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