Week of 11.10

Mon:

Greek project work time

HW:

Read through Act 2, scene 1 (10 minutes)

Complete Vocab Unit 3 (completing the sentences) (5 minutes)

 

Tues:

Introduction to Monologue project

Odyssey review for final (part one)

Discuss Hamlet's "antic disposition"

Why does he put one on?

HW: Finish Act 2 (20 minutes)

 

Wednesday:

Hamlet film excerpts

Define and discuss metadrama

Did you notice the trojan horse story? (from Virgil's Aeneid)

Discuss similarities with The Odyssey

Odyssey review part 2

HW: Read Act 3, scene 1 and journal (15 minutes)

 

Thurs:

Hamlet film

Analyze "to be or not to be" monologue

Can you relate to this dilemma?

Write your own monologue starting with: to be or not to be, that is the question" (due next monday for w)

Read: Act 3 scene 2 (25 minutes)

 

Fri:

Vocab Quiz

Film excerpts

HW: Review sheet construction, monologue project work (30 minutes). Type or handwrite the lines you will be performing.

 

 

Week of 11.2

Mon-Tues: Watch O Brother, Where Art Thou

HW: Write a movie review  (30 minutes)

Write a one to two-page reflection on the film.

Discuss the ways in which the Coen Brothers script seems to be inspired by Homer's epic poem, The Odyssey

Consider the character of Ulysses Everett McGill (played by George Clooney). What characteristics does he share with Odysseus?

Other possible topics for consideration:

The role of music in the two stories

The role of God (or the gods) in the two stories

Due Wednesday

 

Wed:

Discuss "O Brother"

Intro to Hamlet

line catch excercise

HW: Read Act 1 scenes 1 and 2 (20 minutes)

www.online-literature.com/shakespeare/hamlet/

 

Thursday: Analysis of Hamlet's "rotten flesh" monologue

Read Act 1 scenes 2 and 3 (finish for HW) (20 minutes)

 

Also: Short Stories due Monday

 

Week of 10.27

Monday:

Discuss the significance of Oysseus homecoming in the disguise of a beggar (8 reasons)

Q and A books 14-17

In-class reading (book 18)

Vocab Unit 2

HW: Vocab unit 2 (completing the sentences) and Odyssey p 385-401 (20 minutes)

 

Tues:

Vocab review

Short story work time

Finish Book 19 as class.

HW: Books 20-21 (25 min)

 

Wed.

Mr. H. as the Bard for Book 22.....hold on to your seats!

HW: Book 23 and study vocab. (15-20 minutes)

 

Th:

Vocab quiz

Discuss the relationship betwee Penelope and Odysseus.

Where is joy to be found in Homer's ancient Greece?

HW: Finish The Odyssey!! 

 

 

Week of 10.20

IN ADDITION TO THE SHORT STORY UNIT, READ ODYSSEY CHAPTERS 16-17 (30 minutes)...due next Monday

Monday:

WRITING COURSE: (Eccentric relative essay is due) Write one scene of dialogue between two characters using ONLY speech (i.e. as in the script of a play). Therefoe, any action, setting, character description that is necesasary to convey needs to be conveyed through speech. The dialogue can be about ANYTHING. Focus on giving each character a distinct voice. This is due in one week (1-2 pages double-spaced).

Class:

Read out loud Liam O’Flaherty’s “The Sniper “

Discussion Questions:

1. How do you think the sniper feels about what he is doing? What in the story makes you think this?

2.  Does the sniper have any choice in killing the gunman or the old woman?

3. How does O’Flaherty create suspense?

4. One critic has suggested that O’Flaherty’s characters are “marked by wild mood swings and often by bizarre, contradictory behavior.” Do you think the protagonist in “The Sniper” exhibits these qualities? Explain.

-Define situational irony

-Exercise: plotting the plot. On the board create a line graph to show the action of the story (introduction, specific moments of rising action, climax, resolution)

-Introduce on the board (for “class notes”) Poe’s definition of a short story:

1. Be complete by itself.

2. Be able to be read in one sitting.

3, Have every word used for an important effect.

4. Have a good opening sentence that remains important throughout the story.

5. End at its climax.

6. Have no more characters than is necessary for the action.

-Analyze “The Sniper” in terms of the above definition.

 

Journal/HW: Write a story in 100 words or less that follows Poe’s criteria (5-10 minutes)

 

Tues:

In small groups (3-4), read 100 word stories.

Read quietly Edgar Allen Poe’s “The Masque of The Red Death “ and complete a journal

Analyze the setting of the story?

What is the effect? Describe how there is unity between the mood and the setting? What specific language does he use to create the mood? How different would the story be different if the castle was well lit and had windows?

 

Journal/HW: In 100 words or less, develop a setting that is appropriate the following story prompt.

A suspicious looking man lurks down a sidewalk; passer-bys are noticeably uncomfortable and disturbed by his presence.

 

Additional HW: Character building worksheet  (10 minutes)

 

Wed:

Read aloud Eudora Welty’s “A Visit of Charity”

Group analysis of the protagonist

Make a list of all details or sentences that help us to understand the character. Review as a class.

How might Addie describe her?

Discuss the importance of good character development

You may want to read the notes on Character on page 23

What is the difference between a flat and a round character?

 

Journal: Using your character building worksheet, create a short (300 words or less) story involving your character. You must use a third person narrative voice. You may not use any of the specific information from the character building worksheet (except for the name). Focus on showing instead of telling. You should be able to develop your character through action.

 

HW: Finish the scene (10-30 minutes)

 

Thurs:

Sit a different table with different people. One person begins by reading the scene from last night’s homework. As he/she reads, the others in the group make notes and assumptions about the character. When the story is over, the group members should go over their notes and discuss differences. Is this a round character? Why/why not? What details and actions helped develop the characterization? What details are lacking? Then the next person reads….

Read the notes on “Point of View” on page 63

Read quietly Dorothy Parker’s “A Telephone Call” and complete a journal:

Analyze the point of view in this story? How would the story be different with a different point of view?

Discuss point of view and characterization in “A Telephone Call.”

 

In-class writing/HW: Write a scene (100 words) involving a 6-year old girl, her grandfather, a sandbox, a Labrador retriever, and a camera.

1st: from the perspective of the grandfather

2nd: from the perspective of the six-year old girl

They should focus on establish a “voice” that fits the point of view. (12 minutes)

 

Friday:

 

In small groups (of their own choosing), each person should choose one of the perspectives and read your scene aloud.

 

Discuss the importance of the opening sentence; remember Poe’s definition of a short story.

Each person should take 5 minutes to write a great opening sentence to a story.

Group stories:

Pass your story one person to the right. Each person will add one sentence to the story and then pass it again one to the right (they should have 1- 2 minutes max for each rotation, and they should be able to self-monitor this timeline).

HW: Finish the story (1-2 pages handwritten) (20 minutes)

 

WEEKS HOMEWORK TOTAL: 1 HOUR, 30 MINUTES

 

Week of 10/14:

Tuesday:

Discuss Odysseus' homecoming

Explore the virtues of the swineherd.

Why does Odysseus assume a disguise?

Discuss Odysseus' cunning

Read Books 15-16

 

Week of 10/6

Monday:

Comic strip assignment

Vocab quiz

study time

 

Tuesday:

Odyssey jeopardy

HW: Test tomorrow

 

Wednesday: Odyssey Test

HW: Read Book 13

 

Thursday:

Classical Hinduism poetry

In-class: project work time

HW: Read Book 14

 

Monday:

J: Describe the Phaecians. Who is the leader? What are the people like? What do they excell in? Why are they like this? Why do they treat Odysseus like they do?

Discuss

In-class reading of Book 8

Plotting the plot

HW: Read Book 9

W: ABCs of Poetry

 

Tues:

Analyze Odysseus in the Cyclops episode.

HW: Read Book 10

 

Wed:

Journal

Plotting the plot and characterization cont'd

Discuss (student-led and graded)

Mr H. discussion evaluation and discussion note for tomorrow

HW: Read Book 11

 

Thursday:

Comic cont'd

Discussion part two

HW: Read Book 12

 

Friday: Review Books 1-12 For test (on Wednesday)

HW: study

 

Week of 9.22

Monday:

Book Two Question Quest

Discuss Book Two

Project Work Time

HW: Read Book 3

 

Tues: Book 3 Question Quest

Plotting the plot

Understanding the three core stories of The Odyssey

Read in class

Project Work time (due Friday).

HW: Read Book 4

 

Wednesday:

Odyssey Journal

Odysseus in Greek art presentation - -(postponed)

Group Work (presentation prep)

HW: Read Book 5

 

Thursday:

Review of the Telemachus story (Books 1-5) Test notes.

Understanding Homer's unusual stroytelling.

In-class readin

HW: Read Book 6

 

Friday:

Characterization of Odysseus:

4-ways of characterization: narrator's direct input (i.e. telling), dialogue of character, dialogue about character, action

Chart examples of each of these techniques as used by Homer in Book 6 alone.

HW: Read Book 7 and up to line 265 of Book 8

 

Week of 9.29

 

 

 

Week of 9.15

 

Monday:

W class: Flash fiction. Must use words: Woodlawn School, stapler, pizza, therapist, throw, coffee mug

English:

Gilgamesh final discussion

Gilgamesh review (test Wednesday)

 

Tuesday:

Gilgamesh project introduced (due next Friday)

Gilgamesh review ctd.

 

Wednesday:

Gilgamesh Test

 

Thursday:

Odyssey Introduction

Project work

HW: read: Book One

 

Friday:

Odyssey intro. cont'd (reading skills)

Discuss

Project Work: Hero character sketch

HW: Read: Book Two

 

Week of 9.8

Monday:

Introduction to Epic of Gilgamesh:

1. Background info. on Mesopotamin/Sumerian history and culture

2. Definition of a primary epic poem

In-class reading.

HW: Read  Epic chapter 1

 

Tuesday:

Discuss Enkidu's "becoming a man"

what does he symbolize in the story.

In-class reading

HW: Read CH. 2

 

Wednesday:

j: Discuss the role of "fear" in the journeys of Gilgamesh and Enkidu:

Who experiences it/How is it overcome?

Discuss: Why does Gilgamesh want to journey to the Land of the Cedars?

Have you ever made a decision based on this same motivation?

In class reading

HW: Finish Ch. 3

 

Thursday:

Learning about cuneiform writing (web quest)

J: How has Enkidu changed Gilgamesh? Cite examples

Discuss

J: Write a 12-line LAMENT (a poem or song expressing grief or mourning)

HW: Read Ch. 4

 

Friday:

J: How does Gilgamesh's physical journey parallel his emotional quest?

Read "flood story"

compare to Genesis

HW: finish Epic

 

 

Week of 9.1

 

Tues:

Introduction to the course

Review and Discuss Life of Pi

Journal entry #1

HW: Complete "Day One Survey"

 

Wed;

J: #2

Pi discussion cont'd

Discussion Questions:

1. In the author's note, Mr. Adirubasamy boldly claims that this story, "will make you believe in God," and the author, after researching and writing the story, agrees. Did Pi's tale alter your beliefs about God? How does it deal with faith, in general?

 

2. Chapters 21 and 22 are very short, yet the author has said that they are at the core of the novel. Can you see how?

 

3. Early in the novel, we discover that Pi majored in religious studies and zoology, with particular interests in a 16th-century Kabbalist and the three-toed sloth. In subsequent chapters, he explains the ways in which religions and zoos are both steeped in illusion. Discuss some of the other ways in which these two fields find unlikely compatability.

 

HW:

Please write a brief response to the following questions about Life of Pi and be prepared to discuss them at the beginning of class.

If you did not complete last nights homework, please complete it for Thursday, as well. I will collect your work.

 

1. Besides the loss of his family and possesions, what else did Pi lose when the Tsintsum sank?

 

 

2. The first part of the novel starts twenty years after Pi's ordeal at sea and ends with the words "This story has a happy ending." Do you agree?

 

Th:

Pi discussion cont'd

Essay #1 assigned and introduced: In-class essay for Friday (open book)

Life of Pi In-class Essay Questions:

 

1.    Throughout the novel, Pi is revealed as a character who cares deeply about faith. Early in the novel we learn that he is a convert to three faiths (Hinduism, Islam, and Christianity). Discuss the importance of faith versus doubt throughout the book.

 

2.    In his famous book, A Hero with A Thousand Faces, Joseph Campbell breaks down the basic formula for myths:

 

“The standard path of the mythological adventure of the hero is a magnification of the formula represented in the rites of passage: separation – initiation – return: which might be named the nuclear unit of the monomyth.

A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.”

 

Discuss Pi’s journey in terms of the heroic path as outlined by Campbell, focusing a paragraph on each stage of the journey: separation – initiation – return.

 

3.    In a recent radio interview, Martel said the following about his novel:  “…my novel is about the line between fiction and fact. It is about how we interpret reality, right? Reality isn’t just out there; it’s how we interpret it. And to me that’s what religion is about, isn’t it? It’s an interpretation of reality. I want to blur that division…to make the reader suspend his or her disbelief.”

 

Discuss the ways in which Martel blurs the line between fiction and fact. What is        

the effect of this technique?

 

4.     In Chapters 89 through 92 Pi makes two amazing discoveries: another boater lost     at sea, and an island inhabited by meerkats. Assuming this is a work of fiction,     why does Martel choose to include these chapters? What are the symbols that he     employs? Are these chapters essential to your understanding of the novel?

Begin assembling support

HW:

Assemble quotations that are relevant to your essay topic. Create an outline for your essay.

 

 

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