Thursday, December 20, 2012

Chaucer's Prologue

*Bell Work (Imagery, Brume, Homily, Immanence, Pompous, Infer)
*Finish Mock Trial
*The Canterbury Tales slideshow

"The Flea" Response (due before you leave)
Verdict for the trial (~500 words; follow the directions provided in the handout)

Canterbury Style Illustration of a Person
1. Pick a well-known figure/social role to describe (think Chaucer's clergymen, knight, etc., but the modern-day equivalents)
2.  Think about your character and write a Chaucer-style description of them (1 paragraph [1/2 a age]-1 page)

  • Include one example of alliteration
  • Write in heroic couplets (rhyming pairs of lines in Iambic Pentameter)
    • Iambic Pentameter
      • Ten syllables per line
      • Every other syllable is stressed
    • Couplet
      • Two consecutive lines with the same end rhyme (a a b b c c d d e e f f g g and so on rhyme scheme)
  • Include Indirect characterization (description of clothes, actions, thoughts, how others perceive them)
  • You may also include a few instances of direct characterization (saying something like x is a worthy fellow, good man, etc.)
  • Try to provide satirical stereotypes as Chaucer did
3.  Have fun with this!

Wednesday, December 19, 2012

Mock Trial Day II

-Bell Work (Hyperbole, apocalypse)
-Mock Trial Continuation (we will wrap up tomorrow)

-"The Flea" response due before break
-Read Chaucer's "Prologue" and write general notes
-You also should write your verdict before break, but you can use the weekend to write it if you need to
-Vocab test postponed

Monday, December 17, 2012

Mock Trial

-Mock Trial Day!!

-Response to John Donne's "The Flea" due before you leave for break
-Read Chaucer's prologue (pushed to Thursday) and your Middle English handout

Friday, December 14, 2012

Middle English

-Bell Work (genre, paltry)
-Vocab Quiz
-Chaucer Worksheet Review
-Book Signouts
-Middle English Discussion and Pronunciation

-Final mock trial preparations!
-Read Chaucer's Prologue for Wednesday (With Reading Notes!)
-Response on John Donne's "The Flea" (p. 891) due next Friday (or Thursday if you are going to be absent conveniently on the day before break)

Thursday, December 13, 2012

Introduction to Chaucer and Law School Talk

-Bell Work (Figurative Language, Ludicrously, Figure of Speech, Undulant)
-Law School Chat (CREAC argument style)
-Background Information Videos on Chaucer/Guided Notes

-Finalize your trial information
-We will finish reviewing the packets of Chaucer information tomorrow

Wednesday, December 12, 2012

Trial Workshop and Peer Review of Part I

-Bell Work (Exposition, Intimation, Petulant, Explication)
-Mock Trial Workshop

  1. Review your part 1 papers with the rest of your group
  2. You need to dedicate some time to coming up with/answering questions
-Continue to work on your parts for the trial
-Trial will be postponed to Monday

Monday, December 10, 2012

Mock Trial Workshop

-Progress Report Check-Ins
-Chart Stations Review
-Law School Speaker (Postponed)
-Mock Trial Workshop

  • Get into you groups
  • Choose your roles
  • Form a general plan of action
  • Lawyers' Opening Statements/Witnesses' Position Statements
  • Lawyers' Questions/Witnesses' Answers
  • Try to figure out the other side's argument

-You will want to have your opening statements/position statements ready for Wed.

Completed Chart Paper Stations

Friday, December 7, 2012

Critical Dialogue in Grendel

-Bell Work (Example, Victualers)
-Vocab Quiz
-Stations  (I am going to try to post these in a future post)

  • Response to Quote in inside box
  • Response to a response in outside box
  • We will review any remaining questions and process this task on Monday

-Start Preparing for the Mock Trial (Remember that you need examples from both Beowulf and Grendel).

Thursday, December 6, 2012

Characters and Contrasts/Mock Trial Directions

-Bell Work (Euphony, Aloof)
-River Characterizations and Share Out
-Beowulf Journal Discussion
-Mock Trial Handouts and Directions

-Read the Helpful Tips, and Review the other Mock Trial Materials
-No response this week!  Work on your mock trial pieces!

Wednesday, December 5, 2012

Characterization and Contrast in Grendel

-Bell Work (Ethos, gewgawed, euphemism, ominous)
-Homework Review (Grendel v. Unferth)
-River Characterization Charts of Hrothulf and Wealhtheow

-Finish reading the book
-Mini Journal--Write a paragraph that responds to Gardner's representation of Beowulf.  You may want to ask yourself, "Why does Beowulf play such a small role?" or "How does Grendel describe him?  Why?"

Monday, December 3, 2012

The Dragon and Grendel's shift

-Bell Work
-Journal:  The Dragon: What is his purpose?

  • Write down three quotes that the dragon says in this chapter
  • From these quotes, determine which isms the dragon seems to embody
  • Explain what effect the dragon seems to have on Grendel.
-Discussion of "sini qua non" and the Greek aphorism, "Know Thyself"

-Read chapters 8 & 9
-Venn Diagram comparing the characterizations of Unferth and Grendel
  • Use this to answer the question: Why is Unferth given such a large role in Grendel

Friday, November 30, 2012

Grendel's Progression

-Bell Work (Appeal to Ethics or Ethos; Pungent)
-Vocab Quiz
-Grendel Discussion (through chapter 3)

-Make sure to review chapter 5, existentialism, and determinism for Mon.'s discussion
-Read chapters 6 & 7
-AP Response to "The Poison Tree" due next Wed.

Thursday, November 29, 2012

The Zodiac

-Bell Work (Ellipsis, Putrefaction, Inviolable, Equivocation, Epigraph, Loll)
-Beowulf test review
-Layers of Meaning

  • Zodiac Allusions in Grendel
  • Discussion of the 'isms we found for homework

-Read Ch 5
-Be ready to discuss existentialism and the dragon
-AP Response--Blake's "The Poison Tree" [See previous entry]

SIGNS OF THE ZODIAC (Including references in Grendel)
1. Aries (the Ram) – energetic, innovative, original, pioneering, assertive, quick-tempered, strong drive, leader, ambitious, extroverted, sometimes aggressive, competitive, enthusiastic, self-reliant, self-assured Chapter 1: Aries (Ram) 5-6, 165

2. Taurus (the Bull) – determined, efficient, stubborn, cautious, placid, persistent, enduring, introverted, 
conservative, conventional, materialistic, security conscious, stable, industrious, dependable  Chapter 2: Taurus (Bull) 19-22, 23, 78

3. Gemini (the Twins) – flexible, versatile, restless, jack-of-all-trades, lively, alert, quick witted, literary, 
communicative, conversational, changeable, sociable, logical, ingenious, agile, dexterous, intellectual, mentally 
ambitious Chapter 3: Gemini (Twins) 33, 44

4. Cancer (the Crab) – introverted, reserved, emotional, sensitive, moody, sympathetic, security-conscious, 
prudent, retentive, domestic, maternal, protective, quiet, calm, imaginative, conscientious, traditional Chapter 4: Cancer (Crab) 8, 46, 48

5. Leo (the Lion) – ambitious, speculative, extroverted, optimistic, honorable, dignified, confident, proud, 
exuberant, sunny, flamboyant, charismatic, dramatic, competitive, organized, leader Chapter 5: Leo (Lion) 123

6. Virgo (the Virgin) – practical, responsible, sensible, logical, analytical, highly discriminating, careful planner, precise, punctual, dedicated, perfectionist, critical, health conscious, somewhat introverted Chapter 6: Virgo (Virgin) 77, 85, 100, 128; see harvest virgin 84, 90

7. Libra (the Scales) – idealistic, peacemaker, diplomatic, refined, poised, gracious, kind, courteous, fair-minded, sociable, charming, artistically creative, affable, cooperative, extroverted, indecisive Chapter 7: Libra (Balance) 91, 92, 109, 110

8. Scorpio (the Scorpion) – intense, determined, powerful, strong-willed, forceful, bold, courageous, enduring, competitive, resourceful, researcher, investigator, secretive, mysterious, penetrating, psychic, self-reliant, introverted Chapter 8: Scorpio (Scorpion) 113; see Hrothulf

9. Sagittarius (the Archer) – idealistic, optimistic, freedom-loving, casual, friendly, buoyant, gregarious, 
enthusiastic, philosophical, studious, farseeing, direct, outspoken, honest, loyal, restless Chapter 9: Sagittarius (Archer) 125 (arrow), 126-27 (bowmen)

10. Capricorn (the Water Goat) – ambitious, organizational, self-disciplined, rigid, thrifty, prudent, security-conscious, conservative, responsible, practical, persistent, political, business oriented, methodical Chapter 10: Capricorn (Goat) 139-40, 149, 165

11. Aquarius (the Water Bearer) – individualistic, unconventional, progressive, unique, independent, humanitarian, altruistic, visionary, perceptive, intellectual, logical, ingenious, inventive, unpredictable, detached, friendly, scientific Chapter 11: Aquarius (Water-Bearer) 151, 169, 170 (water), 156 (underground river; see cave), 160 (swimming; see Breca)

12. Pisces (the Fish) – receptive, supersensitive, impressionable, peace-loving, serious, sympathetic, charitable, compassionate, artistic, creative, dreamer, dedicated, imaginative, psychic, shy, introverted, spiritual, reclusive Chapter 12: Pisces (Fish) 29, 72, 149, 154, 170

Wednesday, November 28, 2012

Blake Epigraph

-Bell Work (To be continued tomorrow...)
-Background of Grendel
-Discussion of epigraphs in Grendel
  • Why does the book start with this Blake quote?
  • Where does the quote come from?
  • What is Romantic Poetry?
  • What is "The Mental Traveller"?
  • -->Refer to poem handout and the handout that includes the various interpretations of why it is included
-Tomorrow: Zodiac Allusions and Western 'isms in Review

-Read chapters 3 & 4
-Take another 5-10 notes on the Western isms that you see in these chapters
-AP Response on "The Poison Tree" due next Wednesday (see previous posts and keep in mind the elements of Romantic Poetry)

AP Response: Blake is Back

This week's free writing prompt is based on another William Blake piece (remember that we saw another of his works, "The Mental Traveller," as we looked at the epigraph in Grendel).

A Poison Tree

I was angry with my friend:
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears
Night and morning with my tears,
And I sunned it with smiles
And with soft deceitful wiles.

And it grew both day and night,
Till it bore an apple bright,
And my foe beheld it shine,
And he knew that it was mine - 

And into my garden stole
When the night had veiled the pole;
In the morning, glad, I see
My foe outstretched beneath the tree.

--William Blake

Some Free Response Tips:

  1. Remember that you still need a thesis even for a 1-2 page paper!
  2. On past free responses, I allowed you to start with a thesis because it is such a short piece.  However, this seemed to throw off the organization of some of the pieces.  I would encourage you to start with a true introduction from here on out.  
  3. Do NOT forget your in-text citations
  4. I definitely want you to write an analysis that includes a look at literary elements.  However, your thesis should be more than, "William Blake uses a lot of literary elements in "The Poison Tree" some are..."  You might start off with a hook.  Then say something like x is an important theme in the poem.  Blake uses lit element a and lit element b to make increase the poignancy of this theme for readers/to make the theme more tangible for readers.

Monday, November 26, 2012

Western 'isms

-Bell Work (either-or reasoning, dogmatism, dramatic irony, dirge)
-Handbacks-->Essay (hang on to for Thursday) and Response Paper
-Discussion of Existentialism and other 'isms

-Read Chapter 2

-5-10 Points: Where do you see the following isms in Grendel? Be specific about the character who displays it and at which point in the book.

1. **existentialism: Each man exists as an individual in a purposeless universe, and he must
oppose his hostile environment through the exercise of his free will.

2. **nihilism: the belief that there is no meaning or purpose in existence

3. **solipsism: the theory that the self is the only thing really existent

4. heroism: qualities of bravery, noble action; admired by others

5. nationalism: patriotism; national interests are most important

6. imperialism: an empire of many nations and areas all controlled by a central government

7. objectivism: the doctrine that stresses the objective reality of all that is known or perceived (an
object as distinguished from something existing only in the mind)

8. materialism: the doctrine that matter is the only reality and that everything in the world,
including thought, will, feeling, can be explained only in terms of matter; comfort, pleasure, and
wealth are the only or highest goals or values

9. anarchism: all forms of government interfere unjustly with individual liberty and are,
therefore, undesirable

10. dogmatism: dogmatic assertion of opinion, usually without reference to evidence

11. determinism: everything is entirely determined by a sequence of causes—choice of action not
free, but determined by a sequence of causes independent of will (mechanical)

12. isolationism: stay out of other’s area

13. empiricism: in philosophy, the theory that sensory experience is the only source of knowledge;
dependence of a person on his own experience and observation, disregarding theory, reasoning,
and science

14. pessimism: the doctrine or belief that the existing world is the worst possible; belief that evil
outweighs good; the practice of looking at the dark side

15. mysticism: doctrine that it is possible to achieve communion with God through contemplation
and love without the medium of human reasoning; achieving spiritual truths through intuition

Monday, November 19, 2012

Beowulf Test

-Beowulf test today

All--Read Grendel chapter 1; other class' homework for e.c.
AP--Packet (1 hr MCs, 40 min essay)
Honors--Free Response

Sunday, November 18, 2012

Honors and AP Response

Journal Entry: Your take on the American Dream

             The American Dream is not a static part of American history.  Although it has some easily nameable components, it varies from time period to time period and from person to person.  The variations of these dreams can be seen in media, including pieces of literature.  The personal history and culture of the authors help them to develop their own, distinct visions.

Task:  For this assignment, you will be considering what the American Dream means to you.  What is the American dream from your perspective?  How would you define it?  How do you see it actualized (or not)? 

In answering these questions, consider society today as well as your own background.  Since you will have the break to work on this, you should take the opportunity to talk this over with your family members.  What has their journey in American been like?  How has it affected yours? You may want to take this opportunity to write something that you can give as a gift to a relative or loved one. 

Due Date:  Monday, November 26th in class


*Answer the prompt set forth in the task.

*Make sure to frame your answer with some self-reflection on your background and/or contemporary culture. 

*Complete your response in at least one page (and no more than four). 
(Note: This is with 12 pt. Times New Roman font, double spacing, and 1 inch margins.)

*Use the conventional standards for written English.

Friday, November 16, 2012

Introduction to the AP Exam

-Bell Work (Didactic, Hoary)
-Vocab Quiz
-Description of the AP Exam

  • 46 multiple choice questions
  • 3 essay questions (1 based on a given poem, 1 based on a given prose passage, 1 based on your outside reading of choice, but focused on a certain idea)
  • 1 hour for the multiple choice; 2 hours for the essays
  • Refer to your sample packet
-Study for the test on Monday
-AP--Practice Packet and 1 essay question using a text we have read in class (due after break)
-Honors Open Response (I will post the general guidelines for this sometime tonight)  (due after break)
-Extra Credit--Do the HW provided for the other class
-Grendel--Read Chapters 1 & 2 (due after break)

Station #2 Answers

These are the answers for the Station #2 Quiz.  Please attempt to take the quiz and find the answers on your own before looking at these.  Doing so will help you to review the last section, on which there will be similar multiple choice questions.

1.  C
2.  A  (If you put D, think about what makes Beowulf different than Grendel)
3.  C  (He is both a thane and a kinsmen--p. 88)
4.  D (yellow timbered is a nice example of kenning)
5.  C or D depending on which part of the text you were looking at
6.   I had B in mind because Wiglaf ultimately uses the sword to kill the dragon (his shield is destroyed in the fire...but I think the question may be confusing because the attacks from the dragon are started by the mystery person stealing the jeweled cup from the hoard)
7.  C   (2650 makes it pretty clear where he stands)
8.  C (50 is a common number in the text)
9.  C  (similar to Shield's pyre)
10.   B  (He is a perfect exemplar of Anglo-Saxon heroic least for the portion of the text for which we know him)

Station #2 Quiz

Part III Quiz-Beowulf
1. ______ For how many years did Beowulf reign over his people?
a. 30 Years
b. 40 Years
c. 50 Years
d. 60 Years
2. ______ Why couldn't Beowulf fight the dragon with his hands?
a. The dragon breathed fire
b. The dragon was too hot
c. The dragon was scaly
d. The dragon was dangerous
3. ______ Who was Wiglaf?
a. A servant
b. A relative of Beowulf
c. A messenger
d. An encourager
4. ______ What was Wiglaf's shield made of?
a. Copper
b. Iron
c. Steel
d. Wood
5. ______ What was the water Wiglaf got used for?
a. For Beowulf to drink
b. To douse the flames
c. To wash Beowulf
d. To revive Beowulf
6. ______ What item was used as a beacon for Wiglaf's path?
a. A jeweled cup
b. A sword
c. A goblet
d. A banner
7. ______ According to Wiglaf, what is better than living a cowards life?
a. Getting wounded
b. Going into battle
c. Dying
d. Treasure
8. ______ How big was the dragon outspread?
a. 30 feet long
b. 40 feet long
c. 50 feet long
d. 60 feet long
9. ______ What items did the people put in Beowulf's funeral pyre, or pile
of combustibles?
a. The dragon
b. His armor
c. The treasure
d. Books
10. ______ What are the best adjectives to describe Wiglaf?
a. Stubborn and savage
b. Courageous and loyal
c. Loving and generous
d. Harsh and ferocious

Thursday, November 15, 2012

Beowulf Review

Bell Work (Dialect, Sycophantish, Diction, Duff)
Review of the Christian symbolism:

  • humble in comparison to Beowulf (placement in the text)
  • endings (Wiglaf v. Beowulf)
  • dragon (symbol for sin; Beowulf's pride in his old age/gold lust at this point)
Review Stations:

  • Six stations
  • Covers parts of the text with which we are struggling
  • Please label which station you are at

AP Response "Dracula's Guest" due Monday
You should have finished Beowulf already.  If you have not, it would be wise to do so before Monday's test.

Beowulf's Transcription

-Bell Work (Description, Docile)
-Free Write "Is there a Christian moral to the ending of Beowulf?"  (Consider Beowulf's ending as well as Wiglaf's feat).
-Discussion about transcriptions and what they are
-Presentation of Friday's Group Work

AP Response Paper on Bram Stoker's "Dracula's Guest"

Friday, November 9, 2012

Christian Translators and Beowulf

-Bell Work (Denotation, Heifer)
-Vocab Quiz
-Christian/Pagan Contrasts Close reading

  • What is your section saying?  What is its message?  At which point in the text does it appear (with what content is it juxtaposed)?
  • How does this section contrast with the pagan idea of fate (if it does)?
  • What literary elements are used in your section?  How do they complement the text or elaborate on the ideas presented within it?
-"Dracula's Guest" Response due Friday
-Start thinking about Beowulf on trial and what details you might pick out

Thursday, November 8, 2012

The Origins of the English Language

-Bell Work (Deduction & Wane)
-Reading "The History of English and Language Change" and
Questions:  Where did English come from (focus on the Anglo-Saxon influence)?
                  How has English changed recently?  What caused thee changes?
-Free Work time

-Finish Beowulf
-"The Raven" Response due tomorrow!
-Vocab Quiz tomorrow!

History of English Site

Wednesday, November 7, 2012

Characters and Contrasts in Beowulf (Day 2)

-Bell Work (Flush, Deconstruction)

  • Do you see contrasts among the characters?  Which?
  • Are the contrasts only apparent between characters in different columns?
  • How so/not?
-Group Discussion
-Continuation of Reading

-Finish reading Beowulf for Friday
-Vocab Quiz will be on Friday
-"The Raven" Response due Friday

Monday, November 5, 2012

Contrasts in Beowulf

-Bell Work (Consonance and Rampant)
-Characterization chart

  • 2 humans
  • Grendel
  • Grendel's mother
-Five points per section (trait, how exemplified (in own words), line number)

-Finish the chart
-Read up to p. 86 (we will be finishing the poem for Thursday's class)

Friday, November 2, 2012

Grendel's Defeat

-Vocab Quiz
-Vocab Bell Work
-Grendel Depictions discussion
-Discussion of the previous night's reading

-read up to p. 69
-Poe response due Friday

Thursday, November 1, 2012

Beowulf's Arrival

-Bell Work Catch-up: (Comic Relief, Tackle, Balm, Conflict, Connotation, Dole)
-Beowulf prologue review
-Continue from the introduction of Grendel:

-Annotated illustration of Grendel (with no less than five textual references to support your creation)
-Read to p. 51
-Vocab Quiz tomorrow

Wednesday, October 31, 2012

Happy Halloween!

-Bell Work (Colloquial, Furbish)
-"The Raven"  Vincent Price Reading
-Discussion of authorial word choice and its impact on tone/mood
-Other literary elements discussed

-"The Raven" response (all, due next Friday)
-Beowulf Questions (due tomorrow; check the last post if you were not able to find them before)

Beowulf Questions

1.  Who is Shield?  What type of leader is he?  What was unusual about the way he came to be a ruler?

2.  Lines 26-52 describe Shield's funeral.  What were the funeral customs of this time?  What do these customs reveal about the Danes and the respect they had for authority?

3.  Who is Hrothgar?  What is his relationship to Shield?  Why does he build the Great Hall?  What does Hrothgar name the Great Hall?

Thursday, October 25, 2012

What Makes a Hero?

-Bell Work: Character, Wax, Characterization, Prudent
-Finish Anglo-Saxon Notes
-Short video on the Anglo Saxons in Britain:
-What is a hero?

  • Discussion Questions
  • Are our previous protagonists heroes?
-Finish your Oedipus Essays

Introduction to Beowulf

-Bell Work: Causal Relationship, Foundling
-Beowulf in a nutshell:
-Notes on Beowulf: Setting, Origin, How it is Written, Additional Terms, Themes, etc.

-Work on your essays (due Monday!!!)

Monday, October 22, 2012

Anglo-Saxon Poetry

-Bell Work (Cacophony, Clique)
-Vocab Quiz  (for this unit, we will be using Beowulf vocabulary in place of SAT terms)
-Introduction to Anglo-Saxon poetry (literary terms & their use)
-Analysis of Exeter Book Riddles (alliteration, kenning, caesura)

-Finish analyzing Exeter Book Riddles (you should look at at least 5)
-Write your own riddle

  • Use alliteration, kenning, and caesura
  • If you get stuck, think of what you want to describe first
  • If you are feeling up to it, try to write your riddle so that it is tricky (think about the bawdy examples in the previous post)

Anglo-Saxon Riddles

The following links will send you to sites that you can use to complete your worksheet.  Make sure to write down the number of the riddle.

In addition to what you are asked to do on the sheet, make sure to note the subject and a guess at the answer to the riddle (the answer might be listed, but try not to cheat).

Site 1--

Site 2--  (Warning: this site contains the double entendres).

Thursday, October 18, 2012

Oedipus Essay Workshop

-Bell Work: Begging the question & Venerable
-Review of essay topics for the Oedipus Rex unit
-Scavenger Hunt Completion
-Essay Workshop

-Oedipus Rex essays will be due on October 29th

Oedipus Citation Examples

This source has an example of the use of certain lines in in-text citations as well as an example of a works cited page.  Both include examples from Oedipus Rex.

Wednesday, October 17, 2012

Oedipus Rex Scavenger Hunt

-Vocab: Backing, Alien, Balance, & Nestle
-Due to your sparkling performances in the Dionysia, you will have a lit. term scavenger hunt in lieu of a test.

-You can work on the scavenger hunt some more (you will have class time tomorrow)
-Be ready to work on an essay for the Oedipus unit that you will start in class

Monday, October 15, 2012


**Dionysia Performances Today**

Remember: Response Papers are due on Wednesday!


**Dionysia Performances Today**

Remember: Response Papers are due onWednesday!

Friday, October 12, 2012

Dionysia Workshop Day II

Bell Work--Authority and Belittle
Vocab Quiz
Dionysia Workshop

-Continue with your Dionysia plans
-Study Oedipus Vocab
-"A Good Man is Hard to Find" Response (all, due Wed.)

Wednesday, October 10, 2012

Dionysia Workshop and College Essay Tips

Bell Work--
1. assonance
2. provocative
3.  asyndeton
4. merge

Dionysia Workshop

AP/Honors English
Ms. Hoffmann

Our Own Dionysia

Picture it: Athens, Greece, 429 B.C.E.  Spring just has arrived, which means that the Dionysia is approaching quickly.  The atmosphere is festive with preparations for the religious festivals and the playwriting competitions.  You are signed up for the latter.  You are preparing to present your interpretation of one of the final scenes of Oedipus Rex with the hopes of finally coming in first place and helping Sophocles to defeat the long-time, fan-favorite, Aeschylus. 

1.      Get into groups of five
a.       You should form these groups around people who want to have large roles.  Remember: you will need three main actors for each section. 
b.      The other members of your group will make up the chorus, including the role of Choragos.
2.      You will be assigned to perform either Act 4 or the Exodus
a.       …as well as the odes affiliated with each. 
3.       Assign Roles within your group
a.       Suggested Roles
                                                              i.      Costume Designer: No, you are not expected to come in here wearing a toga and clothing authentic for 429 B.C.E, but you should have masks appropriate for your three main characters (in keeping with traditional Greek theater).
                                                            ii.      Set Designer:  You should have someone decide how you are going to arrange the classroom, represent the chorus space, and represent the skene.  (Remember: the skene is usually the front of a palace and it has 2-3 doors through which the actors enter.  You do not need functional doors, but you should have some sort of picture of what this would look like that you can either project or draw on the white board).  You also may want to use your set designer as the manager of the props that your main characters will need.
                                                          iii.      Major Actors (x 3):  As a major actor, you will be expected to have your lines ready.  You do not need to have them memorized, but you should not be carrying around your textbook.  You may want to hide copies of them skillfully inside of a prop.  In the actually delivery of the lines, you should bring the drama and emotion that is inherent to them.  (Sophocles should weep to see your beautiful performance.)  You will want to act “big”…after all, if this performance was in an amphitheater, you would need to make sure that those of us in the cheap seats can understand your performance. 
                                                          iv.      Chorus: You likely will need to use your costume and set designers for this role unless you record something to use ahead of time. 
b.      Suggested Order of Tasks
1. Read your section alone
2. Get together and make sure that you are on the same page
3.  Once on the same page, decide on a common vision for your section
4.  Divide up the roles and tasks—think about your strengths and what materials you have available to you
5.  Presentation day
4.      Once you have prepared to present you have a couple of final tasks…
a.       Write a 1-paragraph summary of your section for the class
b.      Write a 1-paragraph rationale about how the choices that you made in your role fit with ancient, Greek theater.  (Remember, our goal is to be as accurate as possible and to showcase what we have learned about the origins of western theater within this performance). 
5.      Grading
a.       Individual Grade: Based on your contribution and how it fits with what we learned
b.      Group Grade: Based on the performance and its aesthetics as a whole

Monday, October 8, 2012

Oedipus as a Tragic Hero

-Are you a tragic hero?
-Review of the six components of a tragic hero
-T-Chart: Oedipus as a tragic hero

-AP SOAPSTone due Wednesday
-Read Scene 3 & Ode 2
-Bring what you need to work on your Dionysia scene on Wed.

Friday, October 5, 2012

Oedipus & SOAPSTone Review

-Vocab Quiz
-Bell Work--Argumentation & Stagnant
-Dramatic Irony Review: What examples did we find?
-Reading Scene 2 & Ode 2

-SOAPSTone on "The Lottery" due on Wed
-Finish reading the second section and answer the questions at the end of the text

SOAPSTone (How to think of each section for short pieces of fiction):

S(peaker)--Think of what point of view the story is being told from.  Is it from the point of view of a certain character/is that character the narrator or not?

O(ccasion)--Think of this more in terms of setting.  What is the time period and the location?  Why is story written with this particular setting as opposed to another one (whether it be the same place in another time or a different place altogether).

A(udience)--Make sure that in this section that you answer who you think the piece is written for and how you can tell.  You also should touch upon what mood is created for the audience (this will help you to distinguish mood from tone).

P(urpose)--Why was this piece written?  What is the story's message?

S(ubject)--You may have addressed this in answering the other questions, but try to pull it out here again.  This section does not have to be long.  Also, touch on whether the subject is stated directly or indirectly.  In fiction written, it likely will be the latter, so you do not have to go into much detail here.

T(one)--What is the attitude of the author?  This is NOT the attitude or tone of voice of a character or even the narrator.  In answering this, focus on diction, syntax, structure, and imagery in order to help you.

Do not forget your one paragraph touching on a single literary device.

Other pointers:
-PROOFREAD and make sure that your sentences make sense
-Avoid colloquial speech.  This is not a formal essay, but try to make it sound a bit more academic.
-Include your own thoughts.  I read a lot of papers that had thoughts that obviously were researched.  That is fine, particularly if you are looking up information about a certain literary trend.  However, if you are doing research, even if you are not quoting from the piece that you used, you should still be citing it.  ...I would prefer if you used your own thoughts about the text, especially if you are taking the AP exam since you will not have the benefit of the Internet when you sit down to take this test.

Thursday, October 4, 2012

Oedipus and Dramatic Irony


  • Bell Work--Argument & Superfluous
  • Irony Review
  • Irony Detectives Worksheet
    • Dramatic Irony (You have some knowledge that another character does not/the ending is not a complete surprise for your/but you may feel some sense of suspense as you wait and wonder how something will turn out the way that you know it will)
    • Situational Irony (You are along for the ride with the rest of the characters...the ending is the opposite of what you expect it to be)
  • Reading Scene 1 and Ode 
  • Finish the reading
  • Find three examples of dramatic irony.  Explain their significance.  

Wednesday, October 3, 2012

Acting out Oedipus Rex

-Bell Work: Antithesis & Domicile

-Reading Oedipus Rex--The Prologue and the Parados (this is when the chorus enters)
Strophe--chant while moving to the right
Antistrophe--chant while moving to the left

-Choose three of the five questions to answer
-You can bullet your points, but you need to pull out specific, textual evidence to support your claims

Monday, October 1, 2012

Jigsaw Continued

-No Bell Work for today
-Jigsaw presentations continued
-Anticipation Guide

-No HW for tonight
-AP complete SOAPSTone if you have not

Greek Theater Jigsaw

Bell Work Words:

Presentation Work Time

-Sphinx Presentation

Thursday, September 27, 2012

Background to Greek Theater

-Bell Work: Annotation & Bole
-Notes on Sophocles and the Greek Theater
-Video Notes--What did the Greek Theater look like?  Stages in the Greek Theater.

-Jigsaw Activity
  • Get into pairs
  • Choose an article
  • Read it and prepare to present on it
-Prepare to present tomorrow (you will only have about 20 minutes to finish up what you have left to do)
-Homework-->AP SOAPSTone on "The Lottery"

Wednesday, September 26, 2012

Introduction to Greek Culture

Bell Work--Anecdote & Jubilation
Homework discussion--Which other video did you pick?  What elements of American culture did you see in the video?
Greek Culture Reading Packet

  • 3 major facts from each section
  • 2 questions or comments
  • 1 fact that you find most interesting
Finish the packet notes
"The Lottery" SOAPSTone (AP only) due next Wed.
Vocab test on Friday

Introduction to Oedipus and Reading for Cultural Influences

-Vocab Quiz
-Bell Work: anaphora & aberration
-YouTube Clips

  •  Killers' "Runaways"
  • The Great Gatsby (2012) preview
  • Rammstein "Amerika"
-While watching these fill in the chart including the name of the clip, the elements of American culture that we see in it, and what images/dialogue/lyrics contribute to it.

-Complete the chart with another video of your choice (remember you need at least one element of American culture for the middle column)
-SOAPSTone Packet due tomorrow
-Our next vocab quiz will be this Friday

Friday, September 21, 2012

SOAPSTone Intro and Style Guide Edits

-Vocab Catch up
-SOAPSTone Handout and Review
-Style Guide
     -Read the other sections
     -What do you like?  What do you find confusing?

-Edit your section based on the comments provided by your peers
-Study for Vocab (Mon.)
-SOAPSTone of "Miss Brill" (Wed.)

Thursday, September 20, 2012

AP Boot Camp Test

-Work on the unit test
-Finish your sections of the style guide

-Finish the sections of the style guide that you are working on.
(Tomorrow we will review one another's sections and offer our thoughts and tips)
-"Miss Brill" reading for your SOAPSTone Assignment (due on Wed.)
-Vocab Quiz moved to Mon.

Wednesday, September 19, 2012

Style Guide Day 2

-Bell Work (postponed--quiz might be pushed back)
-Review test topics
-Work on style guide (finish first two, and choose a third topic)

-All--Read "Miss Brill" for SOAPSTone piece.  (We will review SOAPSTone on Friday, and the paper will be due on Wednesday rather than Monday)

Monday, September 17, 2012

AP/Honors Style Guide

Bell Work--

Group Style Guide--
*Sign up for two sections to research
*No more than two people per section
*Fill in with enough details and tips that it would help another person writing a paper

*Review for Thurs. Bootcamp exam
*Review for Fri. vocab exam
*SOAPSTone Assignment for all on Mansfield's "Miss Brill" (p. 182)

Friday, September 14, 2012

Gallery Walk Review of A Thousand Acres

-Vocab Quiz
-Jackie leading Bell Work
-Gallery Walk Review

  • Characterization
  • Theme
  • Point of View

AP--Complete SPOTTTS for "Ballad of Birmingham"
All--Study for Thursday's exam

Thursday, September 13, 2012


-Theme Notes
-Looking at theme in "Once Upon a Time"
-Crafting thematic statements (be sure to follow the rules that we talked about in class)

-Read Joyce's "Evaline" p. 218
-Write two different thematic statements for this story
-Quiz tomorrow (4 terms)
-Unit test next Thursday

Wednesday, September 12, 2012

Rearranging Plot

Goal: To understand the purposeful arrangment of plot at a deeper level.  To understand how arrangement affects the emphasis of certain plot pieces. To think about how we can consider arrangement whether we are writing a short story or an analytical essay. 

-Group rearranging of plot events in "The Short Happy Life"
-Group sharing of the significance of the changes
-Essay handbacks

-Hang on to the "Once Upon a Time" notes/review the reading if you have not
-AP: SPOTTS assignment on "Ballad of Birmingham" (p. 728) due Mon
        -->Write 2-3 paragraphs instead of the one
        -->One of these paragraphs should be an introduction that contains a concise thesis
        -->Try to touch on just one literary device.  Do not try to cover more than two

Monday, September 10, 2012

AP Bootcamp: Plot

-Review "The Short Happy Life..."
-Label the major plot events
-Notes on plot (review)
-Rearranging Plot & Meaning

-Read "Once Upon a Time"
-Take notes focused on theme

Friday, September 7, 2012

Journal Responses and Other Housekeeping

-Review Bell Work Assignment
-Review Journal Response Assignment
-Sample student response-->What works?  What doesn't?

-Complete yesterday's homework if you did not
-Complete the SPOTTTS exercise for "An Athlete Dying Young"

Thursday, September 6, 2012

Marking up Text

I thought that I would post this to help you understand the purpose of marking up text a little bit better:

This comes from the AP site and it gives a great idea of the type of markups that you should be doing when you read.

Point of View

-Review Text Marking
-Review "A Rose for Emily"
-Talk about Faulkner and Southern Gothic
-Catch-all: handouts, bell work expectations, etc.


Reading from Perrine's Hemingway short story
Take notes based on plot like we did for bell work

Wednesday, September 5, 2012

Fish Bowl on Lear

Today, we are going to practice how to discuss a text at a college-level.  We are going to work on becoming more aware of the way that we speak about literature.

-Housekeeping issues

HW--Tomorrow, we will continue on with bootcamp.  Read "A Rose for Emily" and explain how point of view functions in the text.  (Please write this out to hand in).

Friday, August 31, 2012

Save the Last Word for Me

Good Morning,

-Review of the 5 parts of a tragedy
-Active listening exercise with your assigned character

-Complete a paragraph for each of your assigned questions on King Lear
-Remember to finish your "A Million Words or Less" assignment

Coming up:
-Another active listening exercise
-Sign-ups for the different bell ringers
-A Thousand Acres
-Beowulf & Grendel

Thursday, August 30, 2012

AP Bootcamp: Tragedy/Characterization

Today, we are going to start our AP Bootcamp with our summer reading, King Lear.

Bellringer: Is the tragic figure a result of his own flaw or fate?
-We said:
  • He could be either
  • It could be the result of how others around him acted, not his fault.  An example of this is how Cordelia did not express her love for the King, which he did not expect.
  • It could be the result of a flaw.  Lear acts rashly in how he divides up his land, and he is quick to banish Cordelia and Kent.

  • Tragedy's progression throughout the ages
  • The five stages of action in a Shakespearean Tragedy
Understanding the structure of King Lear, we went on to review our first literary element, characterization.  In order to this we thought of characterization through the analogy of a river.

1. Complete the worksheet for a character from King Lear.  Make sure to include quotes and specific examples to back up the aspects that you choose for that character.
2. Review the five stages of action in a tragedy, and explain how each act in King Lear fits these stages. 

Wednesday, August 29, 2012

Welcome to AP English/Honors World Literature!

Welcome to AP English/Honors World Literature!

I am looking forward to a great year.

Today's agenda is:
-Syllabus Review
-What's ahead
      -General Assignments
       -Upcoming Units
       -What you need to do now

-A Million Words or Less (due the day you get back from the long weekend)
          **Do not forget to have your parents sign this!  There is no line for this signature
-Complete the Finder Binder Sheet
-Review King Lear (we will start extensive discussions tomorrow)