·   Take responsibility for your own education and behavior.

·   Put forth a good faith effort.

·   Don't copy other people's work. Don't plagiarize. In other words don't cheat. And don't make up fictional excuses. In other words don't lie.

·   I promise to work hard to make sure lessons are purposeful and relevant to your life. If you can read well, write well, and think critically you will have more control over your own life. I can help you with that. I also promise to work hard to make sure we read, write, and think about big questions that human beings have long been concerned with, especially this one: How do people respond to society's pressures? In return I ask that you engage with the work we do in class and the work I ask you to do outside of class.

3. Stay organized

·          Use a large three-ring binder to keep all photocopied handouts and completed work, including graded processed papers, projects, tests, quizzes, and homework. (Keep photocopied handouts for the semester. Keep processed papers and projects for the entire year. Keep graded tests and quizzes for the semester. Keep returned homework assignments for the term.)

·          The binder you bring to class daily should contain a source of paper.

·          You will also be responsible for bringing whatever book we are reading to class each day.

·          Use your school handbook to record homework assignments. Homework assignments are written on the right side of the whiteboard at the front of the class.

 

4. Know how you will be graded.

30% UNIT-WORK GRADES (Formative Assessments)

These assignments assess your learning along the way.

·          This category consists of homework and class work assigned during units.

·          Individual assignments (of the type cited above) will be graded using the following system:

·         The work is considered advanced (90-100, A-range, check-plus, 4 on the open response rubric) if the work is complete and shows exceptionally thorough and thoughtful understanding of concepts and mastery of skills;

·         the work is considered proficient (80-89, B-range, check, 3 on the open response rubric) if the work is complete and meets expectations by showing understanding of concepts and mastery of skills; 

·         the work needs improvement (65-79, C/D-range, check minus, 2 on the open response rubric) if the work is nearly complete and/or shows partial understanding of concepts/skills;

·         the work triggers a warning (<65, F, 1 on 4-point rubric) if the work is incomplete and/or shows little to no understanding of concepts/skills.

70% END-OF-UNIT ASSESSMENT GRADES (Summative Assessments)

These assignments assess your learning at the end of a unit.

·          Grades on unit tests, unit projects, and multi-draft papers will be worth two hundred points.

·          Grades on content quizzes, single-draft take-home essays, in-class timed essays, graded discussions, etc. will be worth one hundred points.

·          These assignments will be graded using rubrics that students will become familiar with throughout the year.

           

5. Know the policy for late work

Unit Work (especially homework)

·         Unless you are informed otherwise, homework that is completed late but before the end of the unit will be accepted but for reduced credit. (The grade will be reduced from advanced to proficient, proficient to needs improvement, or needs improvement to warning.)

·         Unless you are informed otherwise, homework that is completed after the end of the unit will not be accepted.

 

End-of-Unit Work (especially papers and projects)

·          If you are between one and five school days late with an end-of-unit assessment your grade on that paper or project will be reduced by ten points.

·          If you are more than five school days late with an end-of-unit assessment you may receive a passing grade (65) on that paper or project if you discuss the lateness with me , you turn the assignment in a week or more before the end of the term, and the work meets requirements.

·          Not doing an end-of-unit assessment is not an option.

6. Know the policy for retaking quizzes and tests, and for rewriting papers
·          Unless you are informed otherwise, students may make arrangements to retake a quiz or test during the five school days following the original quiz or test. Retake quizzes and tests cover the same information as the original quizzes and tests but are not identical to them.

·          In some cases students may also rewrite papers. If you would like to rewrite a paper ask  me.
·          Unless you are informed otherwise, the new grades will replace the old grades if the new grade is higher. If the new grade will not replace the old grade is the old grade is higher.

7. Know what will happen if you're late or skipping.

·          If you are late to class (meaning you arrive at your desk after the bell and after I have begun the day's lesson) you may be asked to stay after school.

·          If you are late by more than seven minutes you will be marked absent from class. This is school policy as set forth in the student handbook.

·          If you are discovered to have skipped class a zero will be added to your unit-work grade. (This consequence is in addition to the consequences outlined in the student handbook.)

8. Absences and make-up work

·          Work missed due to absences is your responsibility. The absence policy for GHS is outlined in the student handbook.

·          On the day you return to class, you will be expected to take tests, quizzes, participate, and turn in any assignments that are due on the day of return or had been due during your absence, so long as the due date was announced or posted before your absence.

Note:  These policies are subject to change.  All changes will be announced in class.  Students will cross out the changed language and write in the new.

9. Class Blogs & Emails

·          The class blog can be found at http://jcookenglish10.blogspot.com.

·          My staff website can be found at https://sites.google.com/a/gloucesterschools.com/jcook/

·          Email questions to jcook@gloucester.k12.ma.us

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After reading the policies, use the comment box below to write your first name and last initial followed by the sentence "I understand Mr. James Cook's English 10 policies."

Ask me questions if you have questions.