Othello - Day 12

Happy last day of Freshman English of 2017!

Today we have a quick and (hopefully) fun project - creating songs!

• Here is a link to today's activity

Remember - no homework over winter break! Enjoy! See you in 2018!

Othello - Day 11

Happy Wednesday! Our final week before winter break is flying along!

Today you'll start with this writing - hopefully it will take around 30 minutes, and then we will have time to discuss what you had to say.

• Othello writing #2

Othello - Day 10

Today - Tuesday - you shared the dialogues you wrote about Act III, scene 3 as we tried to identify the turning point of the play for Othello. Along the way, we identified several of the methods used by Iago to influence Othello, from seeming one way (trustworthy, loyal) and being another, to raising doubt in Othello's mind about Desdemona's love. He raises questions about her actions - she disobeyed her father in marrying Othello, so maybe she will be deceitful to others - she will want to be with people "like her" - and by the end of the scene Othello declares that his love for her is over and that he wants both Desdemona and Cassio killed.

Check the Google Slide show presentations you made yesterday to see all of the dialogues. Hopefully, you were taking great notes on all of this! We had an excellent discussion about it, too!

Othello - Day 9

Happy Monday!

To get us back into the world of the play, you'll continue to work with your same partner as we explore Act III, looking for the climax and the turning point of the play.

You'll use this Google Slide presentation to guide your work:

• 1st period
• 3rd period

Homework for tonight: Act IV, scenes 2 & 3 + journal response

Othello - Day 8

We'll start by reviewing the work we did with the Othello (the character) yesterday.

Then, we'll do this in-class writing about the play:

• Othello in-class writing #1

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For the weekend, you will be reading Act IV, scene 1 + writing a journal response

Othello - Day 7

We'll start today by hearing the speeches you wrote for Iago, using a combination of words from his soliloquies and your own.  What are your thoughts about Iago at this point in the play?

Then we'll turn our attention to Othello. You'll stay with the same partner for the two parts of this activity:

1. I'll assign you a page from Act I to read over - you are looking for any language about Othello, specifically, words used to describe him or things said about him. You'll enter your words (and phrases) into the first chart on this spreadsheet:
1. 1st period
2. 3rd period
2. I'll assign you a speech said by Othello. Your assigned section might include some lines said by other characters - read those to make sure you follow the story. Choose one or two lines as representative not of what Othello is talking about, but how he is talking about them. What is his tone, his mood, or his emotion? You'll enter your words (and phrases) into the second chart on the spreadsheet from above.

When you are finished, we'll all look at these charts together to get our heads around our impressions of Othello after the first two acts of the play.

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HW: III.4 + journal

Pages for chart 1:

7-9-11-13-15-17-21-23-25-27-33-35-37-41-43-45-49-51-53-55

Excerpts for chart 2:

1.2.20-31; 75-123

1.3.91-111; 111-147; 149-170; 171-196; 254-294; 295-342

2.1.197-233

2.3.172-208; 218-277

Othello - Day 6

Today you'll continue to work with the same partner from yesterday. We'll continue to focus on Iago and follow these steps:

1. Complete your re-write of Iago's soliloquy from the end of Act I, scene 3
2. Read his soliloquy at the end of Act II, scene 1 (lines 308-334). Discuss it with your partner and name 5 key points Iago makes here.
3. Read his soliloquies at the end of Act II, scene 3 (lines 356-382 and 404-410). Discuss it with your partner to make sure you follow Iago's plans.
4. Choose one word from each line of II.3.356-382 - the word you consider to be the key word in each line. This will give you 27 words.
5. Using these 27 words + any other words you choose, write a short speech that tells us everything about Iago up to this point in the play. You can use names of other characters if you want. This can be as long as you want, as long as you use the 27 words.
1. I recommend typing these words into their own documents so you can see them in one place.
2. Please type out your speech and underline the words you use.
6. We'll hear these out loud, read by one or both of you.

Depending on how long this takes, we'll look at the language Iago uses to describe Othello or start the reading for tonight.

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HW: Act III, scenes 1-3 + journal

Othello - Day 5

Happy Monday!

Today we'll start by sharing (out loud) one of the lines you wrote about in one of your journal entries from last week. (FYI - we'll do this a lot!)

Then, to get us back into the world of the play we'll focus on Iago's soliloquy at the end of Act I.

After that, we'll look at Othello himself - or, rather, how others see and think of him, especially in scene 1 of act I.

Tonight you are reading and writing about scene 3 of Act III. (Remember you can always look at the calendar to see the homework, not just in the daily blog post)

Othello - Day 4

Today we'll finish watching the film.

For the weekend, you will be reading scenes 1 & 2 of act II - and writing a journal response!

Othello - Day 3

Today we watched more of the film, with several key events:

• Cassio getting drunk and Othello removing him from his position
• Iago telling Cassio to speak with Desdemona, to try to get back into Othello's favor
• Iago suggesting to Othello that the conversations between Cassio and Desdemona are not innocent, that they are having an affair
• Desdemona accidentally leaving her handkerchief behind - the one Othello gave to her
• Iago's wife, Emilia, finds the handkerchief - Iago uses it to further suggest Cassio is guilty
• Othello responds to these accusations by going into epileptic fits
• Othello declares he will murder Desdemona - Iago suggests he do it be strangling her in their bed - and that Cassio will be killed

Tonight, read and write in your journal about scenes 2 & 3 of Act I.

Next class, we'll finish the film!

Othello - Day 2

Today we'll meet in E116 and start watching the film version of Othello.  We'll have time to talk about the main actions of the play and discuss a little of what we see today.

Tonight, please finish reading Act I, scene 1 as best as you can - and don't forget about that journal entry!

Othello - Day 1!

Welcome back! I hope you had a wonderful Thanksgiving break!

We'll start off today with some improv role-playing games.

Then, we will take our first look at the play.

I'll share the calendars with you, and go over the nightly journal assignment.

• 1st period Othello calendar
• 3rd period Othello calendar

We'll look at the book, noticing these items:

• list of characters
• scene summaries
• notes on the left hand side of the page
• how the play is formatted - who is speaking; how to use the line numbers

Tonight you'll try it out! Read lines 1-88 of Act I, scene 1 and write a journal response.

Tomorrow, and the next two class periods, we will meet in E116 to watch the film!

Othello preview - theater games!

We'll play a few theater games today to get us ready for Othello.

Here is a link to the handout you'll need for the second part of the period.

Argument Essay - Final Reminders

A few quick reminders for your essay:

• It is due on Monday by the start of class, submitted to turnitin.com
• You can include images if you'd like, but that is not required.
• Only use the first person voice in the sections where you are talking about your experiences. The rest of the essay should not have first (I, we) or second (you) person voice at all.

The introduction:

• Start with a statement about your topic - this is not a "grabber" in terms of using a random quotation, rhetorical question, or dictionary definition!
• Preview your main points. There should be a clear sense of the topics you will cover in your first two body paragraphs.
• Name the counterclaim.
• Finish with your thesis. Note that the thesis is in the form of fact + opinion + so what / why / because, which in this case can follow the formula: visual images (help / hinder) understanding of complex issues because they (reason A) and (reason B).
• You do not need to name the different examples you will use in your introduction, but you can if you'd like.

The conclusion:

• Re-state the thesis
• Recap your main points, including your counterclaim
• Finish with a sense of the broader implications of your thesis. If your thesis is true, what else is true as a result? What warnings or hopes for the future does your essay suggest?

Good luck with it! I can't wait to read the results!

Persepolis - Day 11 (Wednesday) - Counterclaims

First a few quick matters of business:

• Please be sure to own a copy of Othello by Monday ($9 at the bookstore)
• Here is a link to the rubric for this essay: Persepolis Argument Essay Rubric
• Be sure to take the time to review my comments from your last essay as you move towards your final draft of this one!

Today's focus: the Counterclaim

• Persepolis Argument Essay - Counterclaims

Tonight's homework is to complete an outline for your counterclaim paragraph, using either of the two possible structures named in the handout.

Persepolis - Day 10 (Tuesday)

First of all - it is time to buy our next book!  Please own a copy of Shakespeare's Othello for class on Monday. You can buy a copy at the bookstore for $9.

Last night you made some decisions about your thesis and your topics.

• At this point you should know where you land on the question: do visual images help or hinder understanding of complex issues?
• At this point you should have a sense of two reasons why your thesis is true or be able to name two ways of how visual images impact understanding.
• At this point you should have a sense of a counterclaim - an opposing view to your thesis.
• Thesis clarification - the counterclaim is not a part of the thesis statement, but the two reasons / topics for your first two body paragraphs will be part of it.

We'll pause to work with a partner to share what you have, and to see if they think it works - and for you to give them feedback!

Then, it is time to turn our attention to the body paragraphs and the analysis of the evidence.

• Persepolis body paragraph activity

After that, you'll look at a full length example of an argument essay

Lastly, here is a link to the homework for tonight - you are continuing to build your outline. Although this form has spaces for all of the body paragraphs, you only need to complete and submit one for tomorrow.

Persepolis - Day 9 (Monday)

Happy Monday!

English department course offerings

Our work for today is about structure and evidence. Use this handout for class and homework:

• Shaping your argument

The homework is to complete the basic outline (on handout) and submit your work to turnitin.com by the start of class tomorrow.

Persepolis - Day 8

Today we have three main tasks:

• Complete and share the posters you started two classes ago
• Discuss the end of the book, based on the homework responses you wrote
• Assign the essay
• Persepolis - Argument Essay Assignment

The homework for the weekend is listed at the end of the assignment sheet

Persepolis - Day 7

Today we'll watch the film version of Persepolis.

For homework tonight, please choose three questions from this handout to respond to in your journal.

• Persepolis closing questions

Persepolis - Day 6

Today you will be working in your groups.  Start off by sharing your journal responses you wrote for homework - I will be checking these in as well.

Here is a link to your group work for the day.

Your homework for tonight is - to finish the book! Please write a journal response to the reading - I suggest focusing on the ending and what it leaves you thinking about (but you could write about whatever you want).

Persepolis - Day 5

How do we respond to tragedy?

Today we'll spend most of the time writing, thinking about the many tragedies, disasters, political controversies, and social issues impacting our daily life.  We'll consider the ways in which our responses to these are similar to / different from Marji's, and why that might be.

For homework tonight you will write a journal response to pages 103-125. There is no particular prompt and you are now turning it in just yet. Focus on a topic or idea or question you have from these pages. You may want to click here to refer back to the journal response rubric in case you forgot what a great journal response could include.

Persepolis - Day 4

Today you will be back with your group to discuss the three chapters you read for today: "Moscow," "The Sheep," and "The Trip."

• Persepolis group work - day 4

After your group has time to work through these questions we'll turn to a whole-class discussion based on what you find - and more!

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For Monday, you will read and annotate p. 80-102

Persepolis - Day 3

Yesterday you worked with your group to complete a handout looking at the literal and figurative layers of meaning in the first four chapters of the book. We'll spend a little time reviewing them today.

Then, it is your turn. You'll complete this handout on your own, continuing to practice this close look at both text and imagery, in both a literal and figurative sense.

• Persepolis - Literal and Figurative Meaning - Individual Work

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Tonight you are reading and annotating pages 54-79.

Persepolis - Day 2

Today you will meet your new group for this book - click here to see the list.

Our topic for today is Literal and Figurative meaning. Click here for the handout we'll use for our work today - it includes an explanation of these terms and prompts for exploring them in the book.

Your homework for tonight is to read and annotate pages 33-53.

STAR Testing - Round 2

Happy Monday! Happy start of second quarter!

We are going to take the second round of the STAR reading test today. Please do your best on this reading comprehension test. Again, this is so we can understand how you read and learn. Do your best.

• Click here to go to the link for the test.
• For your username, use the same name you are logging into the Chromebooks and computers with.
• Your password is your student ID number - but ONLY the number - i.e. 121XXXX - if you are unable to gain access after TWO tries, please ask for help before trying a third time.
• You will be presented with two choices - select STAR Reading
• Sometimes, the system will request a “Monitor Password.” If this happens to you, the password is “admin”
• If you are presented with a list of teachers, please select “Rigler”
• Take the test! Do the best you can!

You may use the rest of the time to read and annotate the book, pages 10-32, for tomorrow.

Persepolis - Day 1

1st period:

• We shared your graphic novel pages
• You worked in groups to examine the introduction and the first section of the novel

3rd period:

• Open this document to guide your work for the day

Notice the new calendar is posted over there on the right and under the Persepolis tab

Have a great weekend!

Some Thoughts on Iran

To help us be ready to enter the world of Persepolis, we'll watch this episode of Parts Unknown, a CNN series hosted by Anthony Bourdain. Click here to watch the episode.

While we watched I asked you to keep track of answers to these questions in your notebook:

• What are TWO things you learn about the HISTORY between the United States and Iran?
• What are TWO things you learn about the CULTURE of Iran beyond the food?
• Over the course of the show, what are TWO things that SURPRISED you?
• What are TWO QUESTIONS that you have based on what you saw?

We briefly discussed our responses at the end of class.

Tonight will be your first reading in Persepolis - please read and annotate pages 1-9, including the introduction.

Also, I've posted the new unit calendar - it's up there on the right, and also linked below:

• Persepolis calendar - 1st period
• Persepolis calendar - 3rd period

Into to Graphic Novels - Day 2

Our look into graphic novels continues today as we practice using the terms and ideas I introduced yesterday. There are two handouts to guide your work today - I'll give them to you in class.

After a brief review of the terms, you'll work with a partner to create a page of your own graphic novel! Use these instructions for that.

No homework tonight!

First Essay Due - Intro to Graphic Novels

Woohoo!! You finished your first essay for Freshman English!!

Congratulations! I'm excited for you and I'm looking forward to reading what you have to say about An Iliad and The Trojan Women.

And now - we're on to our next unit!

Writing Week - Final Writing Day!

In class today (Thursday and Friday) you have one last opportunity to work on your essay during the school day. You've got this - look back at all of the excellent work you've done up to this point and bring it all together in a fantastic final essay for this unit. Remember, it is due to turnitin.com by the start of class on Monday. Good luck! (and don't forget to bring Persepolis on Monday!)

Writing Week - Putting it all Together

Today we will do a few things to help you feel confident as you move ahead with the writing of your essay. You'll start by sharing your thesis, evidence, and / or outline with different people around the room. I'll explain how that will happen.

Then, we'll review the MLA guidelines for your essay.

Lastly, we'll talk about how to punctuate your quotations.

Then, the rest of today and all of tomorrow are set aside for work time - make the best of it!

Writing Week - Evidence and Outline

Here are the two documents for today's work:

• Quotation workshop
• Writing an outline

You will have time to work on the outline in class today, and it is due by the start of class tomorrow, submitted to turnitin.com. NOTE: You only need to complete one body paragraph in the outline tonight.

Writing Week - Using Quotations

Happy Monday! I hope you had a wonderful weekend!

First - a reminder - you need to own a copy of Persepolis and have it in class next Monday.

Here is a link to our work for today:

• Quotation workshop

Here is a link to your homework for tomorrow - remember, it needs to be submitted to turnitin.com before class starts in order to receive credit.

• Thesis + Evidence homework

Thesis Workshop

For our work today you will use this document:

• Crafting a Thesis Statement

Your homework for the weekend is to complete this thesis revision work and submit it to turnitin.com by the start of class on Monday. Note that you will need another person to look at and respond to your thesis.

• Thesis revision - partner work

Also, there are a few other things you can do to continue your work on this essay:

• Re-read sections of the book and play
• Make sure you understand what happened, who the characters are, etc.
• Look for places in the text that are relevant to your topic
• Gather quotations
• From your re-reading
• Review your previous work and collect quotations you've already explored
• Journal entries
• Annotations
• Group work
• Submitted work

Unit 1 Assignment - Writing Week Begins!

Welcome back! I hope you enjoyed our version of a fall break!

Although the leaves haven't really turned and the weather is still relatively warm, I hope the time off gave you a chance to do some things you wanted to do.

Now it is time for us to get back to the work we started last week and to begin the process of writing this essay!

The goal for today is to find ways to
How best to do that? Let's start by remembering what the assignment is:

• Literary Analysis Paper - An Iliad and The Trojan Women

Literary analysis? What is that? It is the process of closely reading a text and making an assertion about its meaning. In order to get there we need to understand the story and be able to summarize it. We also need to understand the roles of the different characters and the factors that influence their thoughts and actions. We also need to understand the ways in which the author uses language to convey all of this.

We have been doing exactly this for the last month. All of the work we have been doing is preparation for this essay. You need to review your work to make sure you understand all of the steps. This means not worrying about the grade but instead reading the comment, looking at the rubric, and making sure you understand the focus of each assignment. We will do a lot of this together in class.

Action: Open turnitin.com and Infinite Campus. Be sure you have submitted all of your work. If you are missing an assignment, be sure you know what it is (scroll back through the blog posts - it's all there) then complete and submit it. Once you submit your essay to complete the unit, I do not accept late work.

This week and next week we will work through the writing process together. Each day there will be a step I assign. You will receive a completion grade for each step. This is my way of making sure everyone understands the process and is prepared to write an excellent essay!

Step 1: Essay Brainstorming Activity

We will start this together in class today. Whatever you do not complete is due by the start of class tomorrow, submitted to turnitin.com.

I'll also mention you will need our next book, Persepolis, for class on Monday, October 23rd.

The Trojan Women - Day 4

Here are links to the found poems you created yesterday - great job!

• 1st period found poems
• 3rd period found poems

Here is a link to our work for the first part of class today. You are working on it independently. You will submit your completed work to turnitin.com

• Perspectives on Helen

We'll then turn to a discussion about Helen, and then about some of the themes in the play overall, including:

• The horrors of war
• Dread / Fear
• Hope
• Revenge

Lastly, I'll share with you your assignment to complete this unit.  Your homework for the long weekend is to review the assignment and begin your preparations for it.

• Literary Analysis Paper on An Iliad and The Trojan Women

The Trojan Women - Day 3

Found poems!

Working in groups today you will create a "found poem" to help tell your character's story.

• In your group, create a shared Google Doc
• Each person in your group chooses 5 lines / phrases from your character and types them into the doc
• Now it is time to create a poem - but you are only going to use words from the play!
• Re-arrange them into any order - break apart phrases
• Create repetitions if you'd like, create rhymes if you want, explore!
• Here is my sample poem about the Chorus
• The goal is to tell your character's story accurately, but in an original and unique way
• We'll present these when we are done

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Tonight - finish the play! Read and annotate

The Trojan Women - Day 2

Today we'll continue our work on The Trojan Women. We'll use this handout to guide our work:

• The Trojan Women - Examining the characters

Tonight your homework is to read and annotate pp. 28-41 (up to Andromache being taken away).

The Trojan Women

Happy Monday! Happy October!

We'll spend the first part of class talking about the final chapter of the book, "Another Kind of Beauty."

Then, we'll start to read The Trojan Women. We'll start it in class today.

For tonight, you'll read from the start through page 22 when Cassandra appears. Just read and annotate - we'll do a lot more with it tomorrow!

An Iliad - Day 11 - End of the book

Triumphant Achilles dragging Hector's body

Today we'll write about and discuss the final three chapters. Although I'll be leading you through the prompts today, I want you to have a ful set of what we'll discuss. Here is a link to the plan for today:

• Writing prompts and discussion questions for the end of An Iliad

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Homework: Read "Another Kind of Beauty: Note on War" & write a journal response.

An Iliad - Day 10 - Shields!

Groups for today!

1st period:

1. Paige - Blake - Ariel - Sam
2. Jenna - Emmy - Erin - Max
3. Mickael - Luke - Kyla - Jordyn
4. Eli - Izzie - Morgan - Asher
5. Jennifer - Bailey - Brendan
6. Grace - Sean - Warner

2nd period:

1. Logan - Cate - Rayan - Lindsey
2. Boris - Shira - Tommy - Bree
3. Joey - Emily - Jocelyn - Elijah
4. Ava - Alex - Nick - Sydney
5. Isaac - Sophia - Anabel
6. Josh - Megan - Brett

Instructions for making shields!

Tonight's homework: Read and annotate p. 134-149

An Iliad - Day 9 - Close Reading part 2

Greetings! As I told you yesterday, I am with my Creative Writing class on a field trip to the Art Institute today.

For the first part of class today, please complete this writing. It returns to the show-mean-matter approach we used in class yesterday:

• An Iliad - Close Reading of p. 108-120

Please be sure to submit your work to turnitin.com when you are finished.

Use the remainder of the period to complete tonight's homework: read & annotate p. 121-133.

See you tomorrow!

An Iliad - Day 8 - Close Reading

Happy Monday!  I hope you had a great weekend!

In our short time together today, you'll work on close reading. The goal here is to continue pushing our ways of thinking about the book - not just in terms of following the details of the story, but also with a sense of interpreting the actions of the characters, the implications of those actions, and how they help us to think about broader themes.

Part of the goal is also to prepare you for tomorrow's in-class writing.

We'll be using a process I call show (or say) -mean - matter:

• Select and show the quotation, properly setting its context
• Explain what the words of the quotation mean - not just defining the words, but also clarifying the actions and thoughts of the characters - being able to say the passage in your own words
• Assert an interpretation of why this quotation matters in terms of a broader point or theme.
• Think of someone asking "and because of this, what?" or "and despite this, what?"
• Of what relevance is this quotation in terms of the text overall?

We'll practice first with some examples from current events:

• http://time.com/4954684/donald-trump-nfl-speech-anthem-protests/
• http://www.patriots.com/news/2017/09/24/statement-patriots-chairman-and-ceo-robert-kraft

Then we'll turn to examples from the chapter you read over the weekend: "Phoenix"
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Homework - read p. 108-120 & annotate. Be prepared for in-class writing

An Iliad - Day 7 - the war continues...

(this post is for 1st period on Wednesday & 3rd period on Friday)

Today we'll bring the chapter "Sarpedon - Telemonian Ajax - Hector" to life. Our class will meet in E116. Here is a link to the handout we'll use to guide our work.

Hopefully this gives you a good sense of how the book is showing us multiple perspectives of the war and other actions. We get an inside look at the fears and hopes of various characters and what they have to say about some of the themes we've been exploring: heroism, honor, glory, and beauty.
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Homework for the weekend: Read and annotate p. 97-107

An Iliad - Day 6 - Glory, Honor, and Beauty (in war?)

In this great song from The Clash, they ask "Death or glory, just another story?" We'll use that as a jumping off point for our work today.

In your notebooks I'll have you brainstorm some words / examples / definitions associated with these words:

• Honor
• Glory
• Beauty

After we discuss them, we'll turn our attention to page 51 and Nestor's comments at the top of the page about "old ideas of war." 

• What is he talking about here? What are the differences between old and new ways of approaching war? 
• Which is preferred by the older people in the book, or by the younger ones? 
• How do these different types of war link to what we said earlier about honor, glory, and beauty?

Then, it's on to the top of page 82 and the comments Nestor makes to Patroclus.

• What is Nestor asking him to do? Why? What is he hoping to achieve?
• How does this fit in with our definitions of old and new ways of war?
• How does this fit in with what we said about honor, glory, and beauty?

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You can use the second half of the period to do your reading and annotating for tonight - pages 83-96

An Iliad - Getting to know Hector and Achilles

Last week we discussed war and its opposite by making a series of tableaux - a freeze-frame based on a quotation you selected with your group.  Here is a link to the statements you used:

• Statements about war

Today we'll get to know two key characters a little better, starting with Hector.  

This first part will be individual work. Of course you can use your book, your annotations, and whatever worksheets you've created with groups to help you.

Make a copy of this document, read the directions, and submit your completed work to turnitin.com.  Yes, this is graded work.

• Getting to know Hector

Next, you'll more back into the groups you worked with on Thursday / Friday of last week when you made your tableaux.  You'll work together to explore the issue and your assigned position, based on what you see in this handout.

• Exploring Achilles's choice

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Homework: Read and annotate p. 74 - 82 

An Iliad - Day 4 - War

War. What is it good for? Edwin Starr's version of the Vietnam protest song (originally recorded by the Temptations) asserts war is "nothin' but a heart-breaker / friend only to the undertaker."

Today you will work in a group made up of your partner from this week along with another pair (I'll link two set of partners together). 

What is An Iliad saying / asking about war, up to this point?

With your group, look through to book to find a statement or question about war - one you'd like to work with today. When you are ready, come up and tell me. Since each group will need to work with a different quotation, it will be determined on a first-come, first served basis. Next, you'll work together with your group to create a tableaux to portray your quotation.

I'll explain more about what this involves, but essentially it is a posed free-frame, with each member of the group representing a person from the story. You are not necessarily showing a specific moment from the book - instead, you are finding one character for each member of your group, and then a way that character connects with your chosen quotation.

After we share and journal about these, we'll move on to the "opposite" of war. Again, your group will select a quotation representing something you consider to the the opposite of war, and will create a tableaux to convey it.

After sharing and journaling about this second set, you'll be able to use remaining time to start your reading for the weekend.

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Homework: Read p. 55-73 & annotate

An Iliad - Day 3

You'll start the day in partners, completing the work you started on Tuesday. When you are finished, please submit your work to turnitin.com.

Next, we'll work together as a class to explore your responses.

1. Clarify who is on the different sides
1. Achaeans: Achilles, Agamemnon, Menelaus, Odysseus, Thersites
2. Trojans: Hector, Priam, Paris, Chryseis
3. Helen?
2. Discuss which character has the most power
3. Learning from the voices in the story

For the last 15 minutes of class, you'll write and submit a journal response, using this prompt:

• An Iliad - submitted journal response #1

If there is time left, we'll discuss this statement from Pandarus: “It’s a question you could think about for a thousand years and you would never find an answer: Is it permissible to do a vile thing if by doing so you can stop a war?” (28). 

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Homework: Read & annotate p. 41-54

An Iliad - Day 2

Before we get started today, please take a few minutes to answer this short survey:

• Annotation and Reading Survey

Then, please sit with your partner from yesterday. Go to turnitin.com and review my comments on your work from yesterday. Although I did put a number on it and enter it into infinite campus, it does not count - this was a practice one.

We'll spend a few minutes reviewing the answers you wrote to these opening questions.

Then, your work for today will be with the following handout. Again, make a copy of it, share it with your partner, and be sure to submit it at the end of the period.

• An Iliad - p. 10-26 - Getting Our Bearings

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Homework for tonight: Read and annotate pages 27-40

An Iliad - Day 1

Happy Monday! It is our first full week of school - woohoo! I hope you had a fantastic weekend, filled with homecoming festivities or whatever else makes you happy.

Today we'll dig into An Iliad together, with a slight twist. Instead of working with the groups you were in last week (although we will still use them), today you will work with a partner of your choice.

You'll make a copy of this handout then share it with each other. You will be submitting this work to me, so be sure the answers are complete and not just abbreviations or notes.

• An Iliad - day 1 questions

While you are working I will be having individual meetings with you - this will happen over the course of the next few days. We will be discussing annotating and your reading process.

If you happen to finish before the end of class, you can get started on your homework for tonight: Read and annotate pages 10-26.

Mythology + intro to An Iliad

We'll start today in groups, finishing our look at "heroes" and moving on to the myths you read last night. You will use this worksheet for today, and the third person on the list will be today's notetaker.

• Pandora & Daedalus group work

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An Iliad

• Background notes
• Pronunciation Guide

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Homework for Monday: Read and annotate p. 3-9 of An Iliad

Heroes

Here are two songs about our topic for today: Heroes



And here are links to the lyrics:

• David Bowie - "Heroes"
• Foo Fighters - "My Hero"

You'll start the day working on your own - please make a copy of this document:

• What is a Hero?

Complete as much of the chart on the first page as you can. I will be asking you to share your answers with your group.

Get back together with your group from yesterday. Each person in the group should share their doc with the other people in the group. Look over and discuss your responses. 

Today, the second person on the list is the note-taker. Move to the second chart. With your group, fill in the first row, choosing a character either Arthur Barnhouse or Harrison Bergeron, from the stories we read last week. 

Then, share your journal responses from the myths you read last night. Discuss them and add them into the chart.

We'll all discuss your findings toward the end of class.

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Tonight your homework is to read two other myths - they are in the packet with the Karen Armstrong essay: “Pandora” and “Daedalus." You just need to annotate them.

Homework clarification

Greetings! 
In case you are not sure what to write about in your journal response tonight, focus on an idea raised by one of the myths, not just summarizing it. If you'd like you can compare / contrast them. 

Mythology - Group work day 1

Greetings! Happy Tuesday! Happy Homecoming Week!

Starting this week you will work in a small group several times throughout this unit. Check this link to see which group you are in and where you will sit:

• Small groups - mythology unit

In your group, the first person listed will be today's note-taker (this job will rotate each day). That person will make a copy of this document:

• Myths - Definitions and Examples

Share it with the other people in the group. Be sure everyone has editing rights.

We'll review Armstrong's overall definition of myth together: "Myths are universal and timeless stories that reflect and shape our lives – they explore our desires, our fears, our longings, and provide narratives that remind us what it means to be human."

In your group, work together to list the five qualities of myths she names. Take the time to be sure you understand each point - explain it in your own words - add it to the chart.

I'll give you examples of two myths. With your group, use your own understanding of them as well as internet searches to see if that myth fits her definition. In the "conclusion" section, make it clear how your myths do / don't fit in with her definition, and why.

Hopefully we will have time to share these examples with the rest of the class!

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Tonight's homework: Read “Jason” & “Bellerophon” myths on mythweb.com + journal response

STAR testing

We are going to take the STAR reading test today. Please do your best on this reading comprehension test. Again, this is so we can understand how you read and learn. Do your best.

• Click here to go to the link for the test.
• For your username, use the same name you are logging into the Chromebooks and computers with.
• Your password is your student ID number - but ONLY the number - i.e. 121XXXX - if you are unable to gain access after TWO tries, please ask for help before trying a third time.
• You will be presented with two choices - select STAR Reading
• Sometimes, the system will request a “Monitor Password.” If this happens to you, the password is “admin”
• If you are presented with a list of teachers, please select “Rigler”
• Take the test! Do the best you can!

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Homework for the weekend: Read + annotate "What is a Myth?"

Vonnegut Stories - Journal Entries

As we continue to work with various texts, there will be diffferent ways of using writing to expand your thinking. We've already discussed annotations this week. Now we will turn our attention to writing in your journals and the various forms those responses can take.

Yesterday at the end of the group work I asked you to write a short personal response to the summary, conflicts, and ending of "Unready to Wear." These in-class responses are a valuable tool - not only do they capture your thinking in the moment but also they give you an opportunity to flesh out your thoughts and expand them. Perhaps you didn't share an idea out loud in class, or you were moved by something someone else said, or have new questions at the end of a discussion or activity - the in-class response is a great place for all of that.

Sometimes you will write a more extended journal response. These go beyond the several minute in-class version, and instead are an opportunity to more fully express and explore your ideas.

• These journal responses are not formal essays. They are supposed to be messy and rough in spots, yet do focus on a point and your ideas about it.
• These responses will include quotations from the text (use your annotations!) as well as comments about the language and ideas they contain.
• They reflect your ideas, including potential connections to other texts, to current events, to anything you use to increase your understanding of it.

We'll try a test one today, focused on the last two stories you read: "Report on the Barnhouse Effect" and "Harrison Bergeron." Of course you can use your annotated versions of the stories as well as any notes you take. You can go in one of two possible directions:

• Character-Based. You can compare / contrast one character from each story, making a conclusion about what is important about them.
• Theme-Based. You can write about a theme or idea present in both stories. Are the messages the same in both stories, or different?

You'll have the rest of the period to write your journal response. Write it in a new Google document. When you are finished, please submit it to turnitin.com - I'll be happy to help you with that part. I will give you feedback on your work in a way that will help guide you toward writing excellent journal responses as we move forward. Don't worry about the grade - focus on figuring out some cool things to say and getting your thoughts onto the page.

• Journal Response Rubric

Vonnegut and a Field Trip

We'll start off our Tuesday with a little field trip! No, it's not to

although that would be cool. Instead, we are going to the ARC - the academic resource center! I'll explain more about that when we get there.

When we return we'll focus our attention on the first Vonnegut stories we read: "Unready to Wear." We'll do some small group work, including writing a summary, naming the conflicts, and examining the ending. We'll also write a personal response as steps toward our first journal entry.

• Journal response rubric

Tonight, your homework is to read and annotate the other story in the packet I gave you yesterday: "Harrison Bergeron."

Happy Monday! Short stories and some logistics

Greetings! Happy Monday - your first cycle 78 day!

We'll start with a few logistics...

1. A quick tour of the blog
1. Posts
2. Pages
3. Calendar
4. Classroom Policies and Procedures
2. Using Infinite Campus
1. Check your grades / submitted work
3. Checking in homework
4. Assigning tonight's homework
1. "Report on the Barnhouse Effect"

Working with our first short story - "Unready to Wear"

1. Classwork 
1. Annotating - why?
2. Annotating - how?
3. Exploring the story - reactions, thoughts, and conclusions

Tonight's homework:

• Read and annotate "Report on the Barnhouse Effect" and annotate it. 

Short Stories - weekend homework

For the weekend, you will be reading a short story - "Unready to Wear" by Kurt Vonnegut.

Please read the story and annotate it using whatever system you used in middle school.

We'll discuss both these different methods and the story on Monday.

In case you lose your copy of the story, here is a link to a pdf of it.

All About Me videos

We'll use class time today and tomorrow to create a short video. The goal is to tell the class a little bit about who you are with the help of pictures and videos. We'll use iMovie software to help us (you are free to use different software) - here are the directions:

1. Open iMovie - watch the tutorials if you need (linked below)
2. Select "Trailer" and a theme you want to use 
3. Edit the text areas to make it a story about you - start with phrases like "I am..."
4. Use photos or videos to build your story - show what you care about, what you enjoy doing, what you think it is important for people to know about you.
5. Photos do not have to include you (there can be some landscapes to set up the story) but the majority of them should. They can be of just you, with members of your family, with friends, in different places, doing different things. 
6. When you are finished, save your movie to your Google Drive.
7. Go to the document for your class below and insert a link to your video so we can watch them!
1. 1st period films
2. 3rd period films

We're changing to a class blog!

Yes, after a brief experiment with Google Classroom I've decided I don't like it - we will be switching to a class blog starting on Monday. Thanks for your patience!