January 31st

Happy 101st Day of School! (The only way I know this is because of my 1st graders)

1. The 10 general/summarized statements and their historical context implications are due at the beginning of class.

2. We will be going over Didactic Literature, which aligns with purposes of Sacred Literature.  Important terms: Maxims, Anecdotes, Parables

3. We will be examining Confucius' Analects for the figurative meaning in each maxim/parable. Please write these in your notes.

4. Remember: Literary terms test is TOMORROW. You have had 3 weeks of study time. The format will be either: Term- write the definition OR Definition- write the term.

January 30th

Examining the introduction reading on the Literature of Ancient China (pages 420-429), you will need to develop ten summarizing statements about Ancient China.

Example:

(Summary statement)
Each famous dynasty from Ancient China provided a strength to the civilization that enhanced China over time.

(Textual evidence)
"The Shang dynasty produced a stunning culture" (422).
"The early years of the Chou dynasty saw great expansion and the establishment of feudalism. . . Confucius viewed the early Chou reign as a model society" (422).

Now, we will be adding a historical context statement that will be YOUR opinion on how this summary statement would have an influence on literature.

(Historical context)
Chinese literature addresses a nationalism tone in its literature exemplifying the gifts of Chinese culture.

Class today: January 27th

We are traversing from Persia and Arabia to Ancient China! We are covering a lot of distance on the map... and also going back about 1000 years in time (from tThe Qu'ran's 609-632 CE)! Whew!

We will now be examining our 3rd Sacred Text- Confucius' The Analects (a selection).

By the way, Saturday, January 28th is the Chinese New Year!

Here are some fantastic links for you to learn more about the Chinese New Year:
Chinese New Year 2017: When and How is it Marked?

Chinese New Year: Five Things You Didn't Know about the Year of the Rooster

The Story of the Chinese Zodiac

7 True Facts about Mulan

1. We will be reading pages 420-438 for Monday, January 30th. Take very good notes. We will have a reading quiz that will cover both China and Africa... so it will be in the next week or so.

2. Remember: Literary terms test is WEDNESDAY, February 1st.

January 25th

1. Today we will be looking at how the Qu'ran functions as a sacred text.  We will be going through the five characteristics of a sacred text in relationship to the Qu'ran, as well as how it functions as product of humanity, and art. This handout is due at the beginning of class: January 27th (4th) and January 30th (1st and 7th)  

2. Remember your literary terms test is NEXT WEDNESDAY.

January 24th

1. Review your 10 Summary Statements that establishes the Historical Context of Arabic/Persian Literature.
2. Read 576-577- Introductory reading to our next Sacred Text. Again, we will be looking at the social, political, historical influences of Sacred Texts. This reading will establish a necessary foundation to understand the text.
3. Make sure that you have the definition of PARALLELISM in your notes (577).  Notice... parallelism can be utilized  in grammatical structures to emphasize ideas' similarities.... also contrasts. Structures MUST be PARALLEL.
4. Read 578-580. Take note on the 3 Suras. Be considering the historical context... and look for parallelism. I suggest you write down these findings.

Not Parallel:
The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.

Parallel:
The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.

Class today: January 23rd

From your notes, you will be coming up with TEN SUMMARY STATEMENTS that you feel address the meaning and purpose of the information. It is essentially like we are sitting at the dinner table and I ask you: "What have you learned about Arabic and Persian Literature?"  Then you will need to gather direct evidence from the text that would support this statement. We have already done this with Ancient Mesopotamian Literature

We are looking at the importance of Historical Context in analysis of literature.

This will look like this: (Example from Ancient India)

The literature from this time period was utilized by the people as a way to teach social, political, and historical guidelines.

- "India's great national epics, the Mahabharata and the Ramayana, describe political struggles and also explain important social and religious concepts" (104).

- ". . . Kautila, wrote a 'how-to' handbook for emperors, called the Arthasastra" (105).

- "Around the first century B.C., the Laws of Manu set down a detailed code of conduct for Hindus" (107).

Class today: January 20th

1. Open note quiz over Persian and Arabic Literature.

2. It is Inauguration Day.  Here are some fun links to the history of this day:

Time Magazine's Guide to Every Inauguration.. Ever

Inauguration Day Poems

Your Guide to Inauguration Day 2017- New York Times

Reuters- Live Inauguration Coverage

Class today: January 18th/19th

Small adjustment to the schedule.

1. Quiz over Persian and Arabic reading will be on FRIDAY, January 20th.  Please be ready!

2. Log in to USATESTPREP.  You will have 3 standard-based modules to finish. These will be focusing on three strands/skills that are on the EOC test. You can retake questions if you miss them. You will receive a score for each of these modules, so you choose when you are satisfied with your score.

3. Make sure that you notes are through and ready to go for your quiz on Friday.

4. Work on literary terms flash cards for upcoming test.

Class today: January 17th

1. Read pages 564-573 in your literature book. This is the introduction to Persian and Arabic Literature. You will need to take efficient Cornell Notes as you read. Make sure that you write out questions in the side margins to start processing the information.

2. On Wednesday/Thursday you will have an open-note quiz covering the information. This is to encourage you to a. know the information well by taking effective notes and b. get you comfortable with studying material and anticipating what will be on a reading quiz. After this quiz, and this practice, your quizzes will be without notes.

3. Remember: Your group Allusion Project is to be uploaded by class time on Wednesday/Thursday.

4. Also remember: Literary Terms Quiz on February 1st.

Allusion Research

AS10 Allusion Assignment:

Allusion Research:  An allusion is a reference, explicit or implicit, to something in previous

literature or history. This is an important literary concept that you will encounter repeatedly in poetry, drama, and fiction (Thomas Foster spends time addressing this as well, as you know). With allusions, authors can  engage the reader in making associations and creating meaning. However, if you are unaware of allusions you will miss some of these meanings.

You will be assigned to a group and need to learn the following allusions well. You may read

whatever sources you wish: children’s tales, the Bible, encyclopedias, or reference books. I highly recommend Edith Hamilton’s Mythology as a good overview of Greek and Roman myths.  If starting with Wikipedia, look to the Bibliography that THEY use for additional resources. 

1.  Disperse the allusion sources among your group. I highly encourage each individual student to take stories from both Biblical and Greek/Roman sources. 

 2. From your research, you will SUMMARIZE the plot of the allusion source... .not merely "cutting and pasting". You need to bring out the aspects that you feel are the primary elements of the story that can be.. .and have been utilized as allusions. 

3.  Make sure that you collect the works cited information from the source you utilized for your research. 

4. Create a shared Google Document where you will post your summaries WITH their Works Cited information. Please return your summary order to the original order on the list below. You will turn this single document into Google Classroom, where I will combine these.  

Your group's document is due on GOOGLE CLASSROOM by the beginning of class on January 18th/19th. 

Biblical Allusions Group 1 Greek and Roman Mythology Group 1

Creation

Adam and Eve

Cain and Abel

David and Goliath

Moses (birth to the promised land)

Abraham and Isaac

Tower of Babel

Jonah and the Whale

Samson and Delilah

Solomon

Job

Leda and the Swan

Pandora

Biblical Allusions Group 2 Greek and Roman Mythology Group 2

Joseph and the Coat of Many Colors

Armageddon

Prometheus (and Io)

Narcissus

The Golden Fleece

Orpheus and Eurydice

Daedalus (and Icarus)

Cupid and Psyche

Pygmalion and Galatea

Daphne (and Apollo)

Perseus

Theseus
Nemesis 
Prometheus 
Delphi

Biblical Allusions Group 3 Greek and Roman Mythology Group 3

Daniel in the Lion’s Den

Elijah

Jezebel

Sodom and Gomorrah

Birth of Jesus

Parable of the Prodigal Son

Lazarus

John the Baptist

Last Supper

Judas
Hercules

Odysseus/Ulysses (know who he is, do not study The Odyssey

Biblical Allusions Group 4 Greek and Roman Mythology Group 4

Crucifixion and Resurrection

Doubting Tomas

Four Horsemen of the Apocalypse

Oedipus (including Sphinx)

Antigone

The Trojan War (including the fall of Troy,

Achilles, Hector, Paris, Helen, and the Trojan

Horse)

Midas

Bacchus

Agamemnon, Orestes, and Electra (also known

in whole as The Oresteia)

Class today: January 11th

1. You have the notes on Sacred Literature, as well as the examples of the characteristics of Sacred Literature as seen in Genesis. This will be helpful in looking at the following cultural and social questions:

• What recognizable human experiences are portrayed in the text? 
• What interpretation of human experience is expressed? 
• Does the passage fall into one or more standard literary genres? (Epic, Mystery, Myth, Non-Fiction, Drama, etc.)
• What is the artistic style of the passage? What use does the passage make of literary techniques like: metaphor, simile, juxtaposition, paradox, irony, imagery, analogy, etc.

These will help the pursuit for understanding Sacred Literature as pieces of literature... To look at how the text functions as a piece of literature.

2.  The next term we will be focusing upon in conjunction with Sacred Literature will be ALLUSION.

Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers. It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text. 

FOR FRIDAY:  3. We will be reading Chapters 7 and 14 from Thomas Foster's How to Read Like a Professor. How to Read PDF

In the next few weeks: 
We will be having a literary terms test on FEBRUARY 1st/2nd.  The list of terms can be found here: Literary Terms List

Definitions can be found under "Literature Links".   I suggest making flash cards soon.  This leaves you 3 weeks to prepare.

Class today: January 10th

1. Coming to class with your "Sacred Literature" notes, plus the two sections from Genesis read and annotated, you will now be examining further how the text functions as a literary text with the purpose of conveying rituals, beliefs, and traditions. 

First, using the 5 characteristics of the purpose of Sacred Literature (from your notes), you will need to take EACH characteristic and note how you see its purpose in The Story of Creation and the Fall, AND The Flood. 

To do this, you will take sections of the characteristic... such as #1( What are the views of the cosmos?)  or #4 (How does this text help us understand other worldly texts?)

You will need to write SPECIFIC EXAMPLES in your notes.  This is the standard for this semester (and beyond).  Evidence. Evidence. Evidence.

2. When you are done, please write some reflection questions about your understanding of the academic sense of the text as a piece of literature and cultural influence.

Class: Monday, January 9th

1. Read and take notes over the following information. 

Remarkable in their centrality and enduring appeal, sacred writings offer a uniquely revealing window into global thought, culture, and history. A familiarity with the diverse body of world scriptures/sacred texts offers you: 

• a penetrating look at how people from different traditions have viewed the cosmos, the world, and human beings;
• a grasp of the core values and beliefs of the world’s highly influential faiths;
• a deep sense of the worldview, cultural themes, perceptions, and concerns driving the societies that produced the texts;
• direct knowledge and understanding of a towering body of world literature, reflecting richly varied traditions; and
• the words and insights of some of the wisest human beings in history on the self, the mind, ethics, morality, and meaningful living. 

At their core, sacred writings take you to the essence of the world’s faiths as they give meaning and inspiration to countless millions of people around the globe. In doing so, the texts provide a significant bridge to understanding other peoples and ways of life, and an opportunity to look at our own traditions and assumptions with fresh eyes and a greatly enlarged perspective (Grant Hardy). 

Reading Sacred Texts can fall under three categories: 

1. Religious

2. Historical

3. Literary 

In your notes, place some examples of the types of discussions or analysis that would occur under each of these categories. 

2. Read pages: 63-73 AND the box on page 74. 

Take good notes, especially on the introductory information. 

3. If you are intrigued about the study of religions in public school, click on the following: 

 ACLU- Current laws regarding religion in public schools

FOR WEDNESDAY/THURSDAY:
(I will go over in class on Tuesday... so hold off)
In your notes, prepare the following information: 

• What recognizable human experiences are portrayed in this text?
• What interpretation of human experience is expressed?
• Does the passage fall into one or more standard literary genres?
• What is the artistic style of the passage? What use does the passage make of literary techniques like metaphor, simile, word play, and the like?

Class: Friday, January 6th and FOR Monday, January 9th

1. Sign in to USATESTPREP. You will be taking a full practice EOC test to establish a baseline score for this semester. Remember... the REAL test is in April! We can do this!

2. Thinking about the first day of the semester, and our conversation about GRIT, watch Angela Lee Duckworth's Ted Talk on Grit found here:

3. Jot down notes on major points that Duckworth makes that assists you in understanding the power of GRIT! Add these notes to your already established notes from Wednesday.

4. For Monday, January 9th: Thinking about the definition, KC Star article, and Duckworth's video, please respond to the following three prompts. Be thoughtful... be thorough... be critical in your thoughts and writing. SUBMIT THESE TO GOOGLE CLASSROOM BEFORE CLASS ON MONDAY!

What have you learned about the importance of grit in the classroom, and in life? 

How do you already exhibit characteristics of grit... or have exhibited characteristics of grit in your life thus far? 

In what areas of life do you want to improve on your grittiness? How? Why? 

January 4th! It is a NEW YEAR!

1. Write the above term and definition in your first page of notes for the start of the new semester. 

2. Read the following article from the January 3rd Kansas City Star: "Got Grit?".  As you are reading, with your notes open, and pen in hand, jot down the following. 

• Article name, author, and date 
• Major warrants that the author makes (remember how warrants function)
• Pertinent specific examples that emphasize the argument. 
• Specific terms that are defined
• When done reading, write a one sentence summary of the article. 

3. Watch Angela Lee Duckworth's Ted Talk, "Grit: The Power of Passion and Perseverance"

For Thursday: 

4. Take the following survey on GRIT: Grit Survey

You will receive a 1-5 score on your "Grittiness".  1 being not very gritty... 5 being extremely gritty. Keep track of this score in your notes. Jot down some ideas about your results for class on Thursday.