2/8: quiet writing
...this morning. It was a little shorter than usual because I wanted to make time for a walk before lunch, but I managed to write myself into some clarity about an upcoming assignment I need to devise for one class and to begin sketching plans for a new pamphlet (prompted by the Swift vowel riddle poem).
2/7: morning, afternoon, evening
In the morning I wrote valentines. In the afternoon I mailed them and took a walk. In the evening I worked through a stack of grading.
2/5: learning the names
...of the Myth students. Many of them seemed happy when I called on them correctly in class and even supportive when I had to pause for a second to remember who they were.
2/4: a benefit
...of a boring TV show: it helped me fall asleep when I was too wound up to concentrate on bedtime reading.
2/3: beginning
...The Odyssey in the Myth class. It's the first time I'm using Emily Wilson's translation, and though I've been glad to teach Robert Fagles' translation in the past, it's good to have a change. I also had to change the first day of readings to start to make up for last week's cancellations due to weather. We read both Book 1 and Book 2 for today (instead of just Book 1). That worked well and took us comfortably just to the end of class.
2/1: being glad
...that I found Ruth Manning-Sanders' short story "The Skull" so that students could compare it with Jon Klassen's picturebook The Skull. (Klassen was inspired by Manning-Sanders' short story but takes the tale in different directions.) I'm looking forward to tomorrow's class discussion.
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