This week will bring about a rather unique combination of forces upon the shoulders of students. We have our focus placed upon the assessment for chapter 5, as well as the lessons of the man of La Mancha. Students will be introduced to the narrative and lessons of Don Quixote in preparation for Thursday’s field trip. I am confident that this will reveal much to students about a landmark of literature and allow students another metaphor with which to analyze the American Experience.
One lesson that I hope to evoke through the instruction about Don Quixote is the power of dreams. Quixote is a character who is animated through his dreams, but also crushed underneath the weight of those dreams. He is an individual who believes in ideals, yet never fully realizes them. His story is a tale of what it means to possess multiple narratives, the world of what is and what should be. In analyzing the story of Don Quixote, and the world of La Mancha (the stain), I hope to evoke a story of American Democracy, and the fight for freedom; one whose beat continues. As we examine how the colonists waged a fight for independence, similar to Quixote’s defense of the lovely, but invisible Dulcinea, one can see how freedom, as a concept, is a quixotic vision. I hope to counter the belief that the colonists knew the exact and perfect forms of freedom, liberty, and independence. When the world mocks and derides Quixote for fighting something that is not fully recognized, we are left to ask ourselves if this is not the fate of any person, group, or society who strives for something that is not recognized. One element of philosophy which is of personal fascination is the idea of introducing “newness” into the world. What happens when one brings sound into that which was silent? Certainly, a theme that was evoked through this week’s conferences was the development of student voice. What does it sound like when one evokes chords of scholarship through notes of inquiry in a domain of silence? What was it like for Quixote to fight his first windmill or fight his first battle for the honor of the dispossessed? What was it like for the colonists to first sound the call of freedom? I believe that all three questions are related for their answers lead to a new realm where the element of newness is brought into the world. Quixote, the colonists, and our 7-1 students are all linked to one another not merely chronologically, but thematically. Imagine our students as quixotic knights or visionary colonists and one has a new image of life in the C wing of the first floor.
Quixote relished the new quest, the new journey, and the language of newness. He spoke in dialects that others could not fathom. Quixote’s commitment to the chivalry way of life and the belief in nobility collided with Sancho’s platitudes and belches. Quixote’s faith in the role and power of ideas conflicted with a world where others lacked vision. Quixote was a living embodiment of his ideals and never showed fear. I believe 7-1 students must adopt a similar stance this week as they prepare for their assessment on chapter 5. In accordance to the idea of strength and honor, students will be asked to summon all of their powers without the assistance of study sessions or study guides. We will be reviewing essential topics of the exam in a station rotation task on Tuesday and Wednesday. We will spend Friday taking final questions on the exam and commence with the assessment on Monday. The first day will be a multiple choice exam, while the second day will consist of explaining the writing components. As Quixote sojourned with Sancho by his side, I hope 7-1 Students will travel the path of scholarship with their notes and understanding by theirs. As always, if I can be of any further assistance, please do not hesitate to contact me via email, post a response to this blog, or contact me at home.
All best, happy hunting, and safe travels you Quixotes of scholarship and inquiry!
Mr. Kannan
One lesson that I hope to evoke through the instruction about Don Quixote is the power of dreams. Quixote is a character who is animated through his dreams, but also crushed underneath the weight of those dreams. He is an individual who believes in ideals, yet never fully realizes them. His story is a tale of what it means to possess multiple narratives, the world of what is and what should be. In analyzing the story of Don Quixote, and the world of La Mancha (the stain), I hope to evoke a story of American Democracy, and the fight for freedom; one whose beat continues. As we examine how the colonists waged a fight for independence, similar to Quixote’s defense of the lovely, but invisible Dulcinea, one can see how freedom, as a concept, is a quixotic vision. I hope to counter the belief that the colonists knew the exact and perfect forms of freedom, liberty, and independence. When the world mocks and derides Quixote for fighting something that is not fully recognized, we are left to ask ourselves if this is not the fate of any person, group, or society who strives for something that is not recognized. One element of philosophy which is of personal fascination is the idea of introducing “newness” into the world. What happens when one brings sound into that which was silent? Certainly, a theme that was evoked through this week’s conferences was the development of student voice. What does it sound like when one evokes chords of scholarship through notes of inquiry in a domain of silence? What was it like for Quixote to fight his first windmill or fight his first battle for the honor of the dispossessed? What was it like for the colonists to first sound the call of freedom? I believe that all three questions are related for their answers lead to a new realm where the element of newness is brought into the world. Quixote, the colonists, and our 7-1 students are all linked to one another not merely chronologically, but thematically. Imagine our students as quixotic knights or visionary colonists and one has a new image of life in the C wing of the first floor.
Quixote relished the new quest, the new journey, and the language of newness. He spoke in dialects that others could not fathom. Quixote’s commitment to the chivalry way of life and the belief in nobility collided with Sancho’s platitudes and belches. Quixote’s faith in the role and power of ideas conflicted with a world where others lacked vision. Quixote was a living embodiment of his ideals and never showed fear. I believe 7-1 students must adopt a similar stance this week as they prepare for their assessment on chapter 5. In accordance to the idea of strength and honor, students will be asked to summon all of their powers without the assistance of study sessions or study guides. We will be reviewing essential topics of the exam in a station rotation task on Tuesday and Wednesday. We will spend Friday taking final questions on the exam and commence with the assessment on Monday. The first day will be a multiple choice exam, while the second day will consist of explaining the writing components. As Quixote sojourned with Sancho by his side, I hope 7-1 Students will travel the path of scholarship with their notes and understanding by theirs. As always, if I can be of any further assistance, please do not hesitate to contact me via email, post a response to this blog, or contact me at home.
All best, happy hunting, and safe travels you Quixotes of scholarship and inquiry!
Mr. Kannan
No comments:
Post a Comment