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. 

Tuesday, January 22nd

1. Independent reading.

Girl Scout Commercial-  Posted with permission <3

2. Quiz over historical context of The Iliad. 

3. You have read the background on the Ancient Greeks for today. We are diving into the quintessential Ancient Greek text today, The Iliad. 

Terms/concepts to know:
1. Epic
2. Epithets
3. Epic simile
4. Theme
5. Epic conventions.

Make sure that these terms/concepts and definitions are in your notes.

For Wednesday/Thursday, please read 178-194. Make sure to read the italicized section on 182. It will help as a preview of the plot.

In your notes balance the following:
1. Plot events.
2. Evidence of the Epic Conventions/Stylistic techniques.

Friday, January 18th

1. Power and Machiavelli projects due at the beginning of class.

2. Independent reading.

3. For Monday:

Read and TAKE NOTES on pages 162-73 and 176-177 in your literature book!

Here come the GREEKS! Be ready for a quiz!

Wednesday/Thursday, January 16th/17th

1. Independent reading.

2. Work on Machiavelli and power project. This will be turned in at the beginning of class on FRIDAY, January 18th. You will not be excused to go print at the beginning of the hour.

Tuesday, January 15th

1. Independent reading reading- First 10 minutes.

2. Take out notes on Machiavelli's The Prince.

3. In Schoology, respond to the prompt on your reading.

4. When you are done, you will need to read through the handout of Machiavelli quotes from The Prince.

The Prince Quotations- List

5. Read through the following assignment. Visual image and response is due Friday, January 18th at the beginning of class. 

The Prince and Power Assignment Sheet

Friday, January 11th

1. Independent reading- First 10 minutes.

2. Turn in your power quote analysis response.

3. Machiavelli's The Prince- Excerpt

- Read: The Dedication, Chapter 1, Chapter XV, Chapter XVII, and Chapter XVIII
- Take notes as you read. Track what is happening, advice by author, purpose of the text, relationship to what we have been discussing in the last week.

Things to consider when reading:

• Weber's definition of power. How does Machiavelli's writing interact with this definition? 
• What do you think Machiavelli's purpose in writing The Prince? 
• What do you think the TONE is? Serious? Warning? Instructional? What examples do you have to support these findings?
• What literary devices are being utilized? How do they support the meaning?  Purpose?
• What are the qualities of the ideal prince, according to Machiavelli? Are they clearly stated or hidden in subtext? 
• What specific lines stand out to you as significant? 

           

Tuesday, January 8th

1. Review and Revision of the first draft of your literary analysis practices on power.

Color coding your draft for CONTENT: 
BLUE: Where you are addressing the WHAT?
What is your conclusion? What occurs? What do you see?

GREEN: Where you are addressing the HOW? 
How do the conclusions occur? How is this specifically seen? How does this illustrate your argument? How does this point connect to another text? How does a literary device achieve the purpose of the text/meaning? How does meaning occur?

RED: Where you are addressing the WHY?
Why do you think this is important? Why do you think the author is doing this? Why does this occur in this text?

We are currently looking at how you address the text. With every WHAT . . . you need to pair it with a minimum of one HOW . . . and an accompanying WHY.  You may have to make some adjustments or move things around. You most likely will have to add, but possibly subtract.

• Once you have addressed the content of the writing for both drafts... making sure that you have a matched up "what, how, and why," you are going to look to writing structure. 

STRUCTURE checklist: 

1. Do you have a topic sentence to start your analysis? Think about what you are introducing in the writing you have just done.
2. Are you pleased with the order of your evidence? Does it appear in an order that is thoughtful? Rational?
3. Are you using transitions between your ideas and the different purposes that are addressed above?
4. Do you have a conclusion statement wrapping up what your argument is... or the significance of it?
5. Have you double checked your SPELLING? SENTENCE STRUCTURE? CAPITALIZATION? PUNCTUATION?
6. Do you have the MLA heading? Header (name and page number?) Title?

2. Your revised drafts needs to be printed off and stapled on top of the color coded draft. You will revise both drafts. This is due FRIDAY, January 11th at the beginning of class. This needs to be printed off BEFORE CLASS. You will not be excused to go print.

Monday, January 7th

1. For class today you selected 5 quotes from the 37 to examine in the context of our larger discussion about power.  In addition to your notes you should already, discuss in your small group the following ideas:

• Put quote into your own words. 
• What literary devices do you see being utilized? 
• What advice does this quote seem to offer? 
• Is the focus interior? Exterior? 
• How does the literal meaning support or emphasize the figurative meaning? 
• What specific words (diction) in the quote are supportive of your findings/understanding?
• Why do you think the speaker is making this statement? 
• Any contradictions in the definition? Contradictions with Weber? 

2. After your discussion, you should have your notes, which have been supplemented by your discussion. Plenty of ideas to work with.  You are going to select TWO of your original 5.  You are going accompany this quote with an analytical response where you are going to explain the meaning, purpose, impact of the quote where you will include specific examination of the quote as a whole AND specific words as evidence for your findings. With your explanation, you will need to interact with Weber's definition.

EXAMPLE:

Do the thing and you will have the power. - Ralph Waldo Emerson

In his quote, "Do the thing and you will have the power," Emerson proposes that power is subjective. This idea coincides with Weber's definition of power. Weber's approach to explaining power is centered upon the individual's ability to go achieve their own goals, surpassing obstacles. This is emphasized with the use of the article "the" before the word "power" in the quote. By including "the" before "power," it is presented as something concrete to obtain by doing "the" thing-- the article of "the" repeated being again. Both Emerson and Weber emphasize the action(s) of the doer, and what is done. Furthermore, in this quote, Emerson points to the doer by referencing the 2nd person pronoun "you." The individual on the receiving end of this sentiment is given the power by Emerson to determine what gives them power. This is highlighted by a purposefully ambiguous word choice of "thing." The reflection upon the diction choice of "thing" prompts one to recognize that they do indeed have power, or have access to achieving power by being able to choose their specific "thing."  As result, power is philosophical and conceived by the individual. With further evaluation, however, brings up the question if Emerson is challenging us to de-emphasize the quest for power in our lives because of its constant accessibility.  Because power is available to everyone by the "thing(s)" they are prompted to recognize, and "the" power that should be the goal, does power hold the "power" it is believed to hold?

• Are you referencing the speaker by last name in response?
• Are you citing specific words to support your findings?
• Are you using accurate capitalization and punctuation? 
• Are you explaining the meaning of the quote?
• Have you referenced how it interacts with Weber's definition?
• Do you have MLA heading? 
• Have you written 2 responses?
• Have you printed this off for class on Tuesday? 

Friday, January 5th

1. Small group Socratic seminar over Ted Talk on POWER.

• Connect everything back to the text of study.
• Explore the "hows" and the "whys". 
• Paraphrase what is said before you.. and connect to this statement. 
• Exhaust the question. Look for multiple possibilities.. perspectives. 

When your seminar is finished . . . in Schoology...

Eric Liu implores that society becomes more literate in the nature of power. From his lecture, and your following seminar, how are you becoming more literate about your interaction with power? What do you think that you need to continue to learn? What revelations have you had? 

Writing expectations: Thorough answering of the questions proposed. This means that you have addressed the prompt, provided examples, explained your examples, utilize transitions, etc. 

Due by Sunday, January 6th at 11:59 PM. Late submissions will not receive a grade. 

2. Read through each of the following quotes on power: 37 Quotes on Power

3. Select 5 quotes that you feel that truly embody what you understand about power: its definition; its application.

4. In your notes, write each of the 5 selected quotes. Under each quote, start working through the quotation.. Its meaning? Its relationship to Weber's definition? Its application?

Bring your quotes and notes to class on Monday, January 7th.

January 3rd- Happy New Year

Power (as defined by Max Weber): “the ability of an individual or group to achieve their own goals or aims when others are trying to prevent them from realising them”

Weber identified power as being either authoritative or coercive. Authoritative power is exercising power which is seen as legitimate. By being legitimate it is effective because those who are subject to the power do so with consent.
In contrast coercion is where someone exercises power through force – you’re forcing someone to do something against their wishes.

1. Where, when, how, and why do you feel power?
2. Where, when, how, and why do you feel powerless?
3. How does power relate to culture?

Remember the definition of CULTURE?
Sociology understands culture as the languages, customs, beliefs, rules, arts, knowledge, and collective identities and memories developed by members of all social groups that make their social environments meaningful. Sociologists study cultural meaning by exploring individual and group communication; meaningfulness is expressed in social narratives, ideologies, practices, tastes, values, and norms as well as in collective representations and social classifications.
http://www.asanet.org/topics/culture

Watch:
Why Ordinary People Need to Understand Power- Ted Talk

Take notes on the following:

• What is the major argument that the speaker is making
• In what ways do you see Weber's definition of power apply in the argument and examples?
• What advice can you take away from this Ted Talk? 
• How is power related to culture? 
• How do archetypes interact with this concept?
• What are some examples of power beyond your initial conceptions of exercises of power?
• What connections can you make to the discussion on power? 

FOR FRIDAY: 

From your notes, write 4 "how' and "why" type of questions. Make sure that your questions are examining the text we just viewed. Don't drift too much into the abstract "what if" scenario type of question.

I will be checking that your questions are done AT THE BEGINNING of class tomorrow.

Small Socratic seminar tomorrow. Review the guidelines and scoring guide for the seminar. Socratic Seminar Handout