Into the Portrait...

Today I lectured for most of the period on James Joyce, Irish politics and history, and the novel. Check the assignments at moodle.
Chapter 1 and the chapter one motif assignment at moodle due 3/21.

We Waited for Godot

Today we had the PC that we should have had Friday. Own (or at least have access to) Joyce's Portrait by tomorrow.

The Icarus Myth

Today, after briefly wrapping up Godot, we began our preparations for Joyce with a look at the Icarus myth and two poetic treatments of it by Auden and Sexton.

Act 2

Today we finished (mostly) Godot presentations. We will address any final questions on the play tomorrow before our Joyce introduction. PC and SG on Friday.

Presentations Begin

Today we got about halfway through act 2 in both periods. We should finish tomorrow.

Work Day

Today we had time to work on Godot presentations which will begin tomorrow.

Finally Some Discussion

 Today we began with a quiz and brief discussion about act 2 of WFG. The remainder of the period was spent examining Eliot's "The Hollow Men." More Godot tomorrow.

There's Never Enough Time...

Today, after a quiz on act 1 of WFG, we continued our work on "The Hollow Men."

Eliot's "The Hollow Men"

Today with started with some discussion of Waiting for Godot and then moved on to the assignment below.


Read T.S. Eliot's poem "The Hollow Men" and do the following:

1. ANNOTATE the poem. Mark features that stand out (e.g. repetition, rhyme, stanzification, alliteration, consonance, enjambment, syllables, figurative language, etc.), note difficult words or lines, indicate questions or comments, etc.
2. SUMMARIZE the poem in a sentence or two. Look up words and allusions if needed.
3. Explain the TONE of the poem in a sentence or two. Use our list of tone words if you’d like.
4. Explain the THEME of the poem in a sentence or two.
5. Carefully answer the questions below. Refer to your work above and quote the poem where appropriate to support your responses.

• How does Eliot show the emptiness of the person(s) in the poem? What images does he use to suggest emptiness?
• What is Eliot's statement about life in this poem? How valid is his statement for today's world?
• What other aspects of the poem stand out (think structure, figurative language, etc)? How? Why? To what effect?

Godot has Arrived

Today we started our look at Waiting for Godot with a rather lengthy introduction to the text, which included a look at some of Renee Magritte's Paintings and a discussion of existentialism. Notes are available at moodle.

Upon a kiss...

Today we said farewell to Othello with the timed writing. I also collected study guides and essay #2 final drafts.

Enjoy the vacation!

Thursday

Shakespeare presentations are finished and the timed writing is tomorrow. Papers are also due either in class or to the drop box at Moodle.

Presentations Continued

Today we enjoyed acts 3 and 4, finishing act 4 in period 6. Tomorrow, we shall finish the play!

Othello Presentations, Day 2

Today in period one we presented all of act 2. In period six we enjoyed act 2 and most of act 3.

Some Work and Act 1

Today we worked for part of the period and then got through about half of the act 1 presentations.

3.5 of 4

Last full work day. Presentations start tomorrow!

2.5 of 4

Work day!

Papers and Projects

Today groups worked in response groups and I checked off essay drafts. After about half the period, groups moved on to focus on the Shakespeare project.

Friday and Monday

Friday we began with a short quiz on act five of Othello and spent the rest of the period introducing and working on the Shakespeare project.
Monday after a bit of introductory blather, groups chose monologues, began annotations, and started working together on the overall presentation.

What? Work day!

Using the same technique we practiced with essay X yesterday, do a reverse outline for your timed writing from the S1 final.
To begin with, each student did the Reverse Outline activity below with his/her essay from the final exam.
I. Copy Your Thesis
II. What is the purpose of the paragraph? (This should be in the topic sentence).
 a. What evidence supports this?
 b. More evidence (if present)
Repeat II as needed.

Once they finished,  students had several options:

•  Using the outline you just created and our discussions of the sample essays to guide you, revise your timed writing from the final (extra credit).
•  Review the comments on your topic and begin planning your essay.
•  Catch up with your Othello posts at Moodle.
•  Read act 5 of the play (which you will be quizzed on tomorrow).

The Reverse Outline: Essay X

Today we began the period by creating an outline for essay X in the packet of final exam essays we have been working with (this will be collected later). After that, we talked a bit about act 3 and spent the rest of the period catching up with online work and reading act 4.

Tuesday

Today we spent the first half of the period talking about act 2, mostly regarding Iago's development. After that we continued the paper norming activity we began yesterday.
Remember that paper topic posts are due.

Monday

Today we began with a warm-up analyzing a quotation from act 1 of Othello. After talking about that and some quotations from the first act, we moved on to some work with sample essays responding to the pc prompt from the final exam.
Othello Dates:

• Act 1, 1/31 w/ post
• Act 2, 2/1 w/ post
• Act 3, 2/2 w/ post
• Act 4, 2/3 w/ post
• Act 5, 2/4 w/ post

Candide PC

Today I tortured class by making them review a few more multiple choice questions before spending the rest of period on the timed essay on Candide. Students turned in study guides as well.
Bring Othello to class tomorrow.

Wrapping up Candide.

Today we finished our discussion of Candide with a look at theme and symbol. We wrapped up the day looking multiple choice questions from "The Albuquerque Graveyard."

Candide PC and SG tomorrow.

A Return to the Garden

Today we spent the first part of the period looking at Candide again and spent the last part scoring the multiple choice section of the final.

And So It Begins...Again

Today I assigned the second major thematic essay of the year, and then we spent the rest of the period examining the more difficult passages from the MC portion of the final. More of that tomorrow.

Essay #2 Due Dates:

•     * Topics Posted to MH 2/1
•     * Topics Commented Upon at MH 2/2
•     * Drafts in Class with Cover Sheets 2/8
•     * Final Drafts Due 2/18

Candide Three Ways

We started with the final quiz on Candide.
We worked a bit on the Candide CRA (which I collected).
Finally, we worked on a quick Candide warm-up (which I did not collect, but will).

The whole lesson is below.

WU (1/14) Read the passage below (it’s several paragraphs into chapter 19).

• Identify one of Voltaire’s satirical targets here.
• Name one technique Voltaire employs to further his satire.
• Finally, what is Voltaire’s message about his target?

"Yes, sir," said the negro, "it is the custom. They give us a pair of linen drawers for our whole garment twice a year. When we work at the sugar-canes, and the mill snatches hold of a finger, they cut off the hand; and when we attempt to run away, they cut off the leg; both cases have happened to me. This is the price at which you eat sugar in Europe. Yet when my mother sold me for ten patagons on the coast of Guinea, she said to me: 'My dear child, bless our fetiches, adore them for ever; they will make thee live happily; thou hast the honour of being the slave of our lords, the whites, which is making the fortune of thy father and mother.' Alas! I know not whether I have made their fortunes; this I know, that they have not made mine. Dogs, monkeys, and parrots are a thousand times less wretched than I. The Dutch fetiches, who have converted me, declare every Sunday that we are all of us children of Adam—blacks as well as whites. I am not a genealogist, but if these preachers tell truth, we are all second cousins. Now, you must agree, that it is impossible to treat one's relations in a more barbarous manner“(40 [or chapter 19]).

Write a paragraph in which you explain how one or more of the devices you noted contribute to the satirical point you pinpointed.
Your paragraph should begin with a clear topic sentence (or sentences) like:

• Through [some technique], Voltaire attacks [his target], saying that [his specific point].
• In this passage, Voltaire mocks [his target]. By [some technique], he demonstrates [his specific point].
• By [some technique], Voltaire emphasizes [his specific point about his target].

Bonus: Avoid the verb “uses” and all of its synonyms (e.g. utilizes, employs, etc.)

Fun with Art 2: The Presentations

After another three-question quiz warm-up, students had the opportunity to finish their posters and we presented them (there are still a few presentations remaining in 6th). I collected the scavenger hunt from Tuesday and the posters at the end of the period.

Fun with Art

We began the day with another short Candide quiz/warm-up, followed that with a bit more time on yesterday's scavenger hunt, and wrapped up the day working on a short term poster assignment in pairs.

Another Scavenger Hunt

Today we spent the period looking more closely at the first 7 chapters of Candide with a little scavenger hunt. The questions are at moodle. We will go over them tomorrow.

Candide

Today we reviewed the definition of satire and then looked a good example of satire from The Onion. After that, I introduced Candide and assigned the homework.

For Tomorrow: Read through chapter 7

PC Friday

We talked a bit about the drama trip to Ashland, reviewed a few of the excellent sentences culled from the CRA paragraphs yesterday, and then students spent the rest of the period on the Frankenstein pressure comp.

Theme & a Treasure Hunt

We began the day with an in depth discussion of themes in Frankenstein and spent the second half of the period in small groups looking for outstanding features within the Frankenstein CRA paragraphs.

Timed writing and study guide tomorrow.

Romance Anyone?

Today we began by discussing the place of Frankenstein in the Romantic Period, followed by an examination of the draft CRAs students wrote yesterday.

Of Eagles and Livers...

We began the day writing a bit about the connection between the Prometheus myth and Frankenstein and then moved on to the CRA assignment below.Students should have a completed first draft of the paragraph in class tomorrow.

1. Choose a Passage from the Novel: the passage should be in the neighborhood of 16 to 20 lines.
2. Annotate the Passage.
3. You may do this in your book or you may print a copy of the passage (while looking at the online text, use the “find” command to locate your passage, copy and paste it into Word, and print). Note figurative and stylistic devices, theme, tone, etc.
4. Choose one aspect of your passage and write a CRA paragraph explaining how that aspect affects theme and/or tone. Be sure to quote the passage liberally. Consider using the literary analysis frames handout you were given.

Quiz Time

We spent most of the day taking and talking about a quiz on the second half of Frankenstein.

Poem Work Continued

I checked poetry HW and we had two poetry presentations, plus a short discussion of Frankenstein and its place in the Romantic period. remember that the poetry HW for tomorrow is listed below.

Period Six Poem HW

Each night you should study the poem(s) that will be presented the following day in class by answering the questions below. Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Summarize the plot of this poem.  Briefly, what is it about?
2. Note a few literary techniques which stand out in this poem.
3. How well does this poem fit with our definition of the Romantic period? Explain briefly.

Poetry HW will be stamped daily and collected Friday. Monday

• Sonnet to -- Joanna Baillie
• Sonnet on Receiving a Favor    Robert Burns

Tuesday

• She Walks in Beauty    Byron
• On Seeing the Elgin Marbles    John Keats

Wednesday

• The Garden of Love    William Blake
• Ozymandias    Percy Shelley

Thursday

• Charm’d by Thy Suffrage    Charlotte Smith
• Sonnet to My Beloved Daughter    Mary Robinson

Period Two Poem HW

Each night you should study the poem(s) that will be presented the following day in class by answering the questions below. Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Summarize the plot of this poem.  Briefly, what is it about?
2. Note a few literary techniques which stand out in this poem.
3. How well does this poem fit with our definition of the Romantic period? Explain briefly.

Poetry HW will be stamped daily and collected Friday.
Monday

• The Garden of Love    William Blake
• Jean    Robert Burns

Tuesday

• On First Looking Into Chapman’s Homer    John Keats
• She Walks in Beauty    Lord Byron

Wednesday

• Sonnet 1    Charlotte Smith
• Go, Valentine    Robert Southey

Thursday

• Ozymandias    Percy Shelly
• Answer to a Child’s Question    Samuel Taylor Coleridge

Project Time

Classes spent the entire period both Thursday and Friday working on the Romantic poetry project. There will be limited work time on Monday in addition to a quiz on the first half of Frankenstein.

Wednesday

After a brief sonnet review warm up, I introduced the new poetry project (handout @ moodle) and groups spent the rest of the period picking poems and beginning their analysis. Presentations will begin next Tuesday, 12/14.

The Sonnet

Today we spent the day examining the sonnet, taking notes and focusing specifically on Wordsworth's "The World is Too Much with Us." Notes for today and yesterday are available at moodle.

It's a Movement

Today we had a look at the Romantic movement in preparation for our reading of Frankenstein and upcoming poetry unit.

New Due Dates:

• Bring Sound and Sense tomorrow.

• Frankenstein
• The first half by 12/13
• Finish by 1/3/11

• Moodle posts on 12/12 and 1/2

Bye Bye Beloved

Today I collected study guides and students took the pressure comp for Beloved.
Poetry next week, so bring Sound and Sense.

Streaming...

Today we spent the entire period working with the four stream of consciousness chapters in Beloved, wrapping up our discussion of the novel. I collected warm-ups just before the end of the period. Timed writing and study guides tomorrow.

Beloved Questions

Tuesday we began the day writing about and discussing a quotation from Beloved. Students spent the rest of the period working on the Beloved discussion questions (which should have been completed for homework if necessary).
Wednesday we spent the entire period in a circle discussing the questions from earlier in the week, and they were collected at the end of the period.

Welcome Back: Here's Your Quiz

The day began with a short quiz on Beloved. After some comments about essay grades and progress reports, students had the rest of the period to get started on some discussion question on the novel.

Beloved PC & SG 12/3

Paper Collection, Quizzes and Random Thoughts

We began the day by collecting the thematic essays and reading the titles out loud in class. After a reading quiz on the first 8 chapters of Beloved, we spent the rest of the period discussing the novel in general.

Wednesday & Thursday

Wednesday we started by looking at quotation from Beloved and then transitioned into a discussion of Carl Jung, the collective unconscious, and stream of consciousness. The rest of the period was spent working quietly on the Beloved Background assignment at moodle or reading.

Thursday we continued our look at stream of consciousness with a little personal stream of consciousness writing in the warm up and then an analysis of the text "Flies" by Shirley Stirnemann.

Monday & Tuesday

Monday we started the period with a bit of Faulkner fun. The rest of the period was spent with some comments on the essay and introducing Beloved.
Tuesday was a rare work day. Students had the whole period to read or work on the Beloved introductory assignment at Moodle.

New Dues Dates:

• Read Beloved through chapter 8 by Friday, 11/19
• Finish Beloved by Monday, 11/29
• Moodle Posts due 11/19 and 11/28

Rough Draft Response

We began the period looking at two strong literary analysis papers from previous years. After discussing these models briefly, students broke into response groups and spent the rest of the period responding to essay rough drafts.

• Revised drafts may be submitted to the optional drop box at moodle starting tomorrow. I will respond to drafts on a first come, first served basis.
• Bring Beloved on Monday.

Final Day for Faulkner

After briefly considering some sample essay introductions, we spent the rest of the period thinking and talking about As I Lay Dying in preparation for tomorrow's timed writing.
Due Tomorrow: Study Guide & Faulkner Character Sheet

Of Essay Plans and Ashland

Today we began with some discussion of essay outlining, and I had students outline their essay (the rough drafts of which are due Friday). We also talked a bit about the Ashland trip and wrote on one Faulkner question (In chapter 40, Addie meditates on the distance between words and actions. Is Faulkner saying that words—his own chosen medium—are inadequate? What do Addie's definitions say about her as a woman?) to end the day.

AILD PC & SG on Wednesday, 11/10.

Study Guide Frames for #8

Number 8 on the study guide continues to be a problem for some of you, either because you neglect to cite your quotation or—more commonly—because you do not sufficiently explain the significance of the quoted device. In an effort to assist with these difficulties, I have created the following sentence frames. Feel free to use them word-for-word or simply as models for your own sentences.

I hope some of you find these helpful.

Mr. Staiano

 ~~~~~~~~~~~~~~~~~~~~~~~~~

When the author uses the device, "quoted line," s/he explores how… (page #). 

"Quoted line" (page #). Through this device name, the author shows…

Device Name: "Quoted line" (page #). What the author means here is… which helps explain… 

Lots of Thinking, Pairing and Sharing

Today we spent most of the day writing and discussing As I Lay Dying. Over the two periods, we covered the questions below, (though we had addressed some on Wednesday). At the end of the period, we talked a bit about rough drafts--in case students were planning to actually write this weekend--and I stressed the importance of planning before writing (perhaps using the tools online at moodle).
~~~~~~~~~

1. Anse Bundren may be one of the most feckless characters in literature.  Why do you think his neighbors repeatedly come to his aid? Is it out of pity, respect, guilt, charity, community, or is Anse just that good at manipulation?
2. Faulkner allows Darl and Vardaman to express themselves in language that would be impossible given their lack of education and experience in the world. Why does Faulkner break with the realistic representation of character in this way?
3. What does the novel reveal about the ways in which human beings deal with death, grieving, and letting go of loved ones?
4. Why do you think Addie's chapter (40) is placed where it is? How does her chapter change your earlier perceptions of the Bundren family? For example, how well did Cora really know Addie?

Paper Topic Bonanza

Today in period 2 we finished poetry presentations (and I collected all the poetry work) and we spend the rest of the day reading and commenting on paper topics. In 6th period, we spent the whole period on topics!

Today we had two more poetry presentations (the final two in period 6, where I also collected all of the other poetry work), talked a bit about paper topics (which are due tomorrow), and then wrapped up the period writing about and discussing Faulkner.

Second Period's Poems:

• "Watchmaker God" by  Robert Lowell
• "Incident" by Countee Cullen

UC Propaganda & Class

Today in period two we sat in a small circle and discussed Faulkner and paper topics because half the class was learning about how to get into the UC system. In 6th period, we had two more poetry presentations and wrapped up the period talking about Faulkner.


6th period poems for tomorrow:

• "A Poison Tree" by William Blake
• "Fire and Ice" by Robert Frost

Poetry Presentations and a Quiz

We began the day with two poetry presentations and then had a quiz on the second half of As I Lay Dying, which we discussed as the period came to a close.

Tonight's Poetry HW:
Period 2

• "Fear no more the heat of the sun" by Shakespeare
• "Good Times" by Lucille Clifton

Period 6

• "On Its Way" by May Swenson
• "The Dead" by Rupert Brooke

Presentations Begin

We began the day with the first two poetry presentations. After that I assigned the first major essay. Due dates are below and handouts are at Moodle.

Tonight's Poems:
Period 2

• "Love" by anonymous
• "A Dream Deferred" by Langston Hughes

Period 6

• "Stopping by Woods on a Snowy Evening" by Robert Frost
• "All Day I Hear" by James Joyce

The Final Work Day

Students had a bit more time to wrap up their presentations today. We also selected the order for group presentations and I assigned the presentation audience HW (below).
~~~~~~~~~
Poetry Project Audience Homework
Each night you should study the poem(s) that will be presented the following day in class by answering the questions below. Do all the assignments on the same paper, heading each assignment with the date and the poem’s title.

1. Summarize the plot of this poem.  Briefly, what is it about?
2. Note a few literary techniques which stand out in this poem.

~~~~~~~~~
Tonight's Poems:
Period 2

• "We Real Cool" by Gwendolyn Brooks
• "Nothing Gold Can Stay" by Robert Frost

Period 6

• "I taste a liquor never brewed" by Emily Dickinson
• "Nothing Gold Can Stay" by Robert Frost

Work Day

Today students had the whole period to work on their presentations.

CRAs with "Richard Cory"

Today we looked at Robinson's "Richard Cory" to get started. After discussing the poem a bit, we used it as a basis to practice with the new CRA handout (available at MoodleHub). Students had some time at the end to write/revise their CRA paragraphs for the poetry project.

Friday & Monday

Friday students spent most of the period working on the poetry project, finishing analyses and working together to plan and start the presentation.
Monday we spent the day on Faulkner, beginning with a brief As I Lay Dying quiz and talking through some of the students' confusion for the rest of the day. We wrapped up with a quick quiz/review of the metrical feet.
Presentations begin Friday.

The Poetry Project Begins

Poetry groups got together and exchanged contact information, picked a poem from the poetry book based on the requirements listed on the handout, and printed a copy for each group member.
For the rest of the period, students analyzed their poems by following bullets 1 through 5 under step 1 on the handout, this analysis should be completed for homework if not done in class. This will be collected later.

Fun with Meter

Today we spent the day learning poetry terms relating to meter while trying our best to annoy the neighbors. The notes are at MoodleHub. The shouting and silliness you'll have to get from a friend. At the end of the day I passed out the handout for the first poetry project (also at MH), which will be started tomorrow in my absence.

New Assignments: I passed out a character chart for As I Lay Dying as well  today. You should find it useful in tracking the many characters in the novel. I will collect it after we are finished with the book in a couple of weeks.

Monday & Tuesday

Monday students checked out copies of Sound and Sense, handed in the study guide, and spent the rest of the period on the Ceremony timed writing.

Tuesday we spent the whole period taking some poetry terms notes and looking at the poem "Reapers" by Jean Toomer.

Two for One

Thursday we spent the day doing presentations based on the Ceremony questions from earlier this week.

Friday we wrapped up presentations and had a very brief intro to Faulkner's As I Lay Dying.

New Due Dates:

As I Lay Dying

• Read through chapter 31 by 10/25
• Finish by 11/1

MoodleHub Posts

• Post 1 by 10/24
• Post 2 by 10/31

From Discussion to Discussion

In second period, we spent the time we had before the Josten's monopoly intervened working on the Ceremony discussion questions. In sixth period we started presentations and got through one group.

The Agency Fair

We spent most of the period working on the Ceremony discussion questions we started yesterday. In 6th period, we also had a warm-up analyzing the following quotation: “That night she danced he was already a dead man, a living dead man who sucked life from the living, desiring and hating it even as he took it” (85).

Yep, Another Quiz...

We started the day with our second Ceremony quiz and then talked about the book in a general way. Near the end of the period, I divided students into groups and they got started on the Ceremony discussion questions posted at MoodleHub. Most groups got through at least number 1.

Free Rice Anyone?

Today we made a concerted effort to improve our grammar and vocabulary while simultaneously donating food to the needy. Oh and half the class was absent due to some school event or other.

More Norming

Today we wrapped up our norming activities with Cisneros' "Eleven."

Essay Norming: Part 1

Today we continued our look at Cisneros' "Eleven" with this prompt:
WU: Review the prompt below and plan the essay you would write in response.  Include a complete thesis statement and a paragraph by paragraph plan.  You have 8 minutes.

Question 2

(Suggested time—40 minutes.  This question counts as one third the total essay score.)
    Read the following short story carefully.  Then write an essay analyzing how the author, Sandra Cisneros, uses literary techniques to characterize Rachel.

After reviewing some possible outlines, we spent the erst of the scoring three sample essays written to this prompt.

Optional HW: Students may write the essays they planned in class for extra credit. These essays should be handwritten and the entire task should take no more than one half hour. Due Monday, 10/11.

Rachel and Jesus: Twins?

The period began with a warm-up based on a Ceremony quotation. After discussing that at some length, students reread "Eleven," referring to their green sheets and marking as much figurative language and as many stylistic devices as possible. We wrapped up the period discussing what they found.

Of Tie-Dye and Reading Quizzes

We began the day with a short reading quiz and spent most of the remainder of the period talking about Ceremony.

11, 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1

Today we started with a short journal about being 11 years old and then spent the rest of the day reading and discussing Sandra Cisneros' short story "Eleven" (available at MoodleHub).

Fun with Figurative Language, Part II

 Today we began with the warm up below and spent the rest of the day playing a little game to practice figurative language.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Examine the quotation below.  Identify the figurative device Silko relies on here.  How does her use of this device impact the meaning of the quotation?  Be specific.
“[Tayo] could get no rest as long as the memories were tangled with the present, tangled up like colored threads from old Grandma’s wicker sewing basket when he was a child, and he had carried them outside to play and they had spilled out of his arms into the summer weeds and rolled away in all directions, and then he had hurried to pick them up before Auntie found him”(7).

Fun with Figurative Language

Today we spent the period reviewing figurative language and going over the figurative language handout.

"Evolution" & Ceremony

We began the day with a look at Sherman Alexie's poem "Evolution" and wrapped up with a discussion of Silko's Ceremony.

New Due Dates:

• Read the first half of Ceremony, due 10/4.
• Finish Ceremony, Due 10/11.
• Post at least once to the Ceremony discussion board at MoodleHub by 10/4.
• Post at least once more to the Ceremony discussion at MoodleHub by 10/11.

Oedipus PC

Today we had the Oedipus Tyrannus timed writing.

Bring Ceremony tomorrow.

Wrapping Oedipus

Today dealt with a few final questions about Oedipus Rex, mostly regarding the study guide. We spend the rest of the period looking over the scoring rubric for timed writings and analyzing the Doll's House pressure comp in preparation for Monday's Oedipus Rex PC.

More Presentations and a CRA

We began the day by wrapping up the Oedipus presentations we started yesterday. After some discussion of theme, we concluded the period with our second CRA (see below).

The Oedipus timed writing has been postponed until Monday, 9/27.

HW: Finish CRA if necessary. Due 9/24.
~~~~~~~~~~~~
Term Paper: Apostrophe & Stichomythia

Choose either your stichomythia/antilabe example or the example of apostrophe from the warm up, and write a formal CRA paragraph. Your paragraph should address the theme and/or tone of the passage, should begin with a clear topic sentence (see below) and include direct references to the passage and quotations where appropriate.

Stichomythia All Day

Today we took a long look at stichomythia, starting with a warm-up, moving into some group work and wrapping up the day with some informal presentations based on the work in groups. We'll wrap up the presentations tomorrow.

Swift, Allusion, & Apostrophe

We started the day looking a bit of irony by Jonathon Swift. Then we reviewed allusion, stichomythia, and antilabe, before writing a bit and talking a bit on the apostrophes in one of Oedipus's speeches. (See below.)

"Paying special attention to his use of apostrophe, examine Oedipus’ long speech near the end of the play (page 99 in the Cambridge translation) in which he explores the crimes against him. What are the effects of the apostrophe on the meaning of Oedipus’ speech and perhaps on the meaning of the work as a whole?"

HW: Find and mark one interesting example of stichomythia and/or antilabe for class tomorrow.

Oedipal Irony

After a short quiz and some discussion of the play in general, we focused on the examples of irony that the students found for homework. We wrapped up the period with a definition of stichomythia.

Good News x2

Upon further internet digging, I found this simpler online text of Oedipus the King: http://records.viu.ca/~johnstoi/sophocles/oedipustheking.htm If the link doesn't work, I linked to it at MoodleHub as well.

Also, in a fit of benevolence, I have decided that the online irony assignment isn't due until Wednesday before class, so focus on Oedipus and its irony this weekend.

Enjoy the weekend! (Looks like some good reading weather.)

Mr. Staiano

The Greeks and Irony

Today we finished the introduction to the Greeks we began yesterday and spent the rest of the day talking about three types of irony: situational, dramatic, and verbal.

HW

• Read Oedipus Rex and note on a separate sheet one example of each type of irony as you do so. Due Monday.
• Do the Irony Assignment at MoodleHub. Due 9/22.

Picture Day and the Greeks

We sandwiched a bit of an intro to the Greeks, Sophocles and Oedipus Rex around school pictures.

New Due Dates:

• Read Oedipus Rex by 9/20
• Oedipus PC & SG tentatively scheduled for 9/24

Timed Writing #1

Today, after handing in study guides for A Doll's House, we spent a few moments dissecting the prompt and considering our approach to the task. The remainder of the period was spent writing.

Theme and the Study Guide

Today we focused a bit on theme and then spent the rest of t5he day going over the second page of the study guide.


First pressure comp tomorrow. Bring your completed study guide.

The Study Guide

We began the day writing a brief summary of Ibsen's play and spent the rest of the day working through page one of the study guide.

New Due Dates:

• A Doll's House PC and SG, 9/15 (tentatively)
• Have Oedipus Tyrannus, 9/16

Stuff and Character

After a bit of writing about the title of A Doll's House, we had a look at a few exemplary CRA paragraphs from Neruda's "The Three Lilies," and wrapped up by adding some character terms to the notes (flat, round, static, and dynamic).

Wednesday

We began the day with a very brief quiz on the first act of A Doll's House. We then discussed act 1, focusing primarily on gender roles, foreshadowing, and symbols and motifs in Ibsen's text. We wrapped up the period with a short paragraph highlighting activity using the "Three Lilies" CRA from last week. I collected these.

A Quiz and A Doll's House

Today we began the day with a short quiz on the "Reading and Responding to Literature" article. After taking some notes on the article and discussing it for much of the period, we had a brief introduction to A Doll's House.

HW Read Act 1 of A Doll's House by 9/8 and finish it by Friday.

Finally the Course Description

Today we briefly discussed our definitions of "literature" and literary merit" and then spent much of the period on the course description. We wrapped up the day by writing our first CRA paragraph of Neruda's "The Three Lilies."

The Write-Up
Choose ONE element of Jan Neruda’s short story.
Write a single-paragraph analysis of the passage that reflects on this element and how it contributes to theme and/or tone. 
Your paragraph should begin with a clear statement of purpose (topic sentence):

• Through… Neruda creates… 
• By… Neruda explores…

Be sure to support your assertion with copious examples/quotations from the story.
HW Read "Reading and Responding to Literature" at the online course. Take notes and prepare for a short quiz.

"The Three Lilies"

Today we did the first step of a close reading analysis of Jan Neruda's "The Three Lilies." We were going to write about it, but once we talked through the analysis there was no time to write. Writing tomorrow.

We began a warm-up about theme and its relation to the stories we have been working with. After some housekeeping (collecting honor statements, announcing the next few books, revisiting my quest for a TA, etc.), we spent the rest of the period discussing "This is what it means to say Phoenix, Arizona."

HW: Reread "The Three Lilies" for tomorrow.