Monday, May 20th

1. Motif and theme in Midsummer Night's Dream.  Due to Schoology by 11:59 PM MONDAY.

2. In class: Passage explication- A Midsummer Night's Dream. Midsummer Passage Explication (DUE WEDNESDAY/THURSDAY)

3. Last Literature Circle meeting- Tuesday.

• Books should be finished by Tuesday.
• Journal
• Role sheet
• 2nd literary device

** I have canceled the last reflection paper for literature circles

End-of-School Schedule: 

Monday, May 20th: Literary analysis- Midsummer Night's Dream explication

Tuesday, May 21st:  Literature circle meeting #3

Wednesday/Thursday, May 22nd/23rd: Project preparation. MSD explication due. 

Friday, May 24th: Project preparation

Monday, May 27th: No school

Tuesday, May 28th:  Class-5th and 7th hours

Wednesday, May 29th: Class- 6th hour. Presentations- 7th hour

Thursday, May 30th: Class- Presentations- 4th, 5th, and 6th hours

Friday, May 31st: Remaining presentations- 4th and 5th hours.
                              Half day. SCHOOL'S OUT FOR SUMMER!!

Wednesday/Thursday, May 15th/16th

Gather together in book groups.

Class-Time:

• All group members need to have the book and their role sheet out on their desks at the beginning of the discussion. Desks are in a circle. Discussion Director selects a timekeeper to help manage the group’s time. 
• The Discussion Director begins the discussion by asking the Summarizer to go first. 
• The Discussion Director then asks one of the below-the-surface questions he/she has prepared. Group discusses the question, taking notes. 
• After the Director has asked all questions, the Passage Analyst shares his/her passage prepared for the day.  The Passage Analyst reads the passage and group members discuss, taking notes. 
• After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the essential questions. Group members discuss and take notes. 
• The Vocabulary Enricher will interject as needed to define terms or look them up (if a new one has been added to the list).

During discussion:

Members of the group should take care to make connections during each discussion time.  It is one thing to discuss the book, but members should also expect these connections:
Text to Text: Are there similarities or differences between the book you are reading
now and one that was assigned for another class or that you have read for pleasure at another time?
Text to Self:  In what ways can you identify with the characters or circumstances in this book?  
What kinds of personal/emotional reactions do you have to specific parts of this book?
Text to World:  In what ways is this book reminiscent of current events or “real world” issues?

For next meeting:

• This meeting will have a second literary device focus. IN ADDITION to your specific roles, you will need to select a literary device that you will apply and report back on next meeting discussing its evidence and relevance to the text.
• Assign new group roles.
• Work on upcoming group project.
• Continue reading.

-------------------------------------------------------------------------------------

A Midsummer Night's Dream

Motif: A recurrent idea, image, or symbol that develops a theme.

Theme: The commentary of an author on a universal issue.

Identify two motifs in A Midsummer Night's Dream with two examples of how and when it/they are seen.

THEN... identify a theme that each motif supports.. or helps develop.

Tuesday, May 14th

1. Finish Taming of the Shrew.

2. Turn in Taming explication practice.

FOR WEDNESDAY/THURSDAY

3. Literature circle meeting preparation.

• Caught up on reading for 2nd meeting.
• Journal #2
• Role sheet completed
• Literary device prepared for discussion

Monday, May 13th

1. Taming of the Shrew explication practice.  Due Tuesday at the beginning of class.

Handout found here:
Explication practice of Taming of the Shrew

Thursday/Friday May 9th/10th

1. First Literature Circle Meeting!

Journal and Role Sheet due at the beginning of class.

Gather together in book groups.

Class-Time:

• All group members need to have the book and their role sheet out on their desks at the beginning of the discussion. Desks are in a circle. Discussion Director selects a timekeeper to help manage the group’s time. 
• The Discussion Director begins the discussion by asking the Summarizer to go first. 
• The Discussion Director then asks one of the below-the-surface questions he/she has prepared. Group discusses the question, taking notes. 
• After the Director has asked all questions, the Passage Analyst shares his/her passage prepared for the day.  The Passage Analyst reads the passage and group members discuss, taking notes. 
• After the Passage Analyst finishes, the Essential Questions Connector identifies specific passages in the text that address one or more of the essential questions. Group members discuss and take notes. 
• The Vocabulary Enricher will interject as needed to define terms or look them up (if a new one has been added to the list).

During discussion:

Members of the group should take care to make connections during each discussion time.  It is one thing to discuss the book, but members should also expect these connections:
Text to Text: Are there similarities or differences between the book you are reading now and one that was assigned for another class or that you have read for pleasure at another time?
Text to Self:  In what ways can you identify with the characters or circumstances in this book?  What kinds of personal/emotional reactions do you have to specific parts of this book?
Text to World:  In what ways is this book reminiscent of current events or “real world” issues?

For next meeting:

• This meeting will have a literary device focus. IN ADDITION to your specific roles, you will need to select a literary device that you will apply and report back on next meeting discussing its evidence and relevance to the text.
• Assign new group roles.
• Continue reading.

-----------------------------------------------------------------------

2. Taming of the Shrew- Theme study

Tuesday/Wednesday, May 7th/8th

Bit of a change to the schedule.. . You all need a break after the long days of EOC testing. We will push our first literature circle meeting to Thursday/Friday of this week.

Class today: 

Theme: is the COMMENTARY of an author on a universal issue.

The process of determining theme is:

1. Identify a common/universal thematic issue. (Love, marriage, death, fear, friendship, etc.)

2. Consider examples of the evidence of this thematic issue in the studied text.

3. Ask what is the author saying about this thematic issue. What is his/her take on this issue?

4. State this stance as a general message about life. Ask yourself what is the author is teaching about life through this universal issue. Make your statement general.. no specific names or titles. Make applicable to multiple texts. Viola... theme.
_________________________________________________________
SELECT TWO OF THE FOLLOWING ISSUES TO APPLY TO TAMING OF THE SHREW:
Fear. Identity. Marriage. Family.

On Schoology:
Post what you feel are TWO THEMES of Taming of the Shrew. Remember... what is the message about the issue?

Provide four specific examples from Taming as support of your thematic conclusion.

Due: Friday, May 10th

Revised literary circle due dates: 

• May 3rd: Group roles reported on Schoology. 
• May 9th/10th: Literature Circle Meeting #1. Journal and individual role sheet due. 
• May 14th/15th: Literature Circle Meeting #2. Journal and individual role sheet due. 
• May 21st: Literature Circle Meeting #3: Journal and individual role sheet due. 
• May 24th: Individual reflection paper due
• May 28th-31st: Group projects

End-of-Year Schedule:

Tuesday, May 7th (B):  Taming of the Shrew and THEME. (note.. another B day)

Wednesday, May 8th (A): Taming of the Shrew and THEME.

Thursday, May 9th (B): Literature circle meeting #1.  Taming of the Shrew

Friday, May 10th (A): Literature circle meeting #1. Taming of the Shrew (Theme due to Schoology)

Monday, May 13th:  Theme- Literary Analysis: Determine 3 themes of your literature circle text.

Tuesday, May 14th:  Finish Taming. Preparation for Literature Circle meeting. 

Wednesday/Thursday, May 15th/16th: Literature circle meeting #2

Friday, May 17th: Reading day

Monday, May 20th: Author purpose- Literary Analysis

Tuesday, May 21st:  Literature circle meeting #3

Wednesday/Thursday, May 22nd/23rd: Final preparation

Friday, May 24th: Final preparation

Monday, May 27th: No school

Tuesday, May 28th:  Finals

Wednesday, May 29th: Finals

Thursday, May 30th: Finals

Friday, May 31st: Finals. Half day. SCHOOL'S OUT FOR SUMMER!!

May 1st, 2nd, 3rd, and 6th

EOC TESTING-
May 1st and 2nd- Session 1
May 3rd and 6th- Session 2
* Bring your literature circle books

Tuesday, April 30th

1. Literature Circles: 
        Literature Circle PACKETS

Individual requirements: 

• 3 journal entries. 1 for each literature circle meeting. Due at beginning of each meeting.
• Role sheets completed BEFORE the literature circle meeting. Print off and fill out for meeting.
• Reflection paper

Group requirements: 

• Group report due at the end of each literature circle meeting. 
• Preparedness and participation during literature circle meetings. 
• Final group project. 

Due dates: 

• May 3rd: Group roles reported on Schoology. 
• May 7th/8th: Literature Circle Meeting #1. Journal and individual role sheet due. 
• May 14th/15th: Literature Circle Meeting #2. Journal and individual role sheet due. 
• May 21st: Literature Circle Meeting #3: Journal and individual role sheet due. 
• May 24th: Individual reflection paper due
• May 28th-31st: Group projects

_________________________________________________________

2. EOC Writing Preparation. 

Review the following documents: 

Blended Writing Handout

Blended Writing MODEL

Basic 5 Paragraph Essay Outline

Blended Writing- Scoring Conventions

Blended Writing Scoring- Development and Content

Blended Writing Scoring- Organization and Flow

EOC Writer’s Checklist

• My essay has an effective beginning, middle and end.
• My essay flows smoothly from one idea to another.
• My essay contains a strong controlling idea that stays on topic.
• My essay includes specific and relevant details, reasons and/or examples.
• My essay uses precise and vivid language.
• My essay contains sentences that are clear and varied in structure.
• My essay includes correct grammar, usage, punctuation, capitalization and spelling.
• My essay effectively blends at least two genres of writing (choose from narrative, argumentative and/or expository).
• My essay integrates material from both sources. 

Practice sign in- Questar testing.
________________________________________________________________

EOC Reminders: 

1. Charge your Chromebook. Seriously.

2. Bring earbuds for test day #1 (Wednesday/Thursday)

3. For test day #1- review reading test strategies and literary terms/grammar Quizlets. 

4. For test day #2- review blended writing handout, paper outline, and writing Quizlets. 

5. 4th/5th hours- Eating last lunch shift. Bring a snack. 

6. 6th/7th hours- Give your 4th/5th hour teachers the lunch shift/dismissal pass. COME TO your English class last lunch shift. 

7. Get some sleep the next few nights. 

Monday, April 29th

Happy Monday! It is almost MAY!

1. Take part 2 of EOC practice test. As you are taking the test, focus on the skill the question is asking you to perform.

When taking a reading assessment... THINK LIKE A WRITER. *Author purpose.* Effects of the writing choices. *Main idea. *Best support for the main ideas.

2. For TUESDAY, read through and review the following handout on BLENDED WRITING.
FOUND HERE: EOC Blended Writing Handout.

The WRITING assessment will be asking you to demonstrate how well you can BLEND the major styles of writing: NARRATIVE. EXPOSITORY. ARGUMENT. 

The DESE-released writing prompt SAMPLE: 
You have read two passages discussing the U.S. highway system and other forms of transportation. Write an essay in which you compare the challenges and benefits involved in the creation of the national highway system to the challenges and benefits discussed in Secretary Chao’s speech, especially those related to advancing technology and the needs of the public. Incorporate material from both passages in your essay, citing sources either formally or informally. Your essay should blend writing from at least two genres (argumentative, expository, and/or narrative).

EOC Writer’s Checklist

• My essay has an effective beginning, middle and end.
• My essay flows smoothly from one idea to another.
• My essay contains a strong controlling idea that stays on topic.
• My essay includes specific and relevant details, reasons and/or examples.
• My essay uses precise and vivid language.
• My essay contains sentences that are clear and varied in structure.
• My essay includes correct grammar, usage, punctuation, capitalization and spelling.
• My essay effectively blends at least two genres of writing (choose from narrative, argumentative and/or expository).
• My essay integrates material from both sources. 

3. Keep reviewing the EOC QUIZLETS. After you have looked over the Blended Writing handout, review the 3 writing Quizlets.

Friday, May 26th

1. Practice EOC test #1- Identify skill with each question.

2. Literature circle meeting- Establish reading assignments.  Post to Schoology discussion.
    First meeting: May 7th/8th
    Second meeting: May 15th/16th
    Third meeting: May 21st

3. Papers due at 11:59 PM- TONIGHT

Wednesday/Thursday, April 24th/25th

1. EOC Information:

• May 1st/2nd: Multiple choice tests. 
• May 3rd/6th: Written test. Listening component- NEED HEADPHONES!
• Score on EOC will be 10% of your grade. 
• Advanced or proficient will not have to take the final exam. 
• 4th/5th hour... need to bring snacks because we are eating last lunch shift. 
• 6th/7th hour..  will need to eat specific lunch shifts during previous hour (4th/5th) in order to report to my classroom at the beginning of last lunch shift. (12:21). 

When you are done proofreading, you will need to review through the 6 EOC QUIZLETS posted on class website under EOC links (to your right). These will address literary terms, comma rules, grammar/mechanics reminders, and the three types of writing review.
_____________________________________________________________
2. Rough Draft Proofreading:

You will have 2 partners read through your paper marking the following:

Proofreaders:

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Capitalization correct? No emphasis capitalizing? Diction choices accurate? No "YOUS". No "I". If you find an error, make a comment in BLUE. Do not fix the error.

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL THESIS? Is the evidence logical and sufficient to the thesis? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Are there appropriate EXPLANATIONS following the evidence? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will be assessing the SOURCE MATERIAL. Has the primary source been thoroughly examined and addressed in conjunction to the thesis? Has the source material been introduced? Contextualized? Processed through warrants/explanations? Cited correctly? Mark your comments/errors/suggestions in BLACK!

4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed. Does the introduction utilize the INTRO FORMAT? Has narrative been integrated into the introduction? Does each section have a topic sentence that supports the overall thesis? Does the paper utilize an obvious structure? Does is utilize active voice?  Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? Does the conclusion utilize the CONCLUSION format/purpose synthesizing the thesis? Has the conclusion returned to the narrative from the introduction? Mark suggestions and comments in GREEN.

IMPORTANT-

4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME!

Purdue OWL MLA Guide

Sample MLA paper- Compare with this.

Has the author appropriately addressed MLA Style Guide? Colon formatted Title??  Works Cited page done correctly? In-text citations? No differences in font, size, etc? Mark in PURPLE. 

5. In the sixth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose.

5. FINAL DRAFT IS DUE TO SCHOOLOGY BY FRIDAY AT 11:59 PM. 

End-of -Year Schedule

End-of-Year Schedule:

Monday, April 22nd: EOC prep. Main Idea practice.
Tuesday, April 23rd: EOC prep. Command of evidence practice/reading passage practice.
                                                     Lit circle book check out.
Wednesday/Thursday, April 24th/25th: Expository paper rough draft due. Peer editing.
                                                               EOC practice test.
Friday, April 26th: Expository paper final draft due.
                               Initial literature circle introduction and meeting.
Monday, April 29th: EOC prep.  Blended Writing. Types of writing.
Tuesday, April 30th: EOC prep.  Blended Writing. Writing practice.
Wednesday, May 1st: EOC TESTING- 4th and 6th (A day)
Thursday, May 2nd: EOC TESTING- 5th, and 7th  (B day)
Friday, May 3rd:  EOC TESTING- 4th and 6th  (A day)

Monday, May 6th: EOC TESTING- 5th and 7th (B day)
Tuesday, May 7th (B):  Literature circle meeting #1 (Another B day)
Wednesday, May 8th (A): Literature circle meeting #1
Thursday, May 9th (B): Ted Talk. Reading
Friday, May 10th (A): Ted Talk. Reading

Monday, May 13th:  Theme- Literary Analysis
Tuesday, May 14th:  Symbolism- Literary Analysis
Wednesday/Thursday, May 15th/16th: Literature circle meeting #2
Friday, May 17th: Reading day

Monday, May 20th: Author purpose- Literary Analysis
Tuesday, May 21st:  Literature circle meeting #3
Wednesday/Thursday, May 22nd/23rd: Final preparation
Friday, May 24th: Final preparation

Monday, May 27th: No school
Tuesday, May 28th:  Finals
Wednesday, May 29th: Finals
Thursday, May 30th: Finals
Friday, May 31st: Finals. Half day. SCHOOLS OUT FOR SUMMER!!

Tuesday, April 23rd. Shakespeare's Birthday!

1. Check out literature circle books. Get started reading your books. We will have our first meeting on Friday to set reading assignments.

LITERARY CIRCLE GROUPS:
4th Hour- 
F451: Emma, Cameron, Connor, Carter, Cassey
LOTF: Aiden, Isaac, Kara, Julia, Sarah, Alejandro
Animal Farm: Jack, Abby, Hailie, Caleigh
Night: Hallie, Kaylie L., Destiny, Mikayla, Bryce

5th Hour- 
F451: Hallie, Jeremy, Tommy, Sorai, Cayla
Night: Ryen, Lilly, Cooper, Cassidy, Destiny
LOTF: Caleb, Kaia, Maria, Jaden, Caidyn

6th Hour- 
F451: Sidney, Richard, Kyanna, Lyle, Luke, Natalee
Night #1: Halle, Sophia, Lucy, Lauren
Night #2: Kaitlyn, Katie, Olivia, Madison
LOTF: Katarina, Joey, AJ, Morgan, Bladen

7th Hour- 
LOTF: Colten, Mitchell, Dylan, Simon, Austinn
F451: Lauren, Athena, Hannah, Mikayla, Keithon, Paige
Animal Farm: Joseph, Corbin Aidan C., Christian, Kesi, Cadao, Devyn, Abigail
BNW: Aidan L., Cole, Logan
Night: Abby K., Rachel, Miracle

2. EOC Reading Passages Practice.

Active reading means:

Ask questions and take notes as you read the passage. Asking questions about the passage and taking notes needs to be the integral parts of your approach.

You should ask questions such as:

• Why did the author write this word/detail/sentence/paragraph?
• Is the author taking a side? If so, what side is he or she taking?
• What are the tone and purpose of the passage?
• The “why” or the central idea of the passage—in other words, the thesis statement
• Transitions or changes in direction in a passage’s logic
• The author’s opinions and other opinions the author cites

Make sure you remember to:

• Read the question stem carefully. What are the key words in the stem?
• Take notes, circle keywords, and underline key phrases.
• Predict and answer. Consider an answer before looking at the answer options. 

3. In Schoology, you will need to complete the EOC reading practice. There are two passages with a question set for each. Take your time. Think about what the question is asking you. Use the online tools to annotate the passage.

Monday, April 22nd

1. Make sure that you have completed the literary circle book selection form. (Found at the end of last post)

2. Full rough drafts- Body, introduction, conclusion, works cited page are due Wednesday/Thursday PRINTED OFF when you come to class. You will not receive credit for the draft if you do not have a paper copy with you when you come to class.

In-text Citation Help: 
Book: (Achebe 33).
Film: (Attenborough)

Works Cited Help:
WC- FILM: WC Film Citation- Purdue OWL
WC- BOOKS: WC Books Citation- Purdue OWL

Sample WC Page: Sample WC Page- Purdue OWL

3. EOC SKILL Practice: Finding Main Idea

Finding MAIN IDEA Handout

- Read through the following handout addressing the skill of finding the main idea.
- The subject matter will not be interesting... don't commit, or over think the subject matter for standardized testing.
- Go into the paragraphs with a strategy of recognizing a hierarchy of ideas... what is a overarching topic?.. what is specific evidence?  Think as a WRITER.

Complete the practice exercises found on Schoology by tomorrow morning (Tuesday @ 7:30 AM)

Tuesday, April 17th

Expository paper schedule:
April 17th/18th- Outline due
April 24th/25th- Rough draft due/ Peer editing
April 26th- Final draft due

For our next literary circle, please select from the following books. Fill out book request form found at the end of this post BY MONDAY, APRIL 22nd.  

1. Night- Elie Wiesel (Memoir) 

Born into a Jewish ghetto in Hungary, as a child, Elie Wiesel was sent to the Nazi concentration camps at Auschwitz and Buchenwald. This is his account of that atrocity: the ever-increasing horrors he endured, the loss of his family and his struggle to survive in a world that stripped him of humanity, dignity and faith. Describing in simple terms the tragic murder of a people from a survivor's perspective, Night is among the most personal, intimate and poignant of all accounts of the Holocaust. A compelling consideration of the darkest side of human nature and the enduring power of hope, it remains one of the most important works of the twentieth century.

2. Lord of the Flies- William Golding  (Novel)

At the dawn of the next world war, a plane crashes on an uncharted island, stranding a group of schoolboys. At first, with no adult supervision, their freedom is something to celebrate. This far from civilization they can do anything they want. Anything. But as order collapses, as strange howls echo in the night, as terror begins its reign, the hope of adventure seems as far removed from reality as the hope of being rescued.

3. Animal Farm- George Orwell  (Dystopian novel)

George Orwell's timeless and timely allegorical novel—a scathing satire on a downtrodden society’s blind march towards totalitarianism.

A farm is taken over by its overworked, mistreated animals. With flaming idealism and stirring slogans, they set out to create a paradise of progress, justice, and equality. Thus the stage is set for one of the most telling satiric fables ever penned—a razor-edged fairy tale for grown-ups that records the evolution from revolution against tyranny to a totalitarianism just as terrible. When Animal Farm was first published, Stalinist Russia was seen as its target. Today it is devastatingly clear that wherever and whenever freedom is attacked, under whatever banner, the cutting clarity and savage comedy of George Orwell’s masterpiece have a meaning and message still ferociously fresh.

4. Brave New World- Aldous Huxley (Dystopian novel)
Aldous Huxley's profoundly important classic of world literature, Brave New World is a searching vision of an unequal, technologically-advanced future where humans are genetically bred, socially indoctrinated, and pharmaceutically anesthetized to passively uphold an authoritarian ruling order–all at the cost of our freedom, full humanity, and perhaps also our souls. “A genius [who] who spent his life decrying the onward march of the Machine” (The New Yorker), Huxley was a man of incomparable talents: equally an artist, a spiritual seeker, and one of history’s keenest observers of human nature and civilization. Brave New World, his masterpiece, has enthralled and terrified millions of readers, and retains its urgent relevance to this day as both a warning to be heeded as we head into tomorrow and as thought-provoking, satisfying work of literature. Written in the shadow of the rise of fascism during the 1930s, Brave New World likewise speaks to a 21st-century world dominated by mass-entertainment, technology, medicine and pharmaceuticals, the arts of persuasion, and the hidden influence of elites.

5. Farenheit 451- Ray Bradbury (Dystopian novel)
Guy Montag is a fireman. In his world, where television rules and literature is on the brink of extinction, firemen start fires rather than put them out. His job is to destroy the most illegal of commodities, the printed book, along with the houses in which they are hidden.
Montag never questions the destruction and ruin his actions produce, returning each day to his bland life and wife, Mildred, who spends all day with her television “family.” But then he meets an eccentric young neighbor, Clarisse, who introduces him to a past where people didn’t live in fear and to a present where one sees the world through the ideas in books instead of the mindless chatter of television.

When Mildred attempts suicide and Clarisse suddenly disappears, Montag begins to question everything he has ever known. He starts hiding books in his home, and when his pilfering is discovered, the fireman has to run for his life

After reading the previous book blurbs, researching each book, please fill out the following form by Monday, April 22nd.  LITERARY CIRCLE BOOK CHOICE FORM

Monday, April 15th

1. Finish Gandhi.

2. Start working on Expository outline.... Found HERE: Expository Outline- Handout

Expository Techniques:

• Are you explaining the significance of your evidence or examples?
• Are you defining a concept and explaining its relevance to your proposal?
• Are you explaining the How and the Why in each section of your paper?
• Is there a topic sentence at the start of each paragraph/section?
• Are you explaining by showing a cause and effect of your evidence?

Wednesday/Thursday, April 10th/11th

1. Discussion of Expository Writing.

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

2. Unpacking the prompt. To-do list for Expository paper.

3. Continue watching Gandhi.

Tuesday, April 9th

Continue watching Gandhi.

Remember to take this time to gather evidence from both texts that will be able 

to be used for your paper. Consider the prompt, and what direction you will approach it. 

The writing will be easier, if you are not examining the text AND writing simultaneously. 

Let me know if you have any questions!

If you are interested in watching Pride and Prejudice at the KC REP on April 18th, sign up on Schoology. 

Pride and Prejudice- KC REP
Pride and Prejudice Review

Monday, April 8th

1. Things Fall Apart quiz. Entire book.

2. Things Fall Apart/ Gandhi paper-

Expository essay: The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Expository paper instructions- Purdue OWL

Paper prompt:
How does the human spirit triumph in the face of adversity? 

Guiding questions to consider: 
- What is the human spirit?
- What skills do humans rely upon when facing adversity?
- What does it mean to persevere? 
- What is the relationship between success and strength? 

Gandhi Film Questions- Due the day after we finish the film.

Wednesday/Thursday, April 3rd/4th

Things Fall Apart Socratic seminar

Socratic Seminar:  A LEVEL Participant Rubric 

• Participant offers enough solid analysis, without prompting, to move the conversation forward
• Participant, through his/her comments, demonstrates a deep knowledge of the text and the question
• Participant has come to the seminar prepared, with notes and a marked/annotated text
• Participant, through his/her comments, shows that he/she is actively listening to other participants
• Participant offers clarification and/or follow-up that extends the conversation
• Participant’s remarks often refer back to specific parts of the text.

For FRIDAY: 

1. Socratic seminar reflection

2. Finish Thing Fall Apart 

Tuesday, April 2nd

1. Small group practice Socratic Seminar. First review the Socratic seminar scoring. You will talk through, as a group, one of your questions. You will focus on the process of integrating the text into your answers... not being satisfied with just one answer... staying on discussion of the text, not wandering into the hypothetical "what if" scenarios.  . .  repeating what was said before your comment and tying in your additions.

Socratic Seminar:  A LEVEL Participant Rubric 

• Participant offers enough solid analysis, without prompting, to move the conversation forward
• Participant, through his/her comments, demonstrates a deep knowledge of the text and the question
• Participant has come to the seminar prepared, with notes and a marked/annotated text
• Participant, through his/her comments, shows that he/she is actively listening to other participants
• Participant offers clarification and/or follow-up that extends the conversation
• Participant’s remarks often refer back to specific parts of the text.

When you are done, spend time ensuring that you have multiple examples for each question, and that you can access them easily.  Make sure that you have page numbers with your quotes so you can lead other classmates to the passages you are referencing.

2. Complete the posted EOC prep practices in USATESTPREP by Wednesday morning.

Monday, April 1st.

1. Quiz over Part 2 of Things Fall Apart. 

2. Continue preparation for Socratic seminar over book.

3. There are 4 EOC practice assignments in USA TEST PREP that need to be done by WEDNESDAY MORNING.

REMEMBER: We are meeting in room 2116 on TUESDAY!
Make sure you have your TFA book and notes.

Friday, March 28th

Preparation for Things Fall Apart Socratic Seminar.

In your small groups complete the following:

1. Select 4 sentences from Part 2 of TFA that your group can diagram. Keep in mind, you are going to be looking for sentences that are somewhat simple sentences or compounds. Its ok if there are a few words that you are unsure of their placement. We are going to be using these for the basis of your discussion of language.

• Talk about the placement of words.
• What is being emphasized?
• What is de-emphasized?
• What do you learn about meaning in its context by looking at its grammar? 

2. Read through the TFA Socratic Seminar Discussion questions. Beyond the mandatory question, your group will select THREE questions that your group will be preparing for the seminar next week.  You will need plenty of direct evidence... so you are preparing with lots of direct quotes.

TFA Discussion Questions- Socratic Seminar

Socratic Seminar Handout- Scoring Guide

Upcoming Schedule:

• Monday, April 1st: Quiz over Part 2 of Things Fall Apart
• Tuesday, Aprl 2nd: Finish preparation of discussion questions for Socratic seminar over Parts 1 and 2 of Things Fall Apart. 4th hour: WE WILL BE MEETING IN ROOM 2116 ON TUESDAY.
• Wednesday/Thursday, April 3rd/4th: Socratic Seminar over Things Fall Apart Parts 1 and 2.
• Friday, April 5th: Finish the book. 
• Monday, April 8th: Quiz over entire book. 

March 26th/27th

2. MAPS study- Groups

• Select five of the posted questions from Monday.  
• Ask the same 5 questions of each map- pre-colonialism/post-colonialism
• Discuss the questions in your groups. 
• Report your ideas back to Schoology.

2. The Scramble for Africa Documentary

Questions to aid your notes:

1. Who were key players in the Imperialistic pursuit of Africa? What role did they each play? How would you describe each?

2. How did fear play a part into the Imperialism movement?

3. What were other motives of European nations in colonizing Africa?

4. What European nations were involved in the Scramble for Africa?

5. What methods were used by the Europeans to deal with the uprising Africans?

6. How did the stories and art from this period help perpetuate the Imperial movement?

7. What do you learn about the African people... the characteristics... the beliefs described in this documentary?

8. The British often referred to Africa as the "Dark Continent." What is paradoxical about this description.

Homework for the next few days. . . make sure you keep track of dates and times: 

• Review chapters 14-17: Chapters 14-17 Quizlet: Things Fall Apart
• Makes sure that you have gone through the historical notes posted on Monday. 
• "White Man's Burden" response completed on Schoology by Thursday at 11:59 PM.
• MAP notes into Schoology by Friday at beginning of class. 

4. Reading: Upcoming . . . Part 2 for Monday, April 1st.

Tuesday, March 26th

1. Things Fall Apart reading quiz.

2. In your notes, diagram the following lines from Things Fall Apart. 

• Okonkwo took the bowl from her and gulped the water down. 
• "Come shake hand with me." (Think of what the subject is)
• The priestess' voice came at longer intervals now, but its vigor was undiminished. 

3.  Watch and take notes over the following presentation... This is due by FRIDAY.
Things Fall Apart- Historical Notes

4. Response on "White Man's Burden"- Schoology

5. Notes on 2 maps and read up through Chapter 17 for Wednesday/Thursday.

Monday, March 25th

Historical Context: the influence of a time period on an author and the writing of his/her text.

1. Imperialism: a policy of extending a country's power and influence through diplomacy or military force.

2. Read: "The White Man's Burden" by Rudyard Kipling.
"The White Man's Burden"

Keep in mind... this poem was written in 1899.  Kipling was trying to encourage Vice-President Roosevelt and the United States to fight for control of the Philippines. This poem demonstrates the Colonialist viewpoint of non-western/Christian nations. It should be an uncomfortable read.

• What do you understand about the CONTEXT of this poem?
• What do you understand about IMPERIALISM from this poem?
• What words or phrases that reveal the author's point of view or attitude?
• Looking at these words, what do you think is the tone of this poem?
• What do you think the point of view of view of Kipling?

3. Quiz on Tuesday: Part 1 of Things Fall Apart

HOMEWORK for WEDNESDAY/THURSDAY:
- In addition to continued reading Things Fall Apart

MAPS

Pre-Colonial Africa
Colonized Africa 1870-1910

Take notes on both maps using the following questions to assist your understanding.

Questions to consider: 

Describe what you see. • What do you notice first? • What size and shape is the map? • What graphical elements do you see? • What on the map looks strange or unfamiliar? • Describe anything that looks like it does not belong on a map. • What place or places does the map show? • What, if any, words do you see?

Why do you think this map was made? • Who do you think the audience was for this map? • How do you think this map was made? • How does it compare to current maps of this place? • What does this map tell you about what the people who made it knew and what they didn’t? • If this map was made today, what would be different? • What would be the same?

Wednesday/Thursday, March 13th/14th

1. Personal reading.

2. Group work with first 5 chapters of Things Fall Apart.

• What are the 5 most important things that happen in each chapter?
• Take three major characters from each chapter? How would you describe these characters? What do we learn about these characters?
• What do you think functions as hints as to what is to come? 
• Select 3 religious practices/rituals that you see in the first 3 chapters. Identify, explain what happens, and what purpose does it serve. 
• Select 5 terms that are in original Ibo. What are their meanings? Why do you think Achebe uses these terms where they are used? 

Character Names- TFA

Character names pronunciation- TFA

READING: Be through chapter 7 for Friday.

Tuesday, March 12th

1. Finish presentations.

2. Make sure that USATESTPREP exercises (5) are completed.

3. Read chapters 1-5 of Things Fall Apart for Wednesday/Thursday.

Monday, March 11th

1. 4th, 6th and 7th Hours: Finish Oral Commentaries

2. USATESTPREP.com- 5 exercises. Please finish by Wednesday morning.

Things Fall Apart Reading Schedule

Wednesday/Thursday, March 13th/14th- Through chapter 5.
Friday, March 15th- Through chapter 7
Monday, March 25th- Finish Part 1 of Things Fall Apart
Tuesday, March 26th- Quiz over Part 1.
Wednesday/Thursday, March 27th/28th- Through chapter 17
Monday, April 1st- Quiz over Part 2
Friday, April 5th- Finish the book.
Monday, April 8th- Quiz over entire book.

For assistance with the names of Things Fall Apart, use the following guide:
Things Fall Apart Pronunciation Guide

Tuesday, March 5th.

1. EOC Practice Test.

2. Oral commentaries begin tomorrow.

Commentary schedule:

Wednesday, March 6th:
Destiny,  Sarah, Caleigh, Rose, Alejandro, Jackson, Aiden, Hailie, Conor, Bryce, Abby, Julia, Isaac

Morgan, Sydney, Aijalon, Joey, Madison, Kaitlyn, Katarina, Lucy, Olivia, Sophia, Luke, Bladen

Thursday, March 7th:
Lily, Cassidy, Tommy, Maria, Ryen, Destiny, Cooper, Caidyn, Jeremy

Dylan, Aidan, Keithon, Cole, Lauren, Miracle, Rachel, Devyn, Paige, Christian, Abby, Kesi, Simon, Athena, Joseph,

Friday, March 8th: 
Carter, Hallie, Mikayah, Cassey, Cameron, Kaylie, Emma, Kara

Sorai, Cayla, Jaden, Caleb

Lauren,  Richard, Halle, Kyanna, Katie, Kaleb, Lyle, Natalee

Aidan L., Cadao, Corbin, Mikayla, Colten, Hannah, Mitchell, Austin

February 27th/28th

1. Personal reading.

2. Sentence Diagramming-

Terms: 
Verbals- Words that look like verbs, but function as another part of speech.

• Infinitives- A to+verb, and they act as nouns, adjectives, and adverbs. 
• Gerunds- End with -ing but act as nouns
• Participles- End with -ing, -d, -t, -n and act as adjectives

Diagramming Verbals- Infinitives, Gerunds, Participles

Practice: 11.0, 11.1, 11.2
- Do the first 3 sentences of each section.

4. . Work on oral commentaries.

Tuesday, February 26th

Black History Literature Links:
10 Black Authors Everyone Should Read
17 Books by Black Authors to be Read
10 James Baldwin Books to Read
Morrison, Lorde Shaped American Literature
10 Must-Read Books by Black Female Authors for 2019
  
"A Litany for Survival" - Audre Lorde

Here is a link to LSN's Black History Month collection of sites and biographies:
LSN Black History Month Website

I also encourage you all to attend the Black History Program during Bronco Time on WEDNESDAY! There will be performances and a panel of speakers!
________________________________________________________________

CLASS TODAY: 
1. Submit your oral commentary thesis to Schoology.
2. Literary analysis practice with 3 poems and power- Posted on Schoology.

Monday, February 25th

1. Compounds in sentence diagramming.  Remember compounds will either work as one part of the sentence OR will be a compound sentence with two independent clauses linked together with a conjunction!

Practice by diagramming and labeling. Also label what type of compound it is!

1. Jeni is my best friend, but she lives in snowy Iowa.
2. Slick and Scout are my fabulous kitties and my first babies.
3. I have the best students, and they are the best people of all time.
4. I tried, yet I failed tremendously.
5. Mom and Dad begged and pleaded with the mischievous cat on the Christmas tree.
6. Tomatoes and mozzarella mesh and mingle with a delightful taste, yet few have experienced.
7. With a happy smile, I greeted my cat.

* Hint: Look for the conjunctions (and, but, yet, or)... look to see if they are linking two parts of the sentence OR followed by another main clause.
* Hint: Look for prepositional phrases (prep. with its object).

2. Solidify your thesis for your oral commentary. You will be submitting these tomorrow. Continue to complete your outline.

Friday, February 22nd

1. Finish watching An Iliad.
2. Review compounds in sentence diagramming.
3. Continue working on oral commentaries.

Literary thesis examples:
Look for the three components of the literary thesis. The device. How it is applied. The effect of the device usage on the meaning of the text.

• Though initially Scout and Mayella Ewell are presented as drastically opposite characters in To Kill a Mockingbird, it can be argued that these young girls are vastly similar in their characterization in order to emphasize the direct role of parenting in a child's life.  (Characterization)
• The use of foreshadowing in Steinbeck's Of Mice and Men creates the effect of reader complacency in the inevitable death of Lennie. (Foreshadowing)
• The unending journey home by Odysseus is symbolic of the punishment he must endure for his involvement in the devastating warfare of the Trojan War. (Symbolism) 
• The repeated epic boasts of Gilgamesh emphasizes the contrast between the king Gilgamesh should be with the king he has been to his people. (Diction. Characterization) 

Thursday, February 17th.

1. Continue watching An Iliad.  Continue thinking about and preparing for oral commentary.  The sooner you determine your literary argument.. and develop an outline, the more time you have to practice.

Iliad Oral Commentary Assignment

PRESENTATIONS WILL TAKE PLACE MARCH  5TH-8TH. 

Devices to consider: 
Tone, imagery, point of view, epic conventions, characterization, theme, motif, narrator, archetypes, diction, style, epithet, symbolism, metaphor....    and on and on...

2. Read through 4.0, 4.1, and 4.2. Take notes on HOW to diagram compounds. Remember what a phrase is.. how it functions.

Compound Phrases and Sentences- Diagramming

Here is a video demonstrating the diagramming. Watch if you need further help.
Diagramming compounds video

3. Diagram the first 3 sentences of the three sections. (This is 9 total). You will turn this in tomorrow (Friday).

Wednesday/Thursday, February 13th/14th

1. Independent reading.

2. As a group of four, you will complete a collaborative Google Slide Show that addresses EACH BOOK (1,6,22) of The Iliad with:

• Books' summaries- Student summaries- not from the internet. 
• Major character descriptions from each book- Personality traits.. quotes to demonstrate... explanation significance of characterization to the text. 
• Important findings (Plot. Student revelations)- Supported with quotes, explanation, and significance. 
• Critical literary devices- Define literary device. 2 devices per book. Evidence
• Carry over between the three books. 
• Differences between the three books.  
• Student impressions/quotes on The Iliad. This is literary analysis. This comes from each members of the group. This quote/impression is where the student shows analytical skills addressing the literary device and its impact on the text. 
• How does The Iliad interact with Weber's definition of POWER? 
• A summary of Book 24. 

Your group will submit its slide show to Schoology. One slide show per group.

DUE: Monday, February 18th at 11:59 PM.

Group Achilles:   Group Hector:    Group Priam:     Group Andromache:   Group Agamemnon:
Brice                     Destiny               Carter                  Hailie                         Rose
Sarah                     Cassey                Abby                   Caleigh                      Isaac
Mikiyah                Alejandro            Jackson               Cameron                    Kaylie
Emma                   Kara                    Hallie                  Connor                       Julia
                                                                                                                        Aiden


Sidney                  Joey                  Aijalon                  Lauren                     
Halle                     Kaitlyn            Katarina                 Katie                       
Lucy                     Olivia                Sophia                   Lyle                     
Bladen                  Natale               Luke                      Richard
Kyanna                 Caleb


Lily                     Maria                 Cassidy                Thomas
Cayla                  Cooper                Ryen                    Jeremy
Caidyn                Destiny                Kaia                    Sorai
Hallie                  Jaden                                               Caleb

Dylan                   Aidan C.             Keithon               Cole              Lauren           Joseph
Logan                  Miracle               Devyn                 Rachel          Paige              Hannah
Christian              Athena                Abby                  Aidan L.        Kesi              Mitchell
Cadao                   Simon               Corbin                Mikayla         Colten           Abigail
                                                                                  Austin                           (Group Apollo)

Tuesday-Thursday, February 12th-14th

1. Today we will be having small group discussions over The Iliad books 1, 6, and 22. These questions are to guide your discussion, but to also help supplement your notes. You don't need to write down "the answers" but bullet point ideas that develop in your conversations. In your conversation, you need to reference/cite specific examples in the text, not broad general comments. 

Book 1

Summarize Book 1 of The Iliad. 

1. What emotion identified in the first line is central to the entire Iliad?
2. What two gods are angry at the Greeks and why?
3. Try to think of ways in which the opening lines of the Iliad and the Odyssey are similar, and also different.  (Ignore this question in classes in which we have not read both of these works.)
4. Explain in what way the quarrel between Achilles and Agamemnon and its results are the equivalent of the plague.
5. Does the response of Achilles to the disrespect of Agamemnon seem to you out of proportion?  Or, to put it another way, do you think that T. S. Eliot was right to call Achilles “little more than a superhuman adolescent”?
6. How do the conflicts between mortals compare and contrast to the conflicts between the gods in Book 1 of The Iliad?
7. In what ways are Achilles's and Agamemnon's characterizations of each other in Book 1 of The Iliad justified?

Book 6

Summarize Book 1 of The Iliad.  

1. What reasons does Andromache give for asking Hector not to return to the battlefield?  Do you think Andromache ever believed Hector will stay away from the battlefield?  Explain.
2. Hector’s conflict between home and the battlefield brings to light the role of men in the ancient society.  Hector loves his family, but leaves them for the battlefield.  What does this say about Hector and about his culture?  
3. This is Hector's book. Here we see who, what and why he is. How does the narrator seem to feel about Hector? Compare and contrast his heroism with Achilles. Consider his relations with women. Note his self-consciousness about the inevitable fate of Troy and his family (520). What, exactly, motivates him to keep fighting? Do you see anything potentially wrong or self-contradictory with his reasoning? Don't sentimentalize his hopes for his son too much.

Book 22

Summarize Book 22 of The Iliad. 

1. What do Priam and Hecuba say to Hector?

2. What are Hector's thoughts as he awaits Achilles?

3. What are the movements of the gods during the encounter between Hector and Achilles?

4. How does Achilles respond to Hector's dying request?

5. How do Priam, Hecuba and Andromache react?

General Questions over The Iliad: 

1. What similarities and differences do you see between Books 1 and 6? - Plot, characterization, tone, imagery? 
2. What role does the narrator/poet play in The Iliad? When is he evident in the action? Why at that point? Why does he shrink away at other parts of story? 
3. What figures of speech do you see being utilized? Similes, metaphors, epithets? 
4. What is the author's attitude towards his world? Towards fate? Towards the gods?  
5. What does Book 22 add to the poem? Characterization of two major heroic figures?

For FRIDAY:

Read Book 24 of The Iliad.  

Wednesday/Monday, February 6th/11th

1. Sentence diagramming quiz-

• Subject| Predicate
• Subject | Predicate | Direct Object
• Linking verbs \ complement (predicate adjective/predicate nominative)
• Indirect objects
• Prepositional phrases (diagram plus label as adjectival or adverbial)
• Definition: clause and phrase 

2. The Iliad discussion continued. Go through each question.. answer and put into your notes. Put specific examples from the text in your notes. 

• What is an "epic"?
• How does The Iliad function as an epic? 
• What kind of leader is Agamemnon?  What kind of warrior is Achilles?  What kind of army is the Achaean army?
• How does the poem begin?  Why do you think Homer begins with these events, rather than the beginning of the Trojan War?
• What is the role of the gods in the Iliad?  To what extent are the events of the narrative the result of independent decisions made by the heroes, and to what extent are they influenced by the intervention of the gods?
• What is the role of women in the poem?  How are they represented?  How do they interact with men?
• What kind of warrior is Hector?  Is he fighting for the same things as Achilles and Agamemnon?
• Does Homer make distinctions between the Achaeans and the Trojans?  Does he take sides in the conflict?
• How does The Iliad interact with Weber's definition of power?

3. Read Book 22 of The Iliad. Take notes. Review EPIC notes... look over Epic Hero Characteristics.

State of the Union Assignment

Extra Credit Opportunity

The speech begins at 8:00 PM.
It will be on multiple channels, and online.

The White House Live Feed:
The White House SOTU Site

Here is a link to help you prepare for the issues that will be addressed:
What do you need to know about SOTU 2019

THE ASSIGNMENT:

Considering Weber's definition of power, how does the genre of the speech represent an exercise of power? Of the three branches of government, how is power exercised in this speech event? 

1. Watch the State of the Union 2019.

2. Watch with a pen and paper. Take notes on specific examples where power is demonstrated. Yes, I want direct quotes, but I also want you to look beyond just the specific words... there are more expressions of power beyond just what is said.

3. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.

6. After you are done, responding to the prompt, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?

THIS ASSIGNMENT IS DUE: JANUARY 11th at the beginning of class. Printed off and stapled to your handwritten notes.

Tuesday, February 5th

1. Prepositional Phrase Practice  AND Indirect Objects (6.1)
With a partner, go through 3.0-3.3.
Diagram the 5 sentences of each section together. Do both Prepositional phrases and indirect objects. When you are done each section, check your answers at the bottom of the page.  You will turn in your collective work at the end of the hour.

For Wednesday/Thursday...

2. Review for sentence diagramming quiz-

• Subject| Predicate
• Subject | Predicate | Direct Object
• Linking verbs \ complement (predicate adjective/predicate nominative)
• Indirect objects
• Prepositional phrases (diagram plus label as adjectival or adverbial)
• Definition: clause and phrase 

3. Read Book 22 of The Iliad for the next class

Monday, February 4th

1. Independent reading- first 10 minutes.

2. Sentence Diagramming- Prepositional Phrases and Indirect Objects

Phrase: A groups of words that function as one unit
Clause: A group of words that contains a subject and a predicate that functions as a unit of a complex or compound sentence.

_S___|__P____|__DO___
  \_     |      \ _IO         
          |

Indirect Objects: Refers to what or whom is affected by the action of the verb.
(Answers the question "to whom" "for whom")

Nikki gave the bike to Joey after the class.

Nikki |  gave  |   bike
_____| _____|_______
          | \to  \after   \the
               Joey   class
                           \the

Prepositions: Usually demonstrate how a noun or noun phrase is related to another word in the sentence. Prepositions show direction, time, or location.

Preposition List

Thursday/ Friday January 31st and February 1st

1. Epic conventions and style and The Iliad due to Schoology. 

2. Personal reading. 

3. The Real Trojan Horse

• First define historical context.
• List 6 examples from the Troy/Trojan war video that you believe have a direct connection to the creation of Homer's The Iliad.
• Provide an explanation of how the example from the video connects specifically to what you have read in The Iliad. 

Tuesday, January 29th

1. Personal reading- first 10 minutes

2. Sentence diagramming- Review

*** Remember modifiers fall below the main clause line.

A. Simple subject and simple predicate

__S___|____P______
          |
          |

B. Simple subject, simple predicate, direct object

_S___| ___P____|__DO____
        |
        |

C. Simple subject, simple predicate, complement (completes predicate.. tells more about subject)

_S___|____LV____\___C___
        |
        |

3. Review through the following interactive Sentence Diagramming presentation. It will take you through each step of the diagramming process at your own speed.

Online Sentence Diagramming Basics

4. For Wednesday/Thursday: Finish Book 6  of The Iliad, plus the examples of Epic conventions and style in your notes.

Book 6 Quizlet found HERE: Book 6- The Iliad

Monday, January 28th

1. Intro to sentence diagramming. I LOVE SENTENCE DIAGRAMMING!

                                                                    I | love | diagramming
                                                                  ---|----------------------------
                                                                      |                   \ sentence
Famous opening lines- Diagrammed.
 
To know:

• Team subject. Team predicate
• Main clause line.
• Team line.
• What is only cool enough to be on the main clause line?

______|_________
            |
            |
            |
            |
            |

2. Independent reading- first 10 minutes.

3. Review Book 1 of The Iliad.
Quizlet review found here: Book 1 of The Iliad Review
Quizlet character review found here: Book 1 Characters- The Iliad

Terms to consider: 

• Historical Context: The influence of a time period on an author and his/her text. 
• Epic: A long narrative poem usually accounting the story of a hero. 
• Epithet: A descriptive name of a person or place that emphasizes attributes.
• Epic simile: A comparison between two things on a grand scale. 
• Theme: A universal idea explored and commented upon in a text.

4. For today, you should have the EPIC notes in YOUR notes.  You will need to partner up and look how the first book of The Iliad functions as an epic. You will use the "General Characteristics" and the "Elements of Epic Style" to guide your evaluation. You will need examples from Book 1 in your notes. Not every characteristic, etc. will be in Book 1, but do your best.  Be specific in your examples.

For Tuesday, please read Book 6 of The Iliad. As you are taking notes, consider the Epic conventions, as well as Historical Context. Pages 195-200.

Friday, January 25th

For today you have read Book 1 of The Iliad. 

1. With your notes, you will need to get together with a partner and construct a TIMELINE of the most significant plot events that occur in Book 1 of The Iliad.

Start with:                                                                 End with:
___________________________________________________
      |                                                                                   |
Homer                                                                      Achilles
for the inspiration                                                    refuses to
from the Muses                                           submit to Agamemnon

2. When doing analysis of literature, one of the earliest ways to start analysis is by examining how the text functions through its GENRE. This is where we think about how does the set structure inform the way the text functions or is presented.

Genre: Type or category.

The Iliad falls into the EPIC genre.

Please read through and take notes on the EPIC STRUCTURE... Found HERE: EPIC Genre NOTES

Have these into your notes by when you come into class on FRIDAY, January 25th.

PLEASE BRING HEADPHONES FOR THURSDAY. 

Thursday, January 24th

Plan Your Future Day:

Late Start Daily with Mentoring/BT- NEEDS 4th HOUR LUNCH SHIFTS

1st Hour- 8:30-9:07

2nd Hour- 9:12-9:49

3rd Hour- 9:54-10:31

Mentoring/BT- 10:36-11:00

4th Hour/Lunch- 11:05-12:17

Lunches

1st- 11:05-11:29

2nd-11:29-11:53

3rd-11:53-12:17

5th Hour- 12:22-12:59

6th Hour- 1:04-1:41

7th Hour- 1:46-2:23

1. For class today, please watch the following video (with headphone), and take notes.
Introduction to Homer and The Iliad- Video

2. Remember to have the EPIC notes in YOUR (epic) notes for Friday.