Week of 5.18 to the end!:

Romeo and Juliet rehearsals and Final Project work

Also: Final English portfolio introduced:9th final portfolio.doc (this will replace the English final exam).

R and J performance will also be on June 4th, so begin planning now.

5.22: R and J rehearsal

5.25: Project work

5.26: Project work

5.27: R and J run-through (off book)

5.28: Project work

5.29: R and J run-through

6.1: Project work

6.2: project/R and J Split

6.3: Final R and J rehearsal

6.4: Projects due and performance at 10:20 (No FINAL EXAM)

 

Week of 5.11:

Mon:

W: In groups of three (same as peer editing groups), you will write a short (3-5 minutes) "one-act" scene. Next Monday you will perform these scripts as a readers' theater exercise  - meaning you will be able to read from your scripts rather than memorizing them.

 

You should begin by sketching your three characters (age, name, outstanding features and personality traits) and determining their relationship to each other (are they strangers, family, friends, co-workers?). Next, you should choose a setting, such as "the back of a pick-up truck," "a diner in Paris," "a roller-coaster," "the waiting room at a doctor's office"...be creative. As a one-act scene, though, the setting should not change. Finally, you should identify some kind of "conflict" or "problem" that the action of the scene will center around. Once you have these three key components in place, you may begin to craft the dialogue and action (note that although the scene does not change, characters can come and go). You will have an additional 30 minutes of class time to prepare these scripts on Wednesday. You will be allowed only a minimal use of props and you will perform on a "blank stage," so don't plan to construct an elaborate set.

 

Class:

1. Peer-editing

2. R and J scene preparation (rough performance on Tuesday).

HW: Edit essays (and print); continue to memorize lines.

 

Tues: Scene performances and blocking cont'd

 

Wed: Scene run-throughs and historical character research

 

Th: Script Writing

 

Fri: Second set of scene (preliminary blocking, pacing, and running lines)

 

Week of 5.4:

Monday:

Baz Luhrmann's Romeo and Juliet Part Two

HW: Movie Review (part of Romeo and Juliet Project.doc). Review due Wednesday

see: SAMPLE MOVIE REVIEWS.doc

 

Tues: No Class

 

Wed: Vocab quiz #13

Rehearsal #1

HW: character analysis essay (due Monday);

 

Th: Production discussion and decisions (staging, costuming, memorization, date)

HW: study lines and essay work (thesis paragraph due)

Rehearsal #2

Final project introduction:final project 2009.doc

 

Fri: Essay work time

 

Week of 4.27:

Mon:

Vocab Unit 14 (quiz on Friday)

Choosing roles for the play

An initial look at the revised (and greatly abridged script)

Review III, iii - IV,ii

HW:

Finish Act IV

 

Tues:

Readers' Theater

NO HW

 

Wed:

Finish Romeo and Juliet

Breaking down the abridged play. Strategy, timeline, expectations.

HW: read "Modern perspective" in back of the book (10 pages)

 

Th:

Read through of abridged script

HW:

Vocab Quiz tomorrow

 

Fri: Quiz/ WatchBaz Luhrman's Romeo and Juliet

 

Week of 4.20

Monday:

Review balcony scene

Evaluate Romeo and Juliet's behavior

Analyze the chorus at start of Act II

Vocab Unit 13 (quiz friday with quote quest)

HW: II, iii-iv

 

Tues:

Acting act II and Act III, scene i

HW: finish Act 2

 

Wed:

Readers' theater

Uncovering the tragedy (on all its levels)

HW: III, ii-iv

 

Th:

 

Practice quote test (discuss strategies)

 

In-class dramatic reading of last night's text

 

HW:  review Acts 1,2,3 for test; study vocab (finish reading act 3)...Note: you will not be tested on III, v

 

 

Welcome Back

Introduction to Shakespeare and Romeo and Juliet

Performing the Prologue

HW: Act 1, scene i

 

Wed:

Fake Quiz

Readers Theater scenes ii-iv

HW:  Finish Act I

 

Th:

Analysis of Romeo and Juliet Act I, scene v

What is ironic about Romeo's first impression of Juliet?

Do you distrust Romeo's emotions?

Close reading of R and J's first verbal (and physical) encounter

30 minutes if short story work time.

HW: story due, vocab quiz

 

Fri:

Vocab quiz

Share Invisibility story excerpts

HW: Read Act II, scenes i-ii

 

 

 

Wed:

Reader's Theater

Characterizing the Characters chart

 

Week of 3.30:

M-Tues: Star Wars viewing (taking notes on the use of archetypal structure, symbols, characters, and themes

Test on Friday (TEWWG quote analysis, Joseph Campbell and Star Wars reactions)

 

Wednesday: Wrap-up discussion on Joseph Campbell and Star Wars, Review for test on Friday

 

Friday: Test

 

Week of 3.23:

Vocab Unit 11

Analyze Miss Turner's racism

a lesson on Booket T Washington: http://www.nps.gov/archive/bowa/btwbio.html

Analysis of Tea Cake's physiacl abuse of Janie and the public response

Quotes: (student presentation)

 

Tues:

Vocab review (quiz on Friday)

Journal:

Discuss hurrican symbolism in TEWWG and its relation to the nature symbolism thoroughout the novel

Consider the significance of teh phrase "their eyes were watching God" within the text/scene; how does it relate to the novel as a whole?

HW: read Chapter 19

 

Wednesday:

Samll group discussions and presentations

Consider the notion of a heroic "low point?"

Does Janie show strenght in these low points? How?

HW: Finish novel and revisit pages 13-20

 

Thursday:

BIG wrap-up discussion

GOAL: Everyone participates!

HW: Vocab Quiz studying

 

Friday:

Vocab Quiz

Joseph Campbell video

Cover Art Project introduced

 

 

W:

Week of 3.16:

Mon:

Q.J. #3 followed by student led quotation analysis: focussing on theme, character development and symbolism

Group analysis of "tumbling mud-balls" philospohy on page 90.

HW: 10, 11

 

Tues:

Q.J. #4 followed by student led quotation analysis: focussing on theme, character development and symbolism

Character analysis of Tea Cake

Reading quiz

What role does Tea Cake play in Janie's "quest"? Explain with evidence.

HW: 12,13

 

Wed:

Small group analysis and presentation

HW: 14, 15: (we will have an in-class essay tomorrow, based on an important theme or character in the novel.

You will be expected to show an understanding of - and use proof from - the entire novel to this point.

This will be an open book essay.

 

Th:

In-class essay

TEWWG in-class essay.doc

HW: revise essay

 

Friday:

Student presentations on a. power b. de muck c. the "love game" betwwen Tea Cake and Janie

Discuss each presentation (remember: "the text is a lazy machine that needs to be activated")

HW: Read Chapters 16, 17; complete "Character Sketch"

 

 

 

Week of 3.9:

Monday:

Exams returned

Discuss opening chapter of Their Eyes and listen to a reading of the text by Ruby Dee

Consider Janie as a hero. How is she introduced? What are her defining characteristics?

Consider her relationship with the society (porch culture)

Analysis of the opening two paragraphs.

What is Janie's quest?

HW: Read Their Eyes, Chapter 2

 

Tuesday:

Understanding the narrative "frame" in Their Eyes

Describe the relationship between Janie and Nanny. Consider Nanny as a "social" force in Janie's life.

Explore the meaning in Nanny's "sermon"

Quotation journal

HW: Chapters 3 and 4

 

Wednesday:

Quotation Journal #1 (10 minutes)

Students share quotation choices and initiate group analysis (5 quotes)

Discuss the continued themes of self-revalation and nature.

Evaluate Janie's decision to run off with Jody Starks

HW: Read Chapter 5, with close attention to "the art of dialogue" in Eatonville

 

Thursday:

Quotation Journal #2

Student sharing

Discuss Janie's "voice" in this chapter, and consider it as an emerging theme.

Relate the first 5 chapters to the hero's cycle. (revisit your charts)

Vocab. review for quiz tomorrow.

 

Friday:

Vocab/Reading Quiz

Quotation Journal #3

Discuss

HW: Read Eyes 7,8,9

 

 

ARCHIVED WEEKS 

Week of 3.3

T-Th: Presentations of "epic poems"

Printed copy with cover art due on Thursday

Friday: Introduction to Their Eyes Were Watching God

 

HW:  read chapter one of Eyes

 

2.23

Mon: Exam Review cont'd

Tri 2 exam outline.doc

2nd trim exam.doc

 student written essay questions tri2.doc

 compile study questions

 W:  work on epic poems

 

Tues:

 Project work period

 

 Wed:

 final tri 2 review

 

Friday: English final. Reminder: Epic poem is due on Monday; performances begin. (practice reading)

 

 

Week of 2.17

Tues:

Finish Beowulf

Discuss elements of tragedy.

Beowulf vs. Oddyseus

Plotting your poem in pairs

HW: Compose the first 20 lines of your epic poem

 

Wed:

Group work cont'd

rewrite first 20 lines...twice

HW: poem lines 20-50

 

Th:

partner work: how well do you know the hero? the setting? the goal?

individual work: adding complexity and detail to the narrative

HW: 100 lines for Monday

 

Fr: Exam Review

Mon: Poetry work poem due next Monday (performances begin)

Tues: Exam Review

 

 

 

 

Monday:

Scop project intro.

Essay due

W: work time (personal essay revision due tuesday)

In-class reading (to line 1600)

HW: personal essay

 

Tuesday:

Scop project pre-work (come creative)

Beowulf/ hero's code discussion

In-class reading

HW: study vocab (quiz tomorrow), read beowulf ()

 

Wednesday:

Vocab/Beowulf quiz

Scop project pre-work

In-class reading

 

Thursday:

Scop project group work (mapping the story arc)

Beowulf in-class reading

Complete character and plot mapping for your epic poem

 

Week of 2.2

Monday:

Vocab unit #8 (quiz next Wednesday)

Introduction to Beowulf, Anglo-Saxon culture, and elements of Old English poetry

In-class reading

HW: Read to line 300

W: edit the essay of your choice (due next Monday)

 

Tuesday:

Review reading....

How does the author delineate the warrior (or heroic) code?

What appears to be Beowulf's motivation?

What makes Beowulf a hero (attributes, etc.)

In-class reading

HW: Read to line 709

 

Thursday: 

Review Beowulf

Return draft of comparative analysis essay

Editing work

 

Friday:

In-class reading (to line 1278)

HW: edit papers (bring printed copy of final essay and the edited draft to turn in)

 

 

 

 

 

Week of 1.26

Monday:

Siddhartha/ The Alchemist comparison (theme, character, ideas, symbols)

Comparative Analysis Essay project sheet introduction

Quotation compilation

HW: Type 10 quotes from each book (that support your general thesis) into a document

Tues:

Writing a thesis paragraph

HW: Thesis paragraph due

 

Wed: Body paragraphs 1 and 2

HW: finish 

 

Th: Body paragraphs 3 and 4

HW: Finish

 

Fri: Conclusion

Draft due on Monday

 

Week of 1.20:

Wed:

Vocab Unit 7

Discuss teh irony of Siddhartha's relationship with his son.

What is teh relationship betwwen love and suffering within the recent chapters of the text

In class reading

HW: Finish Siddhartha

 

Th:

JOURNAL #11: personal reflections on lessons learned through teh text

Student led discussion (centered around a close reading of textual excerpts)

HW: Finish "Food" essays

 

Week of 1.12:

Monday:

Introduction to Haiku

Haiku handout

HW: Read Siddhartha 63-73; read and annotate Haiku handout

W: writing about food

 

Tuesday:

Haiku cont'd

Siddhartha journal/discussion

HW: Read Siddhartha 75-85

 

Wednesday:

Haiku writing and reading

Siddhartha journal/discussion

lecture on samsara

HW:87-100

 

Thursday:

Extended Journal: EXploring the symbolism of water/the river

Haiku writing

in-class writing

HW: 100-115

 

Friday:

Webquest: The Ganges River, Varanasi, Buddha's death sermon

http://www.cs.albany.edu/~amit/ganges.html

http://www.csuchico.edu/~cheinz/syllabi/asst001/spring98/ganges.htm

http://www.karlgrobl.com/Ganges

http://blog.shunya.net/shunyas_blog/2007/07/the-burning-gha.html

http://en.wikipedia.org/wiki/Varanasi

http://www.metmuseum.org/TOAH/ho/07/eaj/ho_12.134.10.htm

http://www.buddhamind.info/leftside/arty/his-life/death.htm

 

 

HW: 101-127

 

Thursday:

 

 

Week of 1.5

Monday:

Vocab Unit#6

The story of the Buddha

Herman Hesse, Siddhartha introduction

HW: Read Siddhartha chapters 1 and 2 (pp 3-24)

W: haiku

 

Tuesday:

define and discuss: bildugsroman

J: What is the goal of the samanas?

research: jainism

D: Why does Siddhartha leave home?

HW: Read chapter 3 ("Gotama")

 

Wednesday;

J: Comparisons to The Alchemist

D: What does Siddhartha learn from Gotama

What symbols does Hesse employ?

biographical research on Herman Hesse

HW: Read chapter 4 ("Awakening")

 

Thursday:

J: Compare Siddhartha and Govinda

Research: images of India

graded discussion

W work time

HW: Read chapter 5 (Kamala)

 

Friday:

Discuss the male world and female world that Hesse creates (explore symbols and characters within each)

Discuss Siddhartha's conflicts. What separtates the two worlds? How does this relate to the Chinese symbol of yin/yang?

What do you think of Kamala as a teacher? Is she an artist?

Apply what you know about Buddhism to offer Siddhartha a warning about his invlovement with Kamala and this society in general.

HW: W assignment due Monday

 

 

 

 

Week of 12.15

Monday:

Alchemist project propossal review and discussion

Project work time.

 

Tues-Thurs.: Project work.

You should spend as much time outside the classroom as necessary throughout the week, but 15 -20 minutes each night should be sufficient

if you are using class time wisely.

 

Please turn in any drafted work by Wednesday.

Project is due on Friday.

 

Week of 12.8

Monday:

Vocab Unit #5

J #4: Write about someone you know who has reacher their personal legend (in your mind). What are the reasons that support your belief.

Discuss the concept of personal legend. Is it totally subjective? If you could interview this person, what questions would you ask them?

Teachers chart cont'd

What does santiago learn from Fatima? ...the camel driver?

HW: Read to page 121 (15 min)

 

Tuesday:

J: #5

Meeting....The Alchemist!

in-class reading

HW: Read to page 144 (15 min)

 

Wednesday:

J: #6

Discuss the tests that Santiago must undergo.

How does he perform? How would the Englishman perform?

Examine all of the religious allusions in the text (handout)

HW; finish the text (25 min)

 

Thursday;

Graded student led discussion

 

HW: Study for vocab quiz (10 min)

 

Friday:

Vocab quiz (unit #5)

In-class essay (due Monday)

Alchemist project introduced....

HW: Essay completion (20-55 minutes)

Project proposal (5-10 minutes)

 

Week of 12.1

Monday:

Vocab Unit #4 (quiz on friday)

Thanksgiving reflection (w assignment)

J: Respond to the following quote: "When you really want something, the universe conspires in helping you achieve it."

HW: Read Alchemist p. 3 - 25

 

Tuesday:

Discuss the concept of a Personal Legend

Who is King Melchizedek?

Analyze Santiago's relationship with his sheep

Introduction to the form of a fable.

HW: Finish Book 1

 

Wednesday:

J: Explain and explore the parable of the oil and the spoon

Discussion points: Omens, choices, the crystal merchant...

HW: Read to page 71

 

Thursday:

J: Describe Santiago's relationship with the englishman.

Student quote search and quote driven discussion (student led)

Relate to the hero's quest.

Consider the novel as an allegory...what are the symbols and/or some of the morals?

In class read

HW: Read to page 101

 

Friday:

Vocab quiz. (unit 4)

Project introduction

What does Santiago learn from the desert? camel driver?

J: Explore the role of omens in Santiago's journey thsu far. Is he doing a good job?

HW: Read to page 121

 

 

 

 

 

Monday:

Exam Review

HW: Monologue Project (30 minutes)

 

Tuesday:

Monologue Project work time

HW: Final Monologue project prep (20 min)

 

Wednesday:

Monologue presentation

Hamlet discussion

HW: nada

 

Th:

Hamlet field trip

HW: Study for exam (20 minutes)

 

Friday: Final exam review

Hamlet discussion

HW: Study (1.5 hours)

 

Week of 11.10

Mon:

Greek project work time

HW:

Read through Act 2, scene 1 (10 minutes)

Complete Vocab Unit 3 (completing the sentences) (5 minutes)

 

Tues:

Introduction to Monologue project

Odyssey review for final (part one)

Discuss Hamlet's "antic disposition"

Why does he put one on?

HW: Finish Act 2 (20 minutes)

 

Wednesday:

Hamlet film excerpts

Define and discuss metadrama

Did you notice the trojan horse story? (from Virgil's Aeneid)

Discuss similarities with The Odyssey

Odyssey review part 2

HW: Read Act 3, scene 1 and journal (15 minutes) plus Monologue project (15 minutes)

 

Thurs:

Hamlet film

Analyze "to be or not to be" monologue

Can you relate to this dilemma?

Write your own monologue starting with: to be or not to be, that is the question" (due next monday for w)

Read: Act 3 scene 2 (25 minutes)

 

Fri:

Vocab Quiz

Film excerpts

HW: Review sheet construction, monologue project work (30 minutes). Type or handwrite the lines you will be performing.

 

 

Week of 11.2

Mon-Tues: Watch O Brother, Where Art Thou

HW: Write a movie review  (30 minutes)

Write a one to two-page reflection on the film.

Discuss the ways in which the Coen Brothers script seems to be inspired by Homer's epic poem, The Odyssey

Consider the character of Ulysses Everett McGill (played by George Clooney). What characteristics does he share with Odysseus?

Other possible topics for consideration:

The role of music in the two stories

The role of God (or the gods) in the two stories

Due Wednesday

 

Wed:

Discuss "O Brother"

Intro to Hamlet

line catch excercise

HW: Read Act 1 scenes 1 and 2 (20 minutes)

www.online-literature.com/shakespeare/hamlet/

 

Thursday: Analysis of Hamlet's "rotten flesh" monologue

Read Act 1 scenes 2 and 3 (finish for HW) (20 minutes)

 

Also: Short Stories due Monday

 

Week of 10.27

Monday:

Discuss the significance of Oysseus homecoming in the disguise of a beggar (8 reasons)

Q and A books 14-17

In-class reading (book 18)

Vocab Unit 2

HW: Vocab unit 2 (completing the sentences) and Odyssey p 385-401 (20 minutes)

 

Tues:

Vocab review

Short story work time

Finish Book 19 as class.

HW: Books 20-21 (25 min)

 

Wed.

Mr. H. as the Bard for Book 22.....hold on to your seats!

HW: Book 23 and study vocab. (15-20 minutes)

 

Th:

Vocab quiz

Discuss the relationship betwee Penelope and Odysseus.

Where is joy to be found in Homer's ancient Greece?

HW: Finish The Odyssey!! 

 

 

Week of 10.20

IN ADDITION TO THE SHORT STORY UNIT, READ ODYSSEY CHAPTERS 16-17 (30 minutes)...due next Monday

Monday:

WRITING COURSE: (Eccentric relative essay is due) Write one scene of dialogue between two characters using ONLY speech (i.e. as in the script of a play). Therefoe, any action, setting, character description that is necesasary to convey needs to be conveyed through speech. The dialogue can be about ANYTHING. Focus on giving each character a distinct voice. This is due in one week (1-2 pages double-spaced).

Class:

Read out loud Liam O’Flaherty’s “The Sniper “

Discussion Questions:

1. How do you think the sniper feels about what he is doing? What in the story makes you think this?

2.  Does the sniper have any choice in killing the gunman or the old woman?

3. How does O’Flaherty create suspense?

4. One critic has suggested that O’Flaherty’s characters are “marked by wild mood swings and often by bizarre, contradictory behavior.” Do you think the protagonist in “The Sniper” exhibits these qualities? Explain.

-Define situational irony

-Exercise: plotting the plot. On the board create a line graph to show the action of the story (introduction, specific moments of rising action, climax, resolution)

-Introduce on the board (for “class notes”) Poe’s definition of a short story:

1. Be complete by itself.

2. Be able to be read in one sitting.

3, Have every word used for an important effect.

4. Have a good opening sentence that remains important throughout the story.

5. End at its climax.

6. Have no more characters than is necessary for the action.

-Analyze “The Sniper” in terms of the above definition.

 

Journal/HW: Write a story in 100 words or less that follows Poe’s criteria (5-10 minutes)

 

Tues:

In small groups (3-4), read 100 word stories.

Read quietly Edgar Allen Poe’s “The Masque of The Red Death “ and complete a journal

Analyze the setting of the story?

What is the effect? Describe how there is unity between the mood and the setting? What specific language does he use to create the mood? How different would the story be different if the castle was well lit and had windows?

 

Journal/HW: In 100 words or less, develop a setting that is appropriate the following story prompt.

A suspicious looking man lurks down a sidewalk; passer-bys are noticeably uncomfortable and disturbed by his presence.

 

Additional HW: Character building worksheet  (10 minutes)

 

Wed:

Read aloud Eudora Welty’s “A Visit of Charity”

Group analysis of the protagonist

Make a list of all details or sentences that help us to understand the character. Review as a class.

How might Addie describe her?

Discuss the importance of good character development

You may want to read the notes on Character on page 23

What is the difference between a flat and a round character?

 

Journal: Using your character building worksheet, create a short (300 words or less) story involving your character. You must use a third person narrative voice. You may not use any of the specific information from the character building worksheet (except for the name). Focus on showing instead of telling. You should be able to develop your character through action.

 

HW: Finish the scene (10-30 minutes)

 

Thurs:

Sit a different table with different people. One person begins by reading the scene from last night’s homework. As he/she reads, the others in the group make notes and assumptions about the character. When the story is over, the group members should go over their notes and discuss differences. Is this a round character? Why/why not? What details and actions helped develop the characterization? What details are lacking? Then the next person reads….

Read the notes on “Point of View” on page 63

Read quietly Dorothy Parker’s “A Telephone Call” and complete a journal:

Analyze the point of view in this story? How would the story be different with a different point of view?

Discuss point of view and characterization in “A Telephone Call.”

 

In-class writing/HW: Write a scene (100 words) involving a 6-year old girl, her grandfather, a sandbox, a Labrador retriever, and a camera.

1st: from the perspective of the grandfather

2nd: from the perspective of the six-year old girl

They should focus on establish a “voice” that fits the point of view. (12 minutes)

 

Friday:

 

In small groups (of their own choosing), each person should choose one of the perspectives and read your scene aloud.

 

Discuss the importance of the opening sentence; remember Poe’s definition of a short story.

Each person should take 5 minutes to write a great opening sentence to a story.

Group stories:

Pass your story one person to the right. Each person will add one sentence to the story and then pass it again one to the right (they should have 1- 2 minutes max for each rotation, and they should be able to self-monitor this timeline).

HW: Finish the story (1-2 pages handwritten) (20 minutes)

 

WEEKS HOMEWORK TOTAL: 1 HOUR, 30 MINUTES

 

Week of 10/14:

Tuesday:

Discuss Odysseus' homecoming

Explore the virtues of the swineherd.

Why does Odysseus assume a disguise?

Discuss Odysseus' cunning

Read Books 15-16

 

Week of 10/6

Monday:

Comic strip assignment

Vocab quiz

study time

 

Tuesday:

Odyssey jeopardy

HW: Test tomorrow

 

Wednesday: Odyssey Test

HW: Read Book 13

 

Thursday:

Classical Hinduism poetry

In-class: project work time

HW: Read Book 14

 

Monday:

J: Describe the Phaecians. Who is the leader? What are the people like? What do they excell in? Why are they like this? Why do they treat Odysseus like they do?

Discuss

In-class reading of Book 8

Plotting the plot

HW: Read Book 9

W: ABCs of Poetry

 

Tues:

Analyze Odysseus in the Cyclops episode.

HW: Read Book 10

 

Wed:

Journal

Plotting the plot and characterization cont'd

Discuss (student-led and graded)

Mr H. discussion evaluation and discussion note for tomorrow

HW: Read Book 11

 

Thursday:

Comic cont'd

Discussion part two

HW: Read Book 12

 

Friday: Review Books 1-12 For test (on Wednesday)

HW: study

 

Week of 9.22

Monday:

Book Two Question Quest

Discuss Book Two

Project Work Time

HW: Read Book 3

 

Tues: Book 3 Question Quest

Plotting the plot

Understanding the three core stories of The Odyssey

Read in class

Project Work time (due Friday).

HW: Read Book 4

 

Wednesday:

Odyssey Journal

Odysseus in Greek art presentation - -(postponed)

Group Work (presentation prep)

HW: Read Book 5

 

Thursday:

Review of the Telemachus story (Books 1-5) Test notes.

Understanding Homer's unusual stroytelling.

In-class readin

HW: Read Book 6

 

Friday:

Characterization of Odysseus:

4-ways of characterization: narrator's direct input (i.e. telling), dialogue of character, dialogue about character, action

Chart examples of each of these techniques as used by Homer in Book 6 alone.

HW: Read Book 7 and up to line 265 of Book 8

 

Week of 9.29

 

 

 

Week of 9.15

 

Monday:

W class: Flash fiction. Must use words: Woodlawn School, stapler, pizza, therapist, throw, coffee mug

English:

Gilgamesh final discussion

Gilgamesh review (test Wednesday)

 

Tuesday:

Gilgamesh project introduced (due next Friday)

Gilgamesh review ctd.

 

Wednesday:

Gilgamesh Test

 

Thursday:

Odyssey Introduction

Project work

HW: read: Book One

 

Friday:

Odyssey intro. cont'd (reading skills)

Discuss

Project Work: Hero character sketch

HW: Read: Book Two

 

Week of 9.8

Monday:

Introduction to Epic of Gilgamesh:

1. Background info. on Mesopotamin/Sumerian history and culture

2. Definition of a primary epic poem

In-class reading.

HW: Read  Epic chapter 1

 

Tuesday:

Discuss Enkidu's "becoming a man"

what does he symbolize in the story.

In-class reading

HW: Read CH. 2

 

Wednesday:

j: Discuss the role of "fear" in the journeys of Gilgamesh and Enkidu:

Who experiences it/How is it overcome?

Discuss: Why does Gilgamesh want to journey to the Land of the Cedars?

Have you ever made a decision based on this same motivation?

In class reading

HW: Finish Ch. 3

 

Thursday:

Learning about cuneiform writing (web quest)

J: How has Enkidu changed Gilgamesh? Cite examples

Discuss

J: Write a 12-line LAMENT (a poem or song expressing grief or mourning)

HW: Read Ch. 4

 

Friday:

J: How does Gilgamesh's physical journey parallel his emotional quest?

Read "flood story"

compare to Genesis

HW: finish Epic

 

 

Week of 9.1

 

Tues:

Introduction to the course

Review and Discuss Life of Pi

Journal entry #1

HW: Complete "Day One Survey"

 

Wed;

J: #2

Pi discussion cont'd

Discussion Questions:

1. In the author's note, Mr. Adirubasamy boldly claims that this story, "will make you believe in God," and the author, after researching and writing the story, agrees. Did Pi's tale alter your beliefs about God? How does it deal with faith, in general?

 

2. Chapters 21 and 22 are very short, yet the author has said that they are at the core of the novel. Can you see how?

 

3. Early in the novel, we discover that Pi majored in religious studies and zoology, with particular interests in a 16th-century Kabbalist and the three-toed sloth. In subsequent chapters, he explains the ways in which religions and zoos are both steeped in illusion. Discuss some of the other ways in which these two fields find unlikely compatability.

 

HW:

Please write a brief response to the following questions about Life of Pi and be prepared to discuss them at the beginning of class.

If you did not complete last nights homework, please complete it for Thursday, as well. I will collect your work.

 

1. Besides the loss of his family and possesions, what else did Pi lose when the Tsintsum sank?

 

 

2. The first part of the novel starts twenty years after Pi's ordeal at sea and ends with the words "This story has a happy ending." Do you agree?

 

Th:

Pi discussion cont'd

Essay #1 assigned and introduced: In-class essay for Friday (open book)

Life of Pi In-class Essay Questions:

 

1.    Throughout the novel, Pi is revealed as a character who cares deeply about faith. Early in the novel we learn that he is a convert to three faiths (Hinduism, Islam, and Christianity). Discuss the importance of faith versus doubt throughout the book.

 

2.    In his famous book, A Hero with A Thousand Faces, Joseph Campbell breaks down the basic formula for myths:

 

“The standard path of the mythological adventure of the hero is a magnification of the formula represented in the rites of passage: separation – initiation – return: which might be named the nuclear unit of the monomyth.

A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.”

 

Discuss Pi’s journey in terms of the heroic path as outlined by Campbell, focusing a paragraph on each stage of the journey: separation – initiation – return.

 

3.    In a recent radio interview, Martel said the following about his novel:  “…my novel is about the line between fiction and fact. It is about how we interpret reality, right? Reality isn’t just out there; it’s how we interpret it. And to me that’s what religion is about, isn’t it? It’s an interpretation of reality. I want to blur that division…to make the reader suspend his or her disbelief.”

 

Discuss the ways in which Martel blurs the line between fiction and fact. What is        

the effect of this technique?

 

4.     In Chapters 89 through 92 Pi makes two amazing discoveries: another boater lost     at sea, and an island inhabited by meerkats. Assuming this is a work of fiction,     why does Martel choose to include these chapters? What are the symbols that he     employs? Are these chapters essential to your understanding of the novel?

Begin assembling support

HW:

Assemble quotations that are relevant to your essay topic. Create an outline for your essay.