Friday

 

 Today we are going to discuss in-text citations and continue with writing essays. Please remember that a draft of your essay is due by the end of class.

MLA

1) Last Name/First Name of Author
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

Work Cited

Diyanni, Robert. One Hundred Great Essays. 4^th ed. New York: Pearson. Print.

Dylan, Bob. Perf., “Forever young”. Planet Waves. Asylum Records 1974. CD.

Fielding, Kent. “DDF Performance Showcase 2008” Online video clip. YouTube. YouTube, 14 Nov. 2014. Web. 30 Apr. 2015.

Kennedy, M. David and Lizabeth Cohen. The American Pageant. 15^th ed. Boston: Wadsworth, 2013. Print.

Lee, Harper. To Kill a Mockingbird. New York: Harper Collins Publishers, 1993.

Print.

Lippman, Walter. The Cold War. Primary Sources Workshops in American History. Learner.org, n.d. Web. 28 April 2015.

Roosevelt, Franklin. Day of Infamy. 7 Dec. 1941. Radio clip.

Star Wars. Disney.com, n.d. Web.28 April 2015.

X, Malcolm. The Ballot or the Bullet, 1964. Social Justice Speeches. Web. 28 April 2015.

 

Monday

 Presentations - TOMORROW

Oedipus Rex

Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic or theme.

Parodos: (Entrance Ode) Refers to the section of the play following the prologue, in which the chorus enters chanting or singing verses.

Odes - Refers to songs sung by the chorus throughout the play. There are two sections:
1) Strophe: (turn) A stanza in which the chorus moves in one direction
2) Antistrophe:(counter-turn) A stanza in which the chorus moves in the opposite direction

Exodus: (Exit Song) Refers to the section of the play in which the chorus leaves chanting or singing.

Chorus: 12-15 actors. The chorus comments on themes, and shows how an ideal audience might react to the drama. It also can represent the general city or town people within a story.


Introduction to Greek Tragedy

 

 

 

5) THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid. 

Scoring Rubric for Presentation:

4 – Presentation is more than 3 minutes and contains more than 1 visual.  Presentation offers analysis on the book and an evaluation on the student’s learning.

3 – Presentation is at least 3 minutes and contains at least 1 visual aid.  Presentation offers insight on the student learning.

2 – Presentation is less than 3 minutes, could be missing a visual aid and/or might not offer insight into the student’s learning.

1 – Presentation is very short, could be missing a visual aid (or visual aid is most of the presentation), and/or fails to offer any insight into the student’s learning.

ORAL RUBRIC

Criteria	Exceeds Standard (4)	Meets Standard (3)	Needs Improvement (2)
Volume: How well you can be heard	Voice is loud and clear without the student yelling.  All words are heard.  Student projects words from their diaphragm.	Voice is loud throughout most of presentation.  One or more words might be lost because of projection of volume, but the idea is still clear.	Voice fades in places so that the listener loses or misses parts of the presentation, or parts of the idea
Pronunciation: How well you say all your words	Words are pronounced perfectly and sentences flow off of tongue	The speaker trips in one or two places either in the pronunciation of a word or in reading a sentence.  The presentation is effected only slightly by the mistakes.	The speaker trips in quite a few places.  The presentation is effected more than slightly by the mistakes.   Mistakes either make the presentation hard to listen to or cloud the ideas of the writing
Tone: Do you vary how you say your sentences	Speaker as Actor:  The speaker’s delivery makes the writing come alive by giving it emotion, character, emphasis, by breathing life into it	Speaker varies most of sentences to express emotion or to emphasis importance of parts, but there are still places when the speaker spoke in a lifeless monotone	Speaker speaks in a monotone that reveals no emotion or does not emphasis any importance on any idea
UHMS or AHS	NONE	1 or 2 but the uhms or ahs do not distract the presentation	3 or more uhms or ahs
Eye Contact: do you look at your audience	The speaker made a point to look at everyone in the room and rarely looked as if they were reading from a paper	Some eye contact is made, but mostly the presenter read off of his or her paper	Little or no eye contact.

Wednesday

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by creating a video or power point that lists the epic elements of the Odyssey, discusses how Odysseus fits the role of the Epic Hero, and summaries the book into six parts.  

FINAL PROJECTS: PART 1: Breaking the Odyssey up into six parts, each part with a title, a description of the action.  Giving an overarching theme.

PART  2: A) Discuss with examples of how Odysseus fits the role of an EPIC HERO (lists how if reinforces values the Greeks held dear); His Tragic Flaw; How he is morally superior to those around him; and how has the Gods on his side.  B) Discuss how the Odyssey starts in the middle of things and how it reinforces the idea of journey: maybe talk about the Cyclops, Circe, the Underworld and Odysseus homecoming.

	4	3	2	1
Structure of Text RL1, RL5 W2	Student is able to divide the poem into six episodes and relate them to an overarching theme (the book as a whole).  Student uses relevant evidence to back up theme and episodes.	Student is able to divide the poem into six episodes.  Student uses relevant evidence or examples. There may be an attempt to connect to a theme.	Student tries to divide the poem into six episodes but the episodes may not make logical sense, or are brief, missing information, or there is little evidence or examples in the text.	Student is unable to divide the poem into six episodes
Odysseus as a Complex Character RL1, RL3 W2	Student is able to discuss how Odysseus is an epic hero and analyze his complex nature: where is he a hero?  Where does he fail?  How does he reinforce/symbolize the traits Greeks valued?  How does he reinforce a main idea?  Relevant evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero.  Analyzing his complex nature is attempted, but either oversimplified, vague or summarized, or important parts of it are left out.  Student is able to relate him to a larger theme.  Evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero, but cannot analyze his complex character or state how he relates to a larger theme – or, no evidence from the text is used.	Student is unable to discuss Odysseus is an epic hero.
Elements of an Epic Poem RL1, RL4, W2	Student is able to explain the epic elements of the text and discuss how they back up major themes.  No epic element is left out.  Relevant evidence from the text is used.	Student is able to explain the epic elements of the text and discuss how most of the epic elements back up major themes.  1 or 2 elements may be left out.  Evidence from the text is used.	Student is able to explain some of the epic elements of the text but cannot discuss how they back up major themes.	Student is unable to explain the epic elements in the text.
Theme and Main Ideas RL1, RL2 W2	Student is able to discuss one or more themes of the book and connect it with contemporary society.  Relevant evidence is used.	Student is able to discuss one or more themes of the book.  Relevant evidence is used.	Student attempts to discuss one or more themes of the book.  Explanation of the theme may be oversimplified or lacking evidence.	Student cannot discuss a theme in the book.

Epic Poem

1)   Hero who is either divine or protected by a god.

2)   Vast setting.   Action spans not only geographical but cosmological space: across land, sea, into the underworld, etc.

3)   Involves supernatural forces.

4)   Stars in medias res or in the middle of things.

5)   Clear picture of social or culture patterns of everyday life.

6)   Contains large important themes

7)   Invoking of the Muse

8)   Hero’s Journey

A)   Call to Adventure

B)   Supreme Ordeal

C)   Transformation

D)   Hero’s Return

Epic Hero

1)   Noble Birth

2)   Represents the ultimate characteristics that the culture values

3)   Overcomes incredible odds

4)   Ultimate warrior/morally superior

5)   Character Flaw

6)   Battles Supernatural Foes

 https://flipgrid.com/s/f7c44a4653d3

https://flipgrid.com/s/cb4a6a2c246d 

https://flipgrid.com/s/b0fd1fa9a72e

Review Day - TEST TOMORROW!!!

 ODYSSEY REVIEW GUIDE:
THEMES:
Be able to show three examples from the text to back up each of the following:
Loyalty
Hospitality
Pride/Arrogance
Coming of Age
Forgetting (or the evils of drugs and women)
MOTIFS:
Be able to explain the following and why they are used:
Storytelling
Back story of Troy
Agammenon/Clytaimnestra

Other Epic elements:
Starts “in the middle of things”; Odysseus’ tragic flaw; sports

SYMBOLS:
Be able to explain the following:
Birds (especially eagles); Hades; Odyssey’s Wound

GODS (know the following and what they do in the text)::
Athena; Poseidon; Hermes; Zeus; Helios
SEDUCTRESSES: (know the following and their purpose)
Helen; Calypso; Circe; Sirens


CHARACTERS:
Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)
Agammenon
Amphinomos
Achilles
Telemachos
Helen
Laertes
Menelaus
Penelope
Aias (Ajax)
Antinoos
Orestes
Eurymachos
Nestor
Lotus Eaters
Mentor
Ciconians
Nausicaa
Polyphemos
Alcinoos
Scylla
Arete
Charybdis
Emaios
Aiolos
Theoclymenos
Elpenor
Melanthios
Teiresias
Arnaios
Eurylochos
Eurycleia
Cassandra
Tityo
Tantalus
Sisyphus

ODYSSEY: FINAL

1) How does the Odyssey start “in the middle of things”?

2) What is Odysseus’ tragic flaw and how is it shown?

3) Explain the motif of Agammenon and Clytaimnestra.  What theme does it reinforce?

4) Who are seductresses in the Odyssey and what purpose do they serve?

5) Summarizes Books 1-4.  What story do they tell?

6) Summarize Books 5-8.  What story do they tell?

7) Summarize Books 20-24.  What story do they tell?

8) Discuss the theme of Loyalty and give three detailed examples from the book.

9) Discuss the theme of Hospitality and give three detailed examples from the book.

10) Discuss the back-story of Troy, where it appears and what it represents.

11) Discuss the symbol of Hades.  What does it represent?  Who is there?  What do they say or do there?

12) Discuss the symbol of birds.  What does it represent?  Give three examples from the book?

The following questions are worth 2 point each.  

Give a description of the following characters and their roles in the story.

13) Achilles

14) Antinoos

15) Emurymachos

16) Nausicaa

17) Scylla

18) Charybdis

19) Aiolos

20) Laertes

21) Orestes

22) Nestor

Friday

 Today we are going to finish the Odyssey and then you will have some time to work on journals for the section chapters 21-24.

Thursday

 Today we need to read Book 23 and play a review game for Books 21-24.

Wednesday

 Today we need to look at Books 21 - 22 of the Odyssey.