Tuesday, March 31, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 15

1.      To be collected: Using your book, answer the following:

a.       Pg. 1079 What 2 things are bring compared in the Homeric simile found on this page?

b.      Pg. 1081 What is the dramatic irony on this page?

c.       Pg. 1082 Telemachus goes through 3 distinct emotional stages upon learning that the beggar is his father. List them, in order.

d.      Pg. 1088 What is significant about the lines 1142-1145?

e.       Pg. 1090 What 2 things are bring compared in the Homeric simile found on this page?

                                                  i.      When finished, turn in on black filing cabinet in center of room.

2.      Read page 1092 (quietly, to yourself)

3.      Continue working on PART 2 Odyssey questions 1 – 24 (we completed 1 – 13 yesterday)

4.      Read The Odyssey (pg. 1092 – 1101/end)

5.      Draw a picture of Odysseus and Penelope’s bed…showing why it is impossible to move into the hallway.

ENGLISH homework – HOURS 1, 3, 4:

Finish questions 14 - 24 in your packet (after reading pgs. 1092-1101) – DUE at the end of class on THURSDAY.

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Read

• “Proof of What Happens When You Just Let Go” by David Auburn
• “Characters in Conflict” (pg. 29 – 33)

In one full page, write down, in detail, why your life would make for a good character in a play. Include:

·         your background,

·         your psychology (attitude),

·         your humor,

·         your way of talking,

·         what you want,

o   how badly you want it,

o   what actions you will use to get it.

After your turn it in…ADD TO YOUR NOTES:

• Antagonist – the opposer of the action; anyone or anything that tries to get in the protagonist’s way or stop him in any way
• A good antagonist is: A strong villain, A loved one, Fate – “a god”, Society, Weather, Chance, luck, circumstance – a random act, Oneself

Begin working on:

BIOGRAPHICAL SKETCH:

• Today you will learn how to create a character - a protagonist. Perhaps it’s a character based on a real-life person, perhaps it’s one you’ve imagined.

• In approx. two pages, write a brief biographical sketch of this person. You are creating a fictional character, but don’t be afraid to base this character on a person or persons from real life. Maybe the character is you. Maybe it’s someone you hardly know. Choose the character’s birthdate, birthplace, and where the character grew up. Choose the character’s family, social and economic background…EVERYTHING.
• Next describe 3 key events in that character’s life – deaths, winning the lottery, childhood scars. Now look at your biography. Is it interesting enough? Could the events and actions you’ve imagined be altered to create a more interesting person? Is there any hint of a rebellious spirit?

PLAYWRITING homework:

None

Monday, March 30, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 14

1.      EDMODO: Take test (on pages 1025-1036 in textbook)

2.      Begin to:

a.       Read several more books of The Odyssey, Part 2 (pgs. 1078 – 1091)

b.      Answer questions 1-13(in your packet) on Part 2 of The Odyssey.

3.      Finish questions 1 – 13 in your NEW packet for PART 2 (after reading pgs. 1078-1091)

ENGLISH homework – HOURS 1, 3, 4:

Finish questions 1 – 13 in your packet (after reading pgs. 1078-1091)

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PLAYWRITING – Day 14

Sign onto Edmodo and complete the assignment.

PLAYWRITING homework:

None

Friday, March 27, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 13

·         Write down epithets for each of the following:

a.       One of your parents

b.      Mr. Van Bragt

c.       You

d.      (a celebrity of your choice)

·         If your evening, yesterday, was written into a story, what would be the THEME of it? In other words, what LIFE LESSON would a person learn after reading about your evening?

·         Next, read the Homeric simile on page 1070.

·         Read lines 10 – 15…what is Homer doing in this passage?

a.       Next, read Tieresias’ warning lines 626 – 637 (pgs. 1062-1063)

·         Check your ANSWERS to Odyssey questions 1 – 52.

·         Watch excerpts of SPARKNOTES video (which reviews past Odyssey stories)…(start at 6:09 – 14:50)… https://www.youtube.com/watch?v=9fwoTWlrfYg

Sign on to EDMODO and take Odyssey quiz (and play JEOPARDY, time permitting)

ENGLISH homework – HOURS 1, 3, 4:

Sign on to EDMODO and play the Odyssey JEOPARDY game

also, study pgs. 1025-1036 – TEST on Monday

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PLAYWRITING – Day 13

MANTRA: No matter how sweet and innocent your leading characters, make awful things happen to them - in order

We will be sharing our scripts, publically today…as well as critiquing each other’s scripts using wePresent, google docs, and edmodo.

PLAYWRITING homework:

None

Thursday, March 26, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 12

While I collect homework: Odyssey packet of questions #1 – 52…begin the following:

·         ADD TO YOUR NOTES:

a.       …these 3 definitions: epithet (pg. 1076), Homeric simile/epic simile (pg. 1077), the Greek law of hospitality (pg. 1049 at the top)

b.      Then read lines 822 – 827 (found on pgs. 1070 – 1071) and decide which of the 3 it is an example of…

REVIEW pages read yesterday…(new video lecture)

·         Check your grade on Edmodo.

·         Also on Edmodo, play JEOPARDY (with a partner) – as review for Monday’s test

ENGLISH homework – HOURS 1, 3, 4:

·         Read over and study for Monday’s test - pages 1025 – 1036.

·         Play JEOPARDY – as review for Monday’s test

http://www.superteachertools.net/jeopardyx/jeopardy-review-game.php gamefile=1395419355

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PLAYWRITING – Day 12

MANTRA: No matter how sweet and innocent your leading characters, make awful things happen to them - in order that the reader may see what they are made of.

·         Type a 2^nd draft of your script incorporating some of the changes that you have discovered over the last few days.

BOLD or ITALICISE all changes that you make.

PLAYWRITING homework:

None

 

Wednesday, March 25, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 11

Read the 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” and “The Cattle of the Sun God”

Add these 5 KEY THEMES from The Odyssey to your notes:

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

COMPLETE questions 29 – 52.

NO VIDEO TODAY L - test bumped to MONDAY

ENGLISH homework:

Finish questions #1 - 52 from the Odyssey packet of questions (TO BE COLLECTED)

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PLAYWRITING – Day 11

·         On a clean sheet of paper, explain (or list) what characteristics you think are necessary to make up a “good” character. 

o   Personality – interesting (not boring)

o   Dynamic

o   Unpredictable

o   Imperfect/flawed

o   Complicated (layered)

o   Relatable

o   Spontaneous

o   Conflicted

·         ADD these to your NOTES (by Kurt Vonnegut):

• Every character should want something, even if it is only a glass of water.
• Every sentence must do one of two things
1. reveal character or
2. advance the action.
• Start as close to the end as possible.
• No matter how sweet and innocent your leading characters, make awful things happen to them - in order that the reader may see what they are made of.
• Drama thrives only when characters are in crisis, in extremes, in trouble.

Edit your script until videos begin at 2:05.

·         Watched 2 TED talks (26 minutes)

• David Kelley – How To Build Your Creative Confidence
• http://www.ted.com/talks/david_kelley_how_to_build_your_creative_confidence.html
• Natasha Tsakos – A Multimedia Theatrical Adventure
• http://www.ted.com/talks/natasha_tsakos_multimedia_theatrical_adventure.html 

PLAYWRITING homework: 

None

Tuesday, March 24, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 10

Pickup Odyssey packet of questions

·         Begin homework: Complete #1-28 for tomorrow

Watch the first 43 minutes of The Odyssey video

ENGLISH homework:

Finish questions 1 – 28 for tomorrow.

Sign onto EDMODO…complete the 2 assignments there to SUBMIT your paper into Edmodo

Study pgs. 1025-1036 – TEST on Monday

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PLAYWRITING – Day 10

1.      Read the script in its entirety.

2.      MIME each other’s scripts

If you are not MIMING today, start fixing your scripts from yesterday…

Go back to the beginning – every time there seems to be a change (a shift in tone, in voice, in relationship between the characters) STOP, and MARK IT AS A UNIT.

1. What is each character trying to achieve in this unit?
2. How is he going about it?
3. What active verb can we find to describe what he is doing or how he is feeling? 
4. And then, based on these minutiae, give a “title” to the unit.

PLAYWRITING homework:

None

 

Monday, March 23, 2015

 

ENGLISH – 3rd trimester – Day 9

·         Watch Odysseus and the Cyclops (parts 1 & 2)

·         Watch 2-minute Cyclops cartoon…http://www.nicertube.com/e0e5jw23

·         Watch The Odyssey – Cyclops Cave – EPIC FAIL

·         Continue working/writing your Fractured Cyclops story:

·         To begin, sign in to one of your GOOGLE DOCS accounts, make a timeline that labels 15 main events from the Cyclops’ story – from beginning to end.

·         Next, choose one of the 6 big problems from today’s warm-up as your CYCLOPS.

·         Search google for “google template gallery” – choose PUBLIC TEMPLATES tab then search for a “VENN” to complete the next section:

o   Using a template, create a VENN DIAGRAM (two intersecting circles) with Cyclops in one circle and your choice for #5 (above) in the other circle.

o   Then list 4 things they have in common and 2 things that are unique to each.

·         Next, decide on a theme…In other words, what deep message do you think the author hoped we would learn about life after reading his story? ON A NEW GOOGLE DOC, type your theme at the top…like a heading…

§  Nothing obvious…do not write that we should stay away from one-eyed monsters. This is NOT theme. Themes are deeper than that.

·         Using your timeline (see #4), decide which events to keep and which to change.

·         Begin writing your Fractured Cyclops story…based on your choices in #8. Start at the beginning of the story...

o   HOMEWORK: finish for Wednesday – SHARE with tvanbragt@rockfordschools.org

ENGLISH homework HOURS 1, 3, 4:

DUE WEDNESDAY …click SHARE…and type in my address: tvanbragt@rockfordschools.org

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PLAYWRITING – Day 9

1. Watch Charlie Chaplin lion video
2. Read the script in its entirety.
3. MIME each other’s scripts

PLAYWRITING homework:

None

Friday, March 20, 2015

 

Homework – Friday, March 20, 2015

ENGLISH – 3rd trimester – Day 8

Name 6 pretty big problems that some teenagers face that some parents (adults) don’t always realize.

2.      You and a partner will work together to “fracture” the story of the Cyclops into a new story. While your story must change the original version, the overall "flavor" of your story must be similar: it must be clear to the reader from what story it derived.

3.      There are lots of ways to change the original story:

·         Change or swap the roles of the main characters.

·         Have the story take place somewhere else.

·         Have the story take place in another time period.

·         Tell the story from a different character’s point of view.

·         Make the problem of the story different.

·         Change an important item in the story.

·         You can even change the end of the story.

4.      To begin, sign in to one of your GOOGLE DOCS accounts, make a timeline that labels 15 main events from the Cyclops’ story – from beginning to end.

5.      Next, choose one of the 6 big problems from today’s warm-up as your CYCLOPS.

6.      Search google for “google template gallery” – choose PUBLIC TEMPLATES tab then search for a “VENN” to complete the next section:

·         Using a template, create a VENN DIAGRAM (two intersecting circles) with Cyclops in one circle and your choice for #5 (above) in the other circle.

·         Then list 4 things they have in common and 2 things that are unique to each.

7.      Next, decide on a theme…In other words, what deep message do you think the author hoped we would learn about life after reading his story? ON A NEW GOOGLE DOC, type your theme at the top…like a heading…

§  Nothing obvious…do not write that we should stay away from one-eyed monsters. This is NOT theme. Themes are deeper than that.

8.      Using your timeline (see #4), decide which events to keep and which to change.

9.      Begin writing your Fractured Cyclops story…based on your choices in #8. Start at the beginning of the story...

·         Will continue Monday

ENGLISH homework – HOURS 1, 3, 4:

None

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PLAYWRITING – Day 8

·         Discussed yesterday’s collaborative writing

·         MANTRA: Get into the scene LATE, get out of the scene EARLY

·         Continued on our projects…adding another domino or two.

o   We pretended there was a $1000 winner-take-all contest for the most entertaining play written.

PLAYWRITING homework:

None

Thursday, March 19, 2015

 

ENGLISH – HOURS 1, 3, 4 – Day 7

Collect 32 drawings from pgs. 1032/33…then…

Write your answers to the following…

1. What is the difference between tangible and intangible?
1. Name 2 examples of each.
2. What is an epithet?
1. Name 2 examples (not from The Odyssey) 

As you read pages 1038 - 1059…create then fill out the 2 charts below…

CHART #1:  DIRECTIONS: list 2 tangibles and 2 intangibles from each story:

                               TANGIBLES                      INTANGIBLES

·         Tell the Story                             

·         Calypso, the Sweet Nymph 

·         “I am Laertes’ son…” 

·         The Lotus Eaters

·         The Cyclops

CHART #2:  DIRECTIONS: list all the epithets you come across on pages 1038-1059 and list them in a chart like the one below:

CHARACTER/THING                                  EPITHET

 

            Odysseus                             the man skilled in all ways of contending

 

                        Odysseus                                             the wanderer

ENGLISH homework – HOURS 1, 3, 4:

Finish reading and the 2 charts (see above).

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PLAYWRITING – Day 7

·         Discussed yesterday’s collaborative writing

·         Discussed what scenes in MIME would look like…

o   What ACTIONS are we writing for our characters?

·         Continued on our projects…adding another domino or two.

o   We pretended there was a $1000 winner-take-all contest for the most entertaining play written.

PLAYWRITING homework:

None

Wednesday, March 18, 2015

 

ENGLISH – 3rd trimester – Day 6

FINISH FOR HOMEWORK (drawing assignment): The GOAL is for you to make a rough drawing with enough detail that someone could look at your drawing and match it to its definition.

a.       See “The illustrated Odyssey” for inspiration: http://www.mythweb.com/odyssey/Odyssey.pdf

b.      Using the character list on pages 1032 and 1033, imagine creating a MATCHING test that has 2 columns. The first column lists all the information on pages 1032 and 1033 BUT WITHOUT THE NAMES….in the right-hand column are a series of your drawings that represent each of the descriptions from the first column. 

Home of circe, the enchantress and goddess King of Phaeacia. Odysseus tells the story of his adventures to Alcinous’s court.

o   REVIEW pgs. 1025 – 1036 in Literature book…

                                                  i.      Discuss Helen of Troy, the Trojan War, Odysseus, Laertes, Penelope, Telemachus, Athena, Hermes, Poseidon…

·         Watch 60-second recap video: “Odyssey – The Plot Overview” http://nicertube.com/3qgy2fwj

·         Then read the first 2 pages of The Odyssey (pages 1037-1038)

o   (This is Homer beginning with a prayer for help.)

·         Watch video:

o   A Long and Difficult Journey, or The Odyssey - Crash Course

ohttp://nicertube.com/2r8fypwb

ENGLISH homework:

Finish SIMPLE drawings for tomorrow.

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PLAYWRITING – Day 6

·         With a partner, sign in to ONE of your edmodo accounts and complete the assignment found there…EACH of you should ADD at least one thing…no repeats.

·         Next, sign in to your google account and open a google doc…using any one of your domino scenarios from the last few classes, flesh out a domino or two...not all 10, stick with a couple and put flesh on its bones…

o   Begin our first scene (with a partner)…we pretended there was a $1000 winner-take-all contest for the most entertaining play written.

PLAYWRITING homework:

none

Tuesday, March 17, 2015

 

ENGLISH – 3rd trimester – Day 5

Collect homework: test questions and answer key.

Watch Edmodo video:

o   https://www.youtube.com/watch?v=q-xxqQAd-5o&app=desktop

Drawing assignment. The GOAL is for you to make a rough drawing with enough detail that someone could look at your drawing and match it to its definition.

a.       See “The illustrated Odyssey” for inspiration: http://www.mythweb.com/odyssey/Odyssey.pdf

b.      Using the character list on pages 1032 and 1033, create a MATCHING test that has 2 columns. The left-hand column you can copy from the information on pages 1032 and 1033...in the right-hand column, draw something that represents each of the descriptions from the first column. 

Home of Circe, the enchantress and goddess  King of Phaeacia. Odysseus tells the story of his adventures to Alcinous’s court.

·         SAVE your work…we will finish on another day.

·         2 computer tasks: signed up for both a google account and an edmodo account.

ENGLISH homework:

none

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Homework – Tuesday, March 17, 2015 

PLAYWRITING – Day 5

·         2 computer tasks: signed up for both a google account and an edmodo account.

·         Watch

o   “Working in the Theatre – Playwrights”

§  https://www.youtube.com/watch?v=qB4KxvU5wbk

PLAYWRITING homework:

None

Monday, March 16, 2015

 

ENGLISH – 3rd trimester – Day 4

Using “Identifying Sentence Errors – Daily Warm-ups – 2010” solve #106?

Finish HERO’S JOURNEY by hand (and/or for homework).

In your PURPLE Literature book, read pgs. 1012 – 1013 – 2 questions

Quietly read 12 pages (pgs. 1025 – 1036) and pretend they are a teacher and create one test question and ANSWER KEY for each of the 12 pages (plus the 2 above). Starting with page 1025 and ending on page 1036.

• For example, using the information on page 1025, write up a test question (and a separate answer key)
• Do the same for page 1026
• Again for 1027…until you have 14 questions (and answers) total.
• They must use a variety of question styles… multiple choice, short answer, and NO fill-in-the-blank style questions.
• TO BE COLLECTED TOMORROW

ENGLISH homework:

Students should FINISH 14 questions (and answer key) explained above.

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PLAYWRITING – Day 4

Choose one of the 2 following dominoes and write down the 9 dominoes that come before it…

• #10 The ghost was walking on the mountain top.
• #10 The beekeeper was dancing in the school.
• Re: http://www.thestorystarter.com/jr.htm

·         As you read the interview with David Mamet from the Paris Review, write down the things you learn that pertain to writing.

·         Discussed ACTors vs. TALKers…we will learn to write actions (not great speeches)

ACTor vs. TALKer follow-up: Interview with David Mamet from the Paris Review.

INTERVIEWER So to you a character is . . .

MAMET It’s action, as Aristotle said. That’s all that it is—exactly what the person does. It’s not what they “think,” because we don’t know what they think. It’s not what they say. It’s what they do, what they’re physically trying to accomplish on the stage. Which is exactly the same way we understand a person’s character in life—not by what they say, but by what they do. Say someone came up to you and said, I’m glad to be your neighbor because I’m a very honest man. That’s my character. I’m honest, I like to do things, I’m forthright, I like to be clear about everything, I like to be concise. Well, you really don’t know anything about that guy’s character. Or the person is onstage, and the playwright has him or her make those same claims in several subtle or not-so-subtle ways, the audience will say, Oh yes, I understand their character now; now I understand that they are a character. But in fact you don’t understand anything. You just understand that they’re jabbering to try to convince you of something.

PLAYWRITING homework:

None

Thursday, March 12, 2015

ENGLISH homework:

Finish 1 – 7 above.

 

ENGLISH – 3rd trimester – Day 2

A jewelry box bears the following inscription:

This box was not made by a truth-teller.

1. With words, PROVE your answer… Did a truth-teller or a liar make the box?

TO BE COLLECTED:

1.      List as many heroic traits as you can.

2.      List as many non-heroic traits as you can.

3.      Explain what makes a trait heroic; or non-heroic.

4.      Name heroes—historical, contemporary, and fictional. (3 total)

5.      Name some villains—historical, contemporary, and fictional. (3 total)

6.      Answer the following questions:

1. Name a hero who some would consider a villain or name a villain who some would consider a hero.
2. Why would some people disagree about whether someone is a hero? On what grounds do we disagree?
3. What makes the heroes, heroes?
4. And what makes the villains, villains?

7. Brainstorm a list of  4 ways in which an author can develop the character of a hero other than what he DOES…

·         Hero’s Journey/Monomyth explained

o   Watch 2 videos about Hero’s Journey

ENGLISH homework:

Finish 1 – 7 above.

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PLAYWRITING – Day 2

·         Add at least 3 additional notes from your classmates on the article: Five Reasons Why Writing Plays Can Make You a Better Screenwriter by Jonathan Dorf s0 you have a total of 8 or more notes total.

·         Make a list of 10 dramatic actions - actions you’ve witnessed or experienced from real life - actions such as an argument, a wedding, a food fight, an amazing sport’s moment (homerun, flip kick, backward somersault etc.), an arrest, a car accident, a state championship, an incredible loss, an incredible win.

o   Choose your favorite

·         Watch domino video: http://nicertube.com/tmetx689

·         Working backwards, add 9 dominoes to your favorite dramatic action (from above)

o   In other words, your choice from above becomes the end of your play (the 10^th domino) and you create the dominoes/steps that happen before the ending.

·         Next, let’s say that #10 was NOT the end of your play but rather the ½ way point. Create the 10 dominoes that would come AFTER #10.

PLAYWRITING homework:

none

Wednesday, March 11, 2015

 

ENGLISH – 3rd trimester – Day 1

Introduction to class.

Completed the 20-question NO-COUNT pre-test for Trimester B.

·         Read the Holstee manifesto: “This is your life…” To see a copy of the manifesto, click here: http://shop.holstee.com/pages/manifesto

1. Write a paragraph (5 sentences minimum) about a single line of the manifesto that relates directly to your own life.
2. Be contrary.
1. List 5 BELIEVABLE reasons some people would disagree with your chosen statement.

ENGLISH homework:

none

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PLAYWRITING – Day 1

·         TAKE PRE-test.

·         Draw a T-chart…label 1 column plays/musicals; label the other “movies”

·         Made a list of all the plays you have seen and all the movies we have seen.

• What’s the difference between these two forms of art

Read article: Five Reasons Why Writing Plays Can Make You a Better Screenwriter by Jonathan Dorf

·         Next, listed how playwriting must differ from screenwriting – discussed

List the differences between:

1.      writing for the page (novels)

2.      writing for the big screen (film)

3.      writing for the stage (plays) 

PLAYWRITING homework:

none