June 5th

The class considered four categories to analyze as we view food based televsion over the last fifty years: Production Values; Technology; Audience; Content & US Tastes.

We viewed Julia Child's The French Chef: Beef Bourgignon. (1963)

And The Galloping Gourmet: Jambalaya. (circa 1970)

Students wrote notes on their observations.
Students made predictions for food television circa 1999.

Tuesday, 3 July

Students completed an evaluation of the class.

The class watched Julia Child The French Chef: Lobster Juniors will be working on analzying food based television programs through the end of the year.

Monday, 2 June, 2014

Class spent time working on the papers on the food films.

Seniors were given their work from the year and their English Portfolios from their time at Grant.

Juniors were given their work from this year to put in their portfolios.

Thursday, 29 May

The class finished viewing Jiro Dreams of Sushi.

The the class worked, first individually then as a group, to complie evidence of the key conflicts shared among the films: Generational Conflict; Master vs. Apprentice; and Tradition vs. Innovation.

Students had time to create thesis statements and topic sentences for the following expository essay due on Monday:
In a 2-3 page essay explain how the themes we have focused on are present in the three films we studied. Explain the nature of the conflicts and how they are resolved. (There are three films and three themes. A papers must deal with a minimum of four of these six. An "A" paper must address five or six of the five.)

Juniors should bring a final rough draft on Monday, June 3rds. Seniors final paper is due in class on Monday.

Tuesday, 27 May

Class completed a WITS Class evaluation.

Mr. Zartler turned papers back both from the WITS residency and theses.

Mr. Zartler handed out grade print outs.

The class reviewed one definition of a Mastery, then continued viewing Jiro Dreams of Sushi.

Monday - Wednesay 19-21 May

Classes proceeded at different paces through the following material this week.

Discussion of the ruling creating marriage equality in Oregon.

We added the vocabulary words Equality; Equity, and Achievement Gap

We studied Brown vs. Board of Education

We learned a bit about the "Little Rock Nine."

We watched and discussed a news story on the retreat from the progress made after Brown v. Board of Ed.

We listened to Michelle Obama talk about the dangers of the resurgence of segregated schools.

Tuesday, 20 May

Today was a celbration of writing. Each student read a piece or a portion of a piece that they had written in class.

Much fun, and great writing!

See you at Broadway Books Wednesday, at 7:00 for more sharing and celebrating!

Tuesday, May 13th

Apricot taught class.

Every student conferenced with Apricot and was invited once again to read at Broadway Books on May 21st.

Students had time to work on their final piece.

Apricot will return to teach two more times: Thursday, May 15th and Tuesday, May 20th.

Monday, 12 May

Students reviewed the Master & Apprentice relationship. We considered the typical progress of a traditional apprentice: no skilled work; simple jobs; more complex responsibilities; complex tasks; "certification"; Journeyman status.

The class wrote to and discussed the prompt "How do you know what you want?"

We began viewing Ramen Girl and using the graphic organizer for the assignment.

(we watched about 21:20 of the film)

Thursday, 8 May

Mr. Zartler led the class in lesson #7 of the WITS experience. He handed out a rubric for student's final pieces for the residency.

Class went over the following dates: Memoir due 20 May. Rough drafts due 13 May.

Study and viewing of Ramen Girl on 8, 12, 15 May.

Study and viewing of Jiro Dreams of Sushi on 19, 22, 27 May.

Expository essay on the films: Eat, Drink, Man, Woman; Ramen Girl; Jiro Dreams of Sushi and the themes Generational Conflict; Master and Apprentice; and Tradition vs. Innovation due 3 June.

WITS reading at Broadway books (extra credit activity) Wednesday, 21 May.

The class then began studying for Ramen Girl by considering the question of "Core Values," "What do I want to Learn (and how will I learn it)?" and how these goals realate to core values.

Period 3 made a list of Masters and Apprentices and then wrote about the question: What does the apprentice owe the master?

Tuesday, 6 May

Apricot taught lesson #6 in her residency.

Students who missed class missed some great teaching, but can find the lesson outline in their WITS folders.

Monday, 5 May

We finished viewing Eat, Drink, Man, Woman and taking notes for the upcoming essay.

Apricot will be teaching tomorrow.

Thursday, May 1st.

Class covered a variety of topics today.

First Mr. Zartler shared the remaining dates in Apricot Irving's residency:
April 29th: "Hunger"; May 6th "Feast"; May 8th short lesson led by Mr. Zartler to prep; May 13th: "Conferences"; May 15th "Revision"; May 20th "Practice Reading"; May 21st Public Reading at Broadway Books in the evening.

Mr. Zartler then gave a lesson on how to write and include a "section thesis" in a "section introduction" in the thesis. He reviewed how the quote patter: "Intro the quote; quote the quote; cite the quote; explain the quote" should be followed with paraphrased evidence as well as embedded quotes in the thesis.

Class reviewed block indenting.

Mr. Zartler provided handouts and discussion for writing effective introductions and conclusions.

Next Mr. Zartler introduced the Food in Film unit.
Films to be studied are: Eat Drink Man Woman directed by Ang Lee;Ramen Girl starring Brittany Murphy; and Jiro Dreams of Sushi a documentary about the greatest sushi chef Jiro.

The films all feature tension or conflict between apprentices and masters; tradition and innovation; and conflict between generations.

The class considered the tension between tradition and innovation in a short writing and group activity.

The class will begin studying Eat Drink Man Woman  on Monday.

Tuesday, 15 April

Apricot Irving taught her lesson #3 "Revealing Character Through Food".

The lesson included identifying potential people as subjects of writing, reviewing professional models, and writing about these subjects/ characters.

Students who missed class should do there best to use the lesson packet in their folders to do make up writing.

Monday, 14 April, 2014

We began class with a brainstorm of answers to the question:
"Where am I?" The class shared their lists, and was prompted to add answers from a chronological, metaphysical, and  academic perspective.

Next each student choose one of their answers to write about.

After being assigned new seats, the class was asked to choose the previous answer, but to write from the perspective of: "Where I would like to be."

The class reviewed this week: Apricot Irving residency on Tuesday, Juniors to be "pulled out" by counselors on Thursday; this will be a day to work on the research thesis. And next week: Monday = Tuesday Schedule + Apricot Irving teaching; Tuesday = Wednesday Schedule; Wednesday = Special ACT Schedule; Thursday = Thursday Schedule; Friday = Friday Schedule.

The we listened to an excerpt from the NPR program This American Life in which Apricot Irving talks about the Haiti where she grew up; and the Haiti that exists after the devasting earthquake of 2010. You can find the story at http://www.apricotirving.com/listen/ Her portion of the show begins at 30:00 run time. As we listened, we thought about what we learn about Haiti from her piece.

Thursday, 10 April

Apricot Irving taught today.

The lesson was called, "The Forbidden Fruit: Food and Desire". Any student who was absent should get a handout from Mr. Zartler in order to make up as much as they can from the class.

Tuesday, 8 April

2nd period Juniors attended an assembly featuring the Oregon State University system.

Seniors in second period conferenced on their thesis with Mr. Zartler.

3rd period students first shared their lessons on the articles read and analyzed last weeek.

Then in small groups students read aloud, and got feedback on the rough draft of their research thesis.

Apricot will be teaching class on Thursday.

Thursday, 3 April

Apologies, the following didn't post correctly.

Rough Drafts of the thesis were due. Students completed questions as shown at the bototm of this post.

The class then broke into three groups to analyze three articles: One called "The Secret to Success" about Portland area restaurants, one on the Nez Perce claiming a right to hunt Bison in Yellowstone National Park, and one about an Italian DJ who works to preserve traditional foods in Italy.

Presentations of these analyses will be in class on Tuesday. (2nd period however, juniors will be in an assembly).

Apricot will be teaching on the 10th, 15th, and 21st.

These are the questions for those who did (and also for those who did NOT) turn in their rough draft:

Thursday, April 3, 14

Your Thesis Rough Draft is due today. You have different assignments based on whether or not you have a draft with you right now.

Name ________________________________________________________ Thursday, April 3, 14 Period ________

Y / N I am turning in the rough draft of my thesis right now.

If “Yes” answer the questions on this page. If “No”, turn the paper over.

Did you turn in about 50 notes on cards already? Y / N

Did you turn in a model section? Y / N

Did you turn in an outline? Y / N

What do you think you have done well on this draft:

______________________________________________________________________________

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What do you think you could do better without help or further instruction from Mr. Zartler:

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What do you think you could do better with help or further instruction from Mr. Zartler:

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What (if anything are you hoping Mr. Zartler does next to help you on your thesis?

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Name ________________________________________________________ Thursday, April 3, 14 Period ________

Did you turn in about 50 notes on cards already? Y / N

Did you turn in a model section? Y / N

Did you turn in an outline? Y / N

About how much time did you work on your thesis each day? _____ hours ____ minutes.

How many tutorials have you attended?

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If you attended tutorial did you get the help you needed?

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What do you think you could do better without help or further instruction from Mr. Zartler:

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What do you think you could do better with help or further instruction from Mr. Zartler:

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What (if anything are you hoping Mr. Zartler does next to help you on your thesis?

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Tuesday, April 1st

Apricot Iriving began her Writers in the Schools Residency today.

The first lesson was titled "Taking Risks with Food & Writing".

For absent students there is a handout in your WITS folder, or Mr. Zartler can give you a copy.

Apricot introduced herself (you can learn more at ApricotIrving.com ).

Each class agreed on some ground rules:
Period 2: Be Respectful; No Mocking; Listen
Period 3: No Mocking; Show Appreciation: Listen.

Thesis Rough Drafts are due on Thursday.

Monday, 31 March

Apricot Irving's Writers in the Schools Residency starts tomorrow!

Students received a copy of Apricot's memoir piece "Dreams from My Father". Students were to read the piece and answer the following questions:
"What is the main idea of "Dreams from My Father?" (Not the plot)
"How is 'DfMF' like an essay?"
"How is 'DfMF' like an story?"
"In what ways do you think or feel differently after reading 'DfMF?"

Juniors completed materials for their taking of the ACT on Wednesday, April 23rd. Junior who did not complete this activity should attend tutorial on Tuesday or Wednesday. Junior who wish to fill out the optional personal information sections in order to get the best matches with colleges and scholarship agencies should, likewise, attend tutorial to complete those sections.

THESIS ROUGH DRAFT DUE: 

THURSDAY, APRIL 3RD.

All previous sections and outlines have been returned. Students needing help, or wanting feedback on their outline before writing the rough draft (HIGHLY, HIGHLY recommended) should attend tutorial.

Whoops, please see below for the English: Food & Culture Posting rather than the US History posting!

Tuesday / Thursday March 18th / 20th

Rough Draft of Thesis is due Thursday, 3 April

Tuesday and Thursday of this week was divided between preparing for Congressman Earl Blumenauer's visit; finishing King Korn, and a counseling presentation for Juniors.

All students were to complete a Message Triangle for a question or concern that they wanted to share with Rep. Blumenauer.

Students were to turn in a completed note taking graphic organizer on King Korn.

All students have recieved back their outlines and model sections if they had turned them in.

3rd Period Thursday we met with Congressman Blumenauer.

Have a great break!

Tuesday/Wednesday and Thursday/ Friday 18-21 March

This week students turned in their Progressive Era Essay's. Periods 4,5, and 6 completed a self evaluation of the essay that was turned in with it.

The class focused on the study of America's history of war fighting for the week. Students were to complete their maping of American Wars, and then wrote several paragraphs addressing the questions:
What do you learn about America from this map? About American History? And about the History of American Foreign Policy from this map?

There were lectures on how warfare changed from WWI to WWII and modern day.

The class heard a lecture on American Aircraft Carriers which each cost 6.5 million dollars a day to operate.

Have a great break.

Monday, March 17th

Students received grade print outs.

Model sections that were turned in on time were returned.

Outlines were collected from students..

The rough draft of the entire thesis is due on April 3rd.

Tomorrow, Tuesday, 18 March students must submit a question, comment or concern, that they would like to share with Congressman Blumenauer during his visit on 3rd period Thursday, 20 March.

Students in 2nd period were given notes to give to their third period teacher about missing 3rd period.

Students were once again asked to attend tutorial if they are having trouble or missing work.

Students should bring thesis work to review in class after finishing King Korn tomorrow.

During class Mr. Zartler used student work to demonstrate common problems with thesis sections and how to fix them. He reminded students that they have taken notes on editing marks in the past. He added the note "TSMS" which indicates that the topic sentence and the evidence in the paragraph are mismatched.

Tuesday, 11 March & Thursday 13 March

Drafts of one "model" section of the thesis were due, and collected.

Mr. Zartler gave lessons on how to create an outline from note cards.

Mr. Zartler checked off studetns who had done the note taking assignmnet.

An outline of the thesis completed to the paragraph level is due on Monday, 17 March.

On Tuesday 18 March, a question, comment, or concern to be shared with Representatvie Blumenauer is due.

The class has watched about an hour of the documentary King Korn. A complete graphic organizer is due to Mr. Zartler on 18 March.

Earl Blumenauer will be visiting with Food and Culture and Introduction to Sustainable Agriculture students 3rd period on 20 March in the choir room. All students should attend.

Monday, 10 March

Class began with a review of the overall structure of the thesis, and the importance of key words being used to show organization. Key words from the Hypothosis (thesis of the paper) should be repeated in the section thesis statements; key words from the section thesis statements should be repeated in paragraph topic sentences (but paragraph topic sentences won't necessarily include key words from the Hypothosis.

The first "model" section of the thesis is due tomorrow, Tuesday, 11 March.

The class spent most of the period reading, analyzing and discussing the following new story Farm Bill Reflects Shifting American Menu and a Senator’s Persistent  students took notes on questions about the issues and on their agreement or disagreement with the polocies presented in order to prepare for Congressman Blumenauer's visit on Thursday the 20th.

Important due dates:
Thursday, March 20th during 3rd Period Congressman Earl Blumenauer will be visiting Grant's Food and Agriculture classes. There will be an "In-School Field Trip."

Tuesday, March 18th students will need to provide a question or concern, and data to back up the question or concern to present to Rep. Blumenauer.

Next we continued our studying of industrial food production.

We read and discussed this Op-Ed piece by  Nicholas Kristoff "Is That Sausage Worth It?".
We discussed Bovine Spongifrom Ecephalopathy/ "Mad Cow Disease" and Creutzfeldt-Jakob disease. We compared "Market Forces" and "Legislative Solutions." We discussed proposed "Ag-Gag" laws.

There was a lecture on how note cards are used to create a well organized thesis.

Students had time to organize their cards for the first section. The class was reminded to use topic sentences that share key words with the section thesis.

Tuesday, 4 March

Students had their working hypothesis and 25 notes (on note cards) checked.

Students were given the following due dates an exhorted to put not just the dates in their planners, but specific times and places to meet these dates:

12 notes on one topic / section of thesis: Thursday 6 March

First section of thesis: Tuesday 11 March

Approximately 50 notes (on note cards) 13 March.

The class did an exercise to identify topics for sections of the thesis.

The class viewed episode 1 of Farmed and Dangerous  to kick off the Corporate and Industrial Foods issues section of the class. The class took notes on issues related to corporate and industrial food production raised in the program. These notes will be useful when later in the spring Congressman Earl Blumenauer comes to Grant to discuss these and other issues.

Mr. Zartler also indicated that after the spring break the class would be honored to have Apricot Irving teaching a unit on food writing and memoir curtesy of Writers in the Schools.

Monday, 3 March

Class was built around students understanding due dates for the thesis, being clear on work that should have been turned in already, and learning new skills for the research paper.

All students who had not yet turned in the Restaurant Review were told to attend tutorial on Tutorial on Tuesday, 4 March. (These students were previously told to attend tutorial on Tuesday or Wednesday 25/ 26 February.

Re-search Meta-Cognition Exercise
Class began by writing about the researching process. Students then shared and considered in small groups what lessons about how to do research they could take from previous successes and failures.

Students then had time to work on a draft of their working hypothesis.

Students were reminded that 25 notes (on note cards) are due on Tuesday.

Thursday, 27 February

Today students had time to do research with the support of Mr. Zartler and Ms. Paige in the library.

Also these important notes and reminders were shared:

1) You’re restaurant review should be in. If it is not and you did not come to tutorial your parents will be notified that you are currently NOT taking care of business appropriately. 2) You should have Mr. Zartler’s initials on the front sheet of your thesis packet approving a topic. If NOT: See Mr. Zartler immediately. 3) Research                 A) Today is the last day the class will come to the library to do research.                 B) You should have a list of questions that you are searching for the answers to, do NOT just “do” research on a topic.                 C) You should make a bibliography card for EVERY source you consult.                 D) You should be using NOTE CARDS for your notes and bibliography cards.            E) I am moving the due date for Notes and Working Hypothesis to Tuesday, 4 March. You should have 25 notes (facts) (on note cards) with you on Tuesday. This is important to maintain your timelines and to ensure you are successful. 4) Please ask for help as needed.

Apologies for the missed entries, I got sick. 13-26 February

Restaurant Reviews were due on Thursday, 13 February. Students who had their reviews to turn in on time wrote a self-evaluation and shared their reviews. Students who did not have their reviews wrote an explanation of why they did not have it, and what they or Mr. Zartler should have done differently to help them meet this deadline. This analysis is to be signed by a parent and turned in with the review.

The week of 17-23 February was spent studying the handout for how to write the thesis. Students should get a copy from Mr. Zartler as there is currently no convenient way to post on here.

On Monday, 24 February Ms. Battle gave a lesson on Effective, Efficient, Ethical research techniques, and the class then went to the library to begin researching.

Tuesday and Thursday, 25 and 27 February are the only other day that the class will be in the library doing research.

Things that students should have done so far for

Restaurant Review

1) Turned in the Restaurant Review
2) Come to tutorial on Tuesday or Wednesday 25 or 26 February to discuss the review if it is not already in .

Thesis

1) Had Mr. Zartler sign off on a topic
2) turned in a list of 25 questions about the topic
3) begun research

Tuesday, 11 February

Restaurant Reviews are due on Thursday!

Juniors began OAKS Writing Testing today.

Seniors had time to begin researching their thesis topics.

Thursday will be the same activities.

Tuesday, 4 February

Class began with a review of the Anton Ego speech.

Next the class read a review / critique of the french reviewer Francois Simon, who many see as the model for Anton Ego.

One key take away from the reading is that a review is for a potential eater, not for the chef, cook, or owner.

Next the class was given a substantial handout / guide to doing the research paper / thesis.

The class began studying the requirements, and the class was asked to have read the entire document for next class.

Monday, 3 February

Class today discussed a review of a poor restaurant owned by famous chef Guy Fieri.

We viewed a clip of Ratatouille in which critic Anton Ego discusses reviewing.

The class has now read at least three good professional reviews of good restaurants, and one good review of a poor restaurant.

Students were shown a "capsule review" and cautioned not to submit a review such as this for their assignment.

Thursday, 30 January

Class began with studying a review of the Portland restaurant "Tasty & Sons." Students were asked to decide if they would like to eat there based on the review. Students marked sections of the review that made them want to eat at Tasty & Sons with a smiley face, and parts of the review that made them not want to eat there with an X.

Next students were given a Restaurant Review Rubric. They matched the information described as required for a good review with their personal reasons for going out to eat.

Next students read a review of Pok Pok NY and compared this professional review with the rubric.

Finally students began comparing the review "Hidden in a Nook"; analysis of this review is due on Monday.

Tuesday, 28 January

Besides learning what the agenda for the first three weeks of the term are (see previous post); the class worked on developing ideas for thesis research topics.

Then the class did work thinking about the various reasons each of us and people in general go out to eat in restaurants.

Intro to the Beginning of Third Quarter

January 28 & 30, and February 3rd will be studying the restaurant review. A completed restaurant review will be due on February 13th.

On February 4 & 6, Mr. Zartler will be introducing the research paper / thesis.

The following week: February 10,11, & 13 juniors and some seniors will be doing the OAKS Writing assessment. When finished, or if not taking the test, research time for the thesis will be provided.

Tuesday, 21 January

Today work was returned and grade print outs were shared. If any summative assessment is missing or incomplete, then the student can not pass for the semester. Work can still be made up and turned in.

The class worked on studying for tomorrow's in-class, open-book, open-note final exam by reviewing the following:

Food and Heat (Physical and Passionate) are key themes in Like Water for Chocolate.

List three topics you think that I am most likely to ask you to write about:

Choose up to three quotes that you think are most likely to be either asked about by the exam or used as evidence by you. (Why?)

Besides Food and Heat what symbols, events, or quotes do you find most significant, why?

And

The proper way to embed a quote: Intro the quote; quote the quote; cite the quote; explain the quote!

Thursday, 16 January

Class began by completing the timeline of events in Like Water for Chocolate.

Then class discussed in a variety of ways the following topics:

Why was "I hate you" the "magic word?

Why is who is getting married so confusing in the month of December?

What is the relationship between Tita and the narrator?

How are food and fire related to one another in understanding the book?

We will prepare for the in-class, open-book essay final exam in class on Tuesday of next week.

Monday, 13 January and Tuesday/ Wednesday 14/15 January

This week various classes moved through various parts of studying videos, taking notes in mini-lectures, and discussing several key events.

We studied the Great Railroad Strike of 1877 which helped increase membership in unions.

We studied the controversy between the Gold Standard and Greenbacks.

We watched several videos and discussed the Haymarket Riots of 1886.

Haymarket riot video

http://video.pbs.org/video/1907816603/ 10 mins

And a different perspective with more focus on labor and civil rights

1) http://www.youtube.com/watch?v=_OQxncb2ihQ&safe=active

2) http://www.youtube.com/watch?v=CkZET09x5_Q&safe=active

3) http://www.youtube.com/watch?v=GaUFPCMnChk&safe=active

18-19 minutes total

Some classes had time to analyze a graph on page 185 of History Alive! examining the relationship between hours worked and wages between 1890 and 1915.

Most classes also studied the "Pullman Strikes."

The final exam for this class will cover the history of labor and industry in the US from european settlement to WWI (including vocabulary).

Tuesday, 14 January

In class we reviewed embedding quotes. This is a vital skill for completing the final exam that will be an open note, open book in-class essay on Like Water for Chocolate.

We divided the novel into parts and worked to create a time line of events that are crucial to the plot.

The rest of the novel should be read by Thursday.

Monday, 13 January

Students should have read through "July" in Like Water for Chocolate.

The quiz for todays reading was:

The following quote is on page 115. Write a paragraph that explains as fully as you can, using other quotes and examples from the novel how this quote relates to the rest first seven months (January – July) of the novel. Pay particular attention to the phrase, “we can’t strike them all by ourselves.” Please use your notes and the novel. You will have thirty (30) minutes.

         “As you see, within our bodies each of us has the elements needed to produce phosphorus. And let me tell you something I’ve never told a soul. My grandmother had a very interesting theory; she said that each of us is born with a box of matches inside us but we can’t strike them all by ourselves; just as in the experiment we need oxygen and a candle to help.”

After finishing the quiz, class had a brief discussion about about bandits being the death of Mama Elena, the rape of Chencha, and how Gertrudis fared after running away with the rebel.

Thursday, 9 January.

The class worked in small groups to analyze April, May, and June.

Here is an example of what was discovered.

Tuesday, 7 January

Class began with a quiz. Anyone who missed class or who did not pass the quiz will need to attend tutorial on the 14th in order to complete a make up activity.

Class focused on sharing notes about heat and fire in the chapters February and March.

The class also searched for elements of magic and miraculous happenings (and recorded notes) for February and March.

We considered the element of blood that died the roses for the Quail in Rose petal sauce.

Students had some time to read.

May and June are due for next class.

Monday, 6 January

Today's class was devoted to returning PSAT scores.

The counseling office presented information on PSATs, SATs, ACTs, and lots of information about applying to colleges.

Monday, 6 January

One major activity in class was to begin creating a chart in which to log the various instances where heat and fire play a significant role in the story.

The class also began a chart for each month (chapter). The chart lists the foods that play a role in that chapter, the most obviously significant symbols in that month's section, and any themes that are revealed. For example

January

Food:

Christmas Rolls

Onions

sausage

chile

salt

Symbols:

crying

heat 

birth

Themes:

love

sadness

mother v. daughter

passion

The class also took time to consider what questions might be asked in a quiz on the first months of the book.

Thursday 19 December

The first part of class was spent identifying key ideas revealed in the first chapter "January."

Aphorism: To the table or to bed, you must come when you are bid.

January: Christmas rolls
crying, crying, crying
Onions, salty, birth

"Tita didn't distinguish between tears of laughter and tears of sorrow. For her laughing was a from of crying (7).

"Smells have the power to evoke the past" (9).

We also developed the following Venn Diagram comparing the three sisters: