Friday, February 28, 2014

 

SNOW DAY #7 – 2014

                                      (Thursday, February 27, 2014)

 

ENGLISH – 2nd trimester – Day 48

 

Add the following definitions to your exam review guide:

·         paraphrase (pg. 1259) – same message, different words

·         summary – shortened version of the original work’s main points

·         critique – a judgment or review; your opinion about a work

·         personal response – how it relates to your life; all about YOU

·         Tragic hero (pg. 754, 1252) – a person of great ability who comes to grief because of a flaw within his character

·         Epic heroes (pgs. 1012, 1035) – larger than life;

 

TO BE COLLECTED THIS HOUR: Finish listening to CD and answering questions 29 - 52 (on handout) – on part 1 of Odyssey

 

45 minutes video: Odyssey

 

ENGLISH homework:

 

Study for exam – Romeo & Juliet, The Odyssey use review sheet

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PLAYWRITING – Day 48

 

Discussed final projects (silent movies) and post test

 

Without rehearsal, we performed each other’s monologues from the other day.

 

PLAYWRITING homework:

 

Bring phone or camera to class every day next week.

Wednesday, February 26, 2014

ENGLISH – 2nd trimester – Day 47

1.      The Odyssey has 5 key themes. Add them to your notebook:

a.       Loyalty, devotion, and fortitude (courage; strength of mind)

b.      The Greek ideal of strong mind and body

c.       Wandering hero who weeps for home and family

d.      Triumph of good over evil

e.       Obedience to the laws of the gods

2.      Review answers to first 28 questions on The Odyssey…then…

3.      Hand back FINAL PROJECT grades

4.      Pickup exam review sheet

5.      Listen to next several books of The Odyssey (pgs. 1059 – 1074 – “The Enchantress Circe” and “The Land of the Dead” and “The Sirens and Scylla and Charybdis”

6.      While listening, fill out the rest of handout…BEGIN questions 29 – 52.

 

ENGLISH homework:

 

Study for exam – Romeo & Juliet, The Odyssey use review sheet

 

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PLAYWRITING – Day 47

 

Discussed the challenges of yesterday’s class…

 

Demonstrated a monologue (improvised, live)…what it’s like to speak to someone who doesn’t speak back.

 

Discussed what the character wanted…the car keys…why he wanted them (made a “date” with someone at the mall and was already late)…who he was speaking to (his mother)…

 

Next, with 2 volunteers, we set up another scenario…with a “traitor” insurance saleslady and her next “victim”. We made the victim strong by endowing him with wealth and the job of a lawyer. They met on a bus. Only she could speak. Voila! A monologue.

 

For the last ½ hour, we wrote a monologue for the character for whom we created the profile yesterday.

 

PLAYWRITING homework:

 

None

Tuesday, February 25, 2014

 

ENGLISH – 2nd trimester – Day 46

 

Romeo & Juliet projects DUE – Day 2 of presentations

 

Listened to and graded Romeo & Juliet recitals/speeches

 

ENGLISH homework:

 

None

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PLAYWRITING – Day 46

 

Took notes on writing monologues from http://www.freshink.com.au/writing-monologues/

 

Using one of the characters that we wrote about yesterday, we individually, created a character profile using http://jakubowski.hubpages.com/hub/How-To-Create-A-Monologue-Easy-And-Simple

 

NAME: Where the name and all nick-names of your character should be placed here.

Biography: A brief overview of your character should be written out here. All past, present, and future

Age: Child, teen, mid 20's ...

Facial Expressions: Angry, sadden, praised.

Hair: Neat/messy, up/down, long/short.

Clothing Style: Casual, posh, junkie, formal...

Speaking Style: Shy, loud, accents...

General Demeanor: How they come across to other people.

Career: What they are; work as or get paid for doing.

Hobbies: What they enjoy doing.

Likes: What they like.

Dislikes: What they hate.

 

NEXT…we began writing a monologue for the character. First, having him introduce himself directly to the audience…then, describing a flashback about his PAST…

 

PLAYWRITING homework:

 

None

Monday, February 24, 2014

ENGLISH – 2nd trimester – Day 45

Romeo & Juliet projects DUE

 

Day 1 of presentations

 

Collected TYPED Romeo & Juliet speeches

 

Listened to and graded Romeo & Juliet recitals/speeches

 

Began watching video projects

 

ENGLISH homework:

 

None

 

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PLAYWRITING – Day 45

 

Continued working with our partners…SCRIPTING A NEW SCENE…

 

…this time, using the same archetypal characters as yesterday, but with new, random journeys chosen out of a hat…

 

 

NOT COLLECTED TODAY

 

PLAYWRITING homework:

 

None

Friday, February 21, 2014

ENGLISH – 2nd trimester – Day 44

 

1.      WARMUP: Make your best guess to questions a & b, then use your book for c…

a.       What do you think the word “epic” means?

b.      What do you think an “epic hero” is?

c.       Using your book, explain the difference between an epic hero and a tragic hero?

                                      i.      See page 754 and 1012 for answers.

2.      Collect Odyssey drawings (from yesterday) A - O

3.      OPTIONAL: If you are interested, pickup your GRADED assignments off side counter.

4.      Q&A – recital and projects due MONDAY

5.      Complete #1-28 – due today

6.      REMINDER:

a.       Your speech must be TYPED. You can cut and paste it from http://www.shakespeare-navigators.com/romeo/SceneTextIndex.html

7.      Practice your 10-line speech from Romeo & Juliet for Monday’s recital

 

ENGLISH homework:

 

Work on Romeo & Juliet projects (including 10-line memorization piece) - focus on the following rubric:

 

(Due Monday, February 24):

R & J FINAL PROJECT RUBRIC (worth 50 points):

·          The theme/story = 20 points (thorough interpretation of your stand on a specific theme, important story elements from R&J, proper length)

·          Creativity = 10 points (ideas are unique and enjoyable)

·          Effort = 10 points (project is thoughtful and well-prepared; shows considerable effort; looks complete)

·          Recital = 10 points - TYPED COPY (worth 3 pts.) and considerable effort shown in memorization of piece

o    IMPORTANT:

§   You may NOT give your recital without a typed copy of your speech.

§   You may NOT memorize from these 2 speeches: “Two households…” (pg. 807) or “But soft, what light…” (pg. 845-846)

 

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PLAYWRITING – Day 44

 

Continued working with our partners…SCRIPTING A NEW SCENE…

 

…this time, using the same archetypal characters as yesterday, but with new, random journeys chosen out of a hat…

 

1. Mystery to truth
2. Fear to courage
3. Doubt to decision (Hamlet)
4. Revenge to justice
5. Sin to redemption
6. Isolation to alliance
7. Denial of fate to acceptance of fate (Oedipus)
8. Ambition to destruction (Macbeth)
9. Exile to home (Odyssey)
10. Delusion to realization
11. Disillusion to suicide
12. Self-delusion to self-knowledge
13. Deception to truth
14. Innocence to corruption
15. Naiveté to disillusion
16. Smugness to humility (King Lear)
17. Alienation to reconciliation
18. Greed to corruption
19. Guilt to amends
20. Shame to self-acceptance
21. Self-deception to self-awareness
22. Self-deception to misjudgment
23. Obsession to balance
24. Obsession to destruction
25. Power to tyranny

 

 

NOT COLLECTED TODAY

 

PLAYWRITING homework:

 

None

Thursday, February 20, 2014

 

ENGLISH – 2nd trimester – Day 43

 

1.      Open your book to page 1053 and take out your Cyclops questions…last one done is a rotten egg…shhhhhh.

2.      As we listen to the last half of the Cyclops story, FINISH the 10 questions you started yesterday.

a.       COLLECTED THIS HOUR

3.      Watch 2-minute Cyclops cartoon…

4.      Complete drawing assignment:

 

Pretend you are drawing cheat notes for a friend. Your picture must have enough detail on it so that simply by looking at it someone else could identify who and what it represents.

A.         Homer (pg. 1036)

B.         Muse (pg. 1037)

C.         “man skilled in all ways of contending” (Odysseus) (lines 2-5)

D.         Lord Helios lines 12-15

E.          Calypso (lines 47-53)

F.          Poseidon (lines 29-32)

G.         Telemachus (pg. 1038)

H.         Athena

I.          Penelope

J.          Hermes (lines 33 – 47)

K.         Draw a picture that shows, specifically, how Calypso tries to convince Odysseus to stay? What does she offer him? (pg. 1042)

L.          Draw a picture of why Odysseus cries? (pg. 1043)

M.        Using the description on page 1043 (lines 130-137), draw a picture of where Odysseus lives and the surrounding areas.

N.         ** Draw a picture of what happened on Ismaros and the Cicones (pg. 1045 lines 149-175)

O.         Lotus Eaters – pg. 1046 lines 197-201

5.      If time…practice your 10-line speech from Romeo & Juliet for Monday’s recital

 

ENGLISH homework:

 

Finish A – O drawings (see above)

 

Work on Romeo & Juliet projects (including 10-line memorization piece) - focus on the following rubric:

 

(Due Monday, February 24):

R & J FINAL PROJECT RUBRIC (worth 50 points):

·          The theme/story = 20 points (thorough interpretation of your stand on a specific theme, important story elements from R&J, proper length)

·          Creativity = 10 points (ideas are unique and enjoyable)

·          Effort = 10 points (project is thoughtful and well-prepared; shows considerable effort; looks complete)

·          Recital = 10 points - TYPED COPY (worth 3 pts.) and considerable effort shown in memorization of piece

o    IMPORTANT:

§   You may NOT give your recital without a typed copy of your speech.

§   You may NOT memorize from these 2 speeches: “Two households…” (pg. 807) or “But soft, what light…” (pg. 845-846)

 

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PLAYWRITING – Day 43

 

Continued working with our partners…SCRIPTING A SCENE…using our chosen good and bad character (from yesterday), and their assigned journeys (from handout).

 

COLLECTED TODAY

 

PLAYWRITING homework:

 

None

Wednesday, February 19, 2014

ENGLISH – 2nd trimester – Day 45 

1.      Collect any remaining HERO’S JOURNEY assignments from the other day.

2.      From memory, name as many sections of the hero’s journey as you can remember.

3.      A map of the locations in Homer’s Odyssey…Odysseus’ Journey:

o   http://esripm.maps.arcgis.com/apps/MapTour/index.html?appid=4fc9153f4d9248b9bab7011e3950b552&webmap=962ca9da38bf4c5e9439a6acf3dd1b3e# 

4.      Listened to part of The Iliad in ancient Greek. The recording, featuring Stanley Lombardo doing the reading, is available on YouTube.

o   http://www.youtube.com/watch?v=NssnanW93fI#t=33

5.      You can follow along for a minute or two using the free copy of The Iliad in Greek on Google Books.

6.      The first book of The Odyssey is titled, “Tell the Story.” (This is Homer beginning with a prayer for help. )

o   As a class, we discussed how to create 3 questions about this single story.

7.      Take out a blank paper… List the names of the next 4 stories (and the number of questions you’ll need to generate for each):

o   Calypso, the Sweet Nymph – 5 questions

§  ?

§  ?

§  ?

§  ?

§  ?

o   “I am Laertes son…” – 3 questions

§  ?

§  ?

§  ?

o   The Lotus Eaters – 2 questions

o   The Cyclops – 10 questions

8.      as we read THE ODYSSEY:

o   Following along with your textbooks (pgs. 1037 – 1058), listen to the next 3  books of The Odyssey. As you listen and read along, you will be generating questions about what happens in each.

 

ENGLISH homework:

 

Work on Romeo & Juliet projects (including 10-line memorization piece) - focus on the following rubric:

 

(Due Monday, February 24):

R & J FINAL PROJECT RUBRIC (worth 50 points):

·          The theme/story = 20 points (thorough interpretation of your stand on a specific theme, important story elements from R&J, proper length)

·          Creativity = 10 points (ideas are unique and enjoyable)

·          Effort = 10 points (project is thoughtful and well-prepared; shows considerable effort; looks complete)

·          Recital = 10 points - TYPED COPY (worth 3 pts.) and considerable effort shown in memorization of piece

o    IMPORTANT:

§   You may NOT give your recital without a typed copy of your speech.

§   You may NOT memorize from these 2 speeches: “Two households…” (pg. 807) or “But soft, what light…” (pg. 845-846)

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PLAYWRITING – Day 42

 

Discussed character journeys and archetypal characters (good and bad)

 

With a partner, we blindly chose a good and bad character (from a hat), then assigned each of them a journey (from handout).

 

The rest of the hour, we brainstormed ideas and scenes (no dialogue) for a play based on these specific character types and their individual journeys.

 

PLAYWRITING homework:

 

None