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