The class was cold, but not as cold as usual which is always a good thing, but the best part was the shortened schedule due to early release Wednesday. Before the bell rang I sat down and talked to Victoria for a couple minutes. Then class started. It began with community cards where we met a cheerleader with two cats and learned that we have lots of shoppers in our class. We also learned that Andrew dropped Mythology. Then the real stuff began, as Mr. Becker told us that he gave us a very hard, multi- layered first comogony. So to help understand it better we did a quick 5 minute response to the myth and then shared our thoughts on it. Some of theses thoughts included the fact that the number 4 was very prominent within the myth, the realization that the idea of evolution appears, and the oddities of the story such as the inclusion of the sea monster. Mr. Becker also read us his response to the myth which focused on his questioning why the coyote took the sea monster's babies. Finally, class was almost over... which Mr. Becker was apparently unaware of before everyone in the class started to pack up all of their stuff to rush off to the rest of the day.
The class began in the usual manner with everyone filling in before the bell rang, Mr. Becker came in and greeted us in his usual dry tone of voice. He placed us into new seats to give us a new perspective in class everyone appeared to not mind their new seats because it went off without a hitch, and we sat down and got started. First we heard the scribe notes from yesterday that were masterfully written, they were rather enjoyable to hear. Then he decided he needed to clarify more for the class about scribe note for the benefit of any new students and for those who didn’t completely understand the first time around. He took roll and then it was time for some more community cards, they were both very interesting and helped us to get to know our classmates a little better. By now the stupor of the day was begging to take hold and bring down the students, it wrapped the class in a blanket of confusion, everyone was dropping like flies and could barely stay awake but most managed to do so. We finally got to the real point of the class and got back to myths, we discussed the Navajo cosmogony in more depth than the brief touch we had yesterday. We discussed our comparison chart and all of the important things like how the supreme beings weren't anything close to human, and also how the first man and woman were important parental figures, but most importantly we discussed how the culture influenced these special traits to occur in the story. The stupor was still in affect because only few met the challenge of continuing the conversation, the discussion continued. Mr. Becker finally was done with the discussion and that gave us just enough time to dip our toes into the waters of the next reading, this time it was Babylonian it too was about how the world began but the difference in perspective was quite astounding. After ten minutes of this the bell rang and released the class from the spell that only long periods of learning can induce in humans. People stampeded to the door, Mr. Becker barely got out of the way in time to avoid being crushed by a wave of teenagers. The class left the room to continue our day of learning and looking forward to the last classes end.
Mythology day 7; I walk into class today in hopes that maybe the temperature will be a little warmer than usual. I’m not normally very sensitive to cold, but something about the air in that room must be cooler than all the other rooms in the school, aside from Dra. Miller’s room. I sit in my normal seat, in the back so I can lean on the wall behind me to ensure optimal comfort. But alas, I judged too quickly. For we got new seats as soon as the bell rang. As I walk to the front of the room eagerly waiting to see where my new desk was, I see someone else taking my old desk and leaning their head against the wall, (I told you it was comfortable). My new desk is not bad, it’s again, against another wall so I can lean my head back to if I so choose. I sit next to Matt Steins, one of two people I know in class. While everyone is getting cozy in their new seats, Mr. Becker, with a slightly irritated tone, again describes the process of Scribe Notes. I listen closely so as to not mess up this one. Then we start the ritualistic process of community cards. Mr. Becker starts by trying to recover the faces of the names he learned the previous day, so far so good. He re-greets Stephanie and Allee with little trouble of which is which. Then it’s time to meet the new people. He pulls Stephen Moushay; we meet and greet him, learn he’s a twin and wants to join the Navy. Then we meet Elizabeth Glastetter, who wants to be a nurse/dietician/personal trainer, and who does not like ketchup. Out of the corner of my eye I see several people sneakily trying to text on their phones, but panic. Perhaps they feel they’ll get caught doing something they shouldn’t. As the usual suspects put away their phones, we are told to get out our comparison matrix that we were talking about yesterday. We start talking about supreme beings and mother/father figures in the Navajo cosmogony. I notice during our discussion that two people put on hoodies that they were not previously wearing, (proof that is cold in that room). The discussion goes on for some time before my fellow classmates start to; I believe it was described as “space balling.”Heads slowly started falling towards the desks and arms started to form pillows. So we moved on to something, I’d been waiting for. The next assignment! We were instructed to read a story called “Babylonia” that started on page 6. Mr. Becker warned us that this story was equally as challenging as the Navajo story: filled with many characters and ideas. Along with our reading we were told to fill out another comparison matrix to the best of our abilities. Eager to start, I flip my book open and immediately start reading about all the different gods and goddesses. During the silent reading time pens tap, foots tap, fingers tap, and I too find it hard to focus through the constant *tick tick tick* on the desks and floor. Annoyed, I pushed through and continued reading. But of course, as it never fails, as I soon as I start back up the bell rings and kids flee to the hallway so they aren’t late to their next class.
Yesterday we did some desk shifting and belly aching. Then we did some cards and talked to Cody, Malcolm, and Taylor. We sent on to talking about "the Emergence" next, Malcolm started us off on the Supreme Beings section. We talked about the changing of people into animals and visa versa. We also talked about the interchange of animal and human charicteristics and their impoortance to the Navajo. We then talked about the first man, first woman, first boy, and first girl. Then we talked about incest and the components that went into the creation of these first humans. Next we went to the flood caused by the water monster and it's drive of the emergence of the Navajo people into our world. We also talked about the positive outcomes of the flood such as the creation of the water animals. We went on to the birth metaphor and talked about the Navajo's development and similarity to emerging into a new world and birth. Last we were told to read a cosmogony from ancient Babylonian culture.
Scribe Notes, Alexa Berhorst
ReplyDeleteThe class was cold, but not as cold as usual which is always a good thing, but the best part was the shortened schedule due to early release Wednesday.
Before the bell rang I sat down and talked to Victoria for a couple minutes.
Then class started. It began with community cards where we met a cheerleader with two cats and learned that we have lots of shoppers in our class. We also learned that Andrew dropped Mythology.
Then the real stuff began, as Mr. Becker told us that he gave us a very hard, multi- layered first comogony. So to help understand it better we did a quick 5 minute response to the myth and then shared our thoughts on it. Some of theses thoughts included the fact that the number 4 was very prominent within the myth, the realization that the idea of evolution appears, and the oddities of the story such as the inclusion of the sea monster. Mr. Becker also read us his response to the myth which focused on his questioning why the coyote took the sea monster's babies.
Finally, class was almost over... which Mr. Becker was apparently unaware of before everyone in the class started to pack up all of their stuff to rush off to the rest of the day.
Sam B. 4th hour
ReplyDeleteThe class began in the usual manner with everyone filling in before the bell rang, Mr. Becker came in and greeted us in his usual dry tone of voice. He placed us into new seats to give us a new perspective in class everyone appeared to not mind their new seats because it went off without a hitch, and we sat down and got started. First we heard the scribe notes from yesterday that were masterfully written, they were rather enjoyable to hear. Then he decided he needed to clarify more for the class about scribe note for the benefit of any new students and for those who didn’t completely understand the first time around. He took roll and then it was time for some more community cards, they were both very interesting and helped us to get to know our classmates a little better. By now the stupor of the day was begging to take hold and bring down the students, it wrapped the class in a blanket of confusion, everyone was dropping like flies and could barely stay awake but most managed to do so. We finally got to the real point of the class and got back to myths, we discussed the Navajo cosmogony in more depth than the brief touch we had yesterday. We discussed our comparison chart and all of the important things like how the supreme beings weren't anything close to human, and also how the first man and woman were important parental figures, but most importantly we discussed how the culture influenced these special traits to occur in the story. The stupor was still in affect because only few met the challenge of continuing the conversation, the discussion continued. Mr. Becker finally was done with the discussion and that gave us just enough time to dip our toes into the waters of the next reading, this time it was Babylonian it too was about how the world began but the difference in perspective was quite astounding. After ten minutes of this the bell rang and released the class from the spell that only long periods of learning can induce in humans. People stampeded to the door, Mr. Becker barely got out of the way in time to avoid being crushed by a wave of teenagers. The class left the room to continue our day of learning and looking forward to the last classes end.
Scribe notes, Allie Corrier (2nd Hour)
ReplyDeleteMythology day 7; I walk into class today in hopes that maybe the temperature will be a little warmer than usual. I’m not normally very sensitive to cold, but something about the air in that room must be cooler than all the other rooms in the school, aside from Dra. Miller’s room. I sit in my normal seat, in the back so I can lean on the wall behind me to ensure optimal comfort. But alas, I judged too quickly. For we got new seats as soon as the bell rang. As I walk to the front of the room eagerly waiting to see where my new desk was, I see someone else taking my old desk and leaning their head against the wall, (I told you it was comfortable). My new desk is not bad, it’s again, against another wall so I can lean my head back to if I so choose. I sit next to Matt Steins, one of two people I know in class. While everyone is getting cozy in their new seats, Mr. Becker, with a slightly irritated tone, again describes the process of Scribe Notes. I listen closely so as to not mess up this one. Then we start the ritualistic process of community cards. Mr. Becker starts by trying to recover the faces of the names he learned the previous day, so far so good. He re-greets Stephanie and Allee with little trouble of which is which. Then it’s time to meet the new people. He pulls Stephen Moushay; we meet and greet him, learn he’s a twin and wants to join the Navy. Then we meet Elizabeth Glastetter, who wants to be a nurse/dietician/personal trainer, and who does not like ketchup.
Out of the corner of my eye I see several people sneakily trying to text on their phones, but panic. Perhaps they feel they’ll get caught doing something they shouldn’t. As the usual suspects put away their phones, we are told to get out our comparison matrix that we were talking about yesterday. We start talking about supreme beings and mother/father figures in the Navajo cosmogony. I notice during our discussion that two people put on hoodies that they were not previously wearing, (proof that is cold in that room). The discussion goes on for some time before my fellow classmates start to; I believe it was described as “space balling.”Heads slowly started falling towards the desks and arms started to form pillows. So we moved on to something, I’d been waiting for. The next assignment! We were instructed to read a story called “Babylonia” that started on page 6. Mr. Becker warned us that this story was equally as challenging as the Navajo story: filled with many characters and ideas. Along with our reading we were told to fill out another comparison matrix to the best of our abilities. Eager to start, I flip my book open and immediately start reading about all the different gods and goddesses. During the silent reading time pens tap, foots tap, fingers tap, and I too find it hard to focus through the constant *tick tick tick* on the desks and floor. Annoyed, I pushed through and continued reading. But of course, as it never fails, as I soon as I start back up the bell rings and kids flee to the hallway so they aren’t late to their next class.
Nathan Curtright (6th hour)
ReplyDeleteYesterday we did some desk shifting and belly aching. Then we did some cards and talked to Cody, Malcolm, and Taylor. We sent on to talking about "the Emergence" next, Malcolm started us off on the Supreme Beings section. We talked about the changing of people into animals and visa versa. We also talked about the interchange of animal and human charicteristics and their impoortance to the Navajo. We then talked about the first man, first woman, first boy, and first girl. Then we talked about incest and the components that went into the creation of these first humans. Next we went to the flood caused by the water monster and it's drive of the emergence of the Navajo people into our world. We also talked about the positive outcomes of the flood such as the creation of the water animals. We went on to the birth metaphor and talked about the Navajo's development and similarity to emerging into a new world and birth. Last we were told to read a cosmogony from ancient Babylonian culture.