Grade 12

• Discussion on what the 'signature style' of an author is, and related this to Vonnegut's "Harrison Bergeron."
• Began reading "Teddy" by J.D. Salinger. Students are to annotate with the idea of a signature style in mind. Read to the top of the second page, third paragraph down. Write a brief reaction in notebook. (Note: This is a 16+ page short story, which will be read in chunks. Each chunk will have its notebook reaction, and a response paper will be written when done.
• Tomorrow, this first section will be discussed in small groups, then as a large group.

Grade 10

• Read the end of the book aloud. Discussed the significance of the conclusion.
• Tomorrow will be a catch up day. Anyone behind in the reading and reading logs will have that time to gain ground.
• Wednesday: I will be out. Essays will be written in class.
• Thursday: Multiple choice exam and finish essays. Final check of reading logs.

Grade 12

• Read "Harrison Bergeron" by Kurt Vonnegut.
• Annotate for the purpopse of constructing a tightly focused thesis question.
• Tomorrow, will write a response paper supporting that thesis.
• Research paper due date: 5/24
• Portfolio due date: 6/8 (Note: This is the last day of classes. If your portfolio is done prior to this, you may hand it in. Otherwise you will have to get it from me during Regents week and finals.)

Grade 10

• Review the end of chapter 11
• Discuss literary elements, especially the symbolism in the destruction of the conch, the death of Piggy and the behavior of Roger.
• Note: We will be finishing the book by Monday or Tuesday. All reading logs must be finished and checked before the beginning of the book exam.

Grade 12

• Pd 1 and 5: discussed "The Parable of the Prodigal Son." Response paper due tomorrow
• Pd 3: We'll do this tomorrow and catch up. (No students due to Chamber of Commerce breakfast.)

Grade 10

• Journal: What happens at the top of page 173? What is the significance of this event?
• Read the rest of chapter 11 together.
• Reading log due tomorrow.
• Note: There is one chapter left. We'll finish the book by the endof the weekend and probably take the test on Tuesday. NO READING LOGS WILL BE ACCEPTED AFTER THE EXAM. You have between now and then to get caught up.

Grade 12

• Read and annotate "The Parable of the Prodigal Son"
• Reminder: Portfolio and Research Paper!

Grade 10

• LotF, Chapter 11 to the bottom of page 175 plus reading log

Grade 12

• Discussed the importance of using the tools we've gathered over the course of the year for writing a competent essay: The Seven Deadly Sins of Writng, reading your work out loud, having other people read your work, proofread/edit/rewrite. You always have the time to do this. Waiting until the night before the due date is not going to result in your best writing.
• Reviewed "The Language of the Birds", wrote an example intro paragraph for this story with a strong thesis statement. Discussed in groups.
• Began response paper. Due tomorrow.
• Group A journals due tomorrow.

Grade 10

• Went over quiz 2.
• Discussed the first half of chapter 10 in terms of plot, imagery and symbol transformation.
• HW: Finish chapter 10. Reading log. (Note: Reading logs will be checked tomorrow.)

Grade 12

• Dead Poet essays due Monday!!!
• Discussed the importance of a strong thesis statement in the intro of an essay. A thesis statement defines an essay's conclusion and provides the focal point for each body paragraph. An essay without a tightly focused thesis statement will be vague and tend to wander.
• In class journal: "What is the theme of "The Six Swans?" Write an intro pragraph with a strong thesis statement.
• Distributed "The Language of the Birds". The story was read and annotated in class. Symbols, metaphors, hero journey elements and atonement with the father.
• Dead Poets essay due Monday!

Grade 10

• Repeated the discussion of the importance of the thesis statement as above.
• Discussed chapter 9 with attention to the literary elements foreshadowing, symbolism and imagery.
• HW: Chapeter 10 to page 161.

"The Three Ravens" / LotF, The Killing of the Sow

Grade 12

• Discussed some of the imagery in "The Six Swans", reviewed 'reading into a story.' Collected response papers.
• Viewed a variation of this story, "The Three Ravens," part of Jim Henson's The Storyteller series.
• Reminder: Work on portfolio and research projects!

Grade 10

• Read and discussed The Killing of the Sow, chapter 8, pg 133 to 144 aloud. discussed the significance of the language, imagery and moment in the story.
• No assignament for tonight, but students who are behind in their reading need to catch up.

"The Six Swans" / LotF, Ch. 8A

Grade 12

• Response/Analysis paper on "The Six Swans" due tomorrow.
• Essay for The Dead Poet Society due Monday (4/30)
• Discussed instructions for research paper. Due mid to late May. Firm date to be determined.
• Note! This is TWO long range projects on your plate now. Your portfolio due date has been pushed back to June 8th. Manage your time efficiently and all will be well.
• Discussed the idea of folk and fairy tales in terms of mythic imagery. Students reread "The Six Swans" and annotated

Grade 10

• Quiz on chapter 5 and 6.
• Discuss the first half of chapter 8, esp. the significance of Jack blowing the conch and leaving the group
• HW: Chapter 9 plus reading log

TDPS ~ Finale / LotF, Ch. 7

Grade 12

Finished the movie. Below are the essay question options. Choose 1:

a) The Dead Poet Society contains many obvious mythic themes and illustrates, in the transformation of some of the main characters, the steps of the hero journey. As this is a ‘coming of age’ story, the theme of ‘atonement with the father’ is central. In a well developed essay of a minimum of 500 words, demonstrate your understanding of these concepts by explaining their application to this story. Make sure to use specific examples from the movie.
b) In a minimum of 500 words, write a personal reaction to this story. This essay should have a standard structure: Introduction/thesis statement, body paragraphs and conclusion. Specific details from the story are necessary in the development of your thesis statement.

• Research Project instructions will be given out tomorrow. The due date will be middle to late May. As a result, the due date for the portfolio project will be pushed back a week to the beginning of June. I'll give firm dates later.
• I will be out tomorrow. You will be given a short story to read, annotate and respond to. response paper due on Thursday. You have the choice of working on your TDPS essay or the short story in class.

Grade 10

• Discussed chapter 7 in class.
• Went over quiz 1.
• HW: Catch up!
• Finish chapter 8 in class with the sub tomorrow

TDPS V / LotF Ch. 5 and 6

Grade 12

• Viewed to 1:39:00
• Discussed the parallel narrative of Neil and Noks. Neils deception increases his challenges, Noks' integrity and courage decreases his.
• The paper for this movie will involve applying the hero journey and atonement with the father to the develoment of two or more of the characters in the story.

Grade 10

• discussed the changes of the beast, conch, fire, Jack and Ralph
• HW: Ch. 8 to bottom of page 134 plus reading log.

Drive By Posting!

Almost left the room without an update! So just quickly...

Grade 12

• Poetry/Lyric analysis papers due tomorrow. Copy of annotated poem is required with submission.
• Continued with The Dead Poet Society.
• Final requirements for the portfolio assignment has been distributed. Due May 31st.

Grade 10

• Today was an in-class reading day for students to catch up.
• Everyone should finish chapter 7 tonight.
• Reading logs through chapter 5 have been graded.
• Tomorrow we'll discuss chapters 5 and 6.

TDPS, III / LotF, Quiz and 3Q Assessment

Grade 12

"When you read, don't just consider what the author thinks.Consider what you think." ~Mr. Keating

"To strive, to seek, to find and not to yield." ~Lord Tennyson as read by Neil Perry

• Continued movie to 58:00
• Discussion, esp on the development of Todd and Neil.

Grade 10

Both classes: Read chapter 7 to pg. 116 plus reading log

Period 6:

• finish the constructed response to ch. 3 and 4 quiz
• Go over 3rd quarter assessment

Period 8:

• Start ch. 3 and 4 quiz\
• If time go over assessment

TDPS, II / LotF, Symbols and Quiz

Grade 12

• Review: We're wtaching this movie through the lens of the hero journey and atonement with the father. What elements and expressions of these ideas have we already seen?
• Continue the movie to the 36 minute mark.
• Note and discuss.
• Poetry/Lyric analysis due Fiday.

Grade 10

• List the symbols evident in the story so far. Have any of the changed?
• Quiz on chapters 2 and 3
• Note: Half of period  8 hadn't even finished chapter 4. Students read the book while I checked reading logs. Will do the quiz tomorrow.
• HW: Finish chapter 6 plus reading log.

The Dead Poet Society I / LotF Ch. 3 and 4

Grade 12

• Reminders: Group A journals due tomorrow. Be advised, this is a 3rd marking period grade for period three so it HAS to be in on time.
• Collected poetry packets.
• Reminder II: Poetry/Lyric analysis due on Friday. If you give it to me on Monday it will be considered three days late and that means a 35 point deduction.
• We began watching The Dead Poet Society through the lens of the journey of the hero in general and the conept of atonement with the father in particular. Watched the first 15 minutes today. Notes will be taken for each installment.

Grade 10

• Journals: Split the class into two groups; one wrote on chapter 3 the other on chapter 4. What was important in those chapters.
• Discussion followed.
• Tonight Read chapter 6 to page 103 plus reading log.
• Tomorrow: quiz ion chapter 3 and 4.
• Wednesday: go over 3rd quarter assessment.
• Reminder: Notebooks will be collected this week. Get your reading logs done!

"My Last Duchess" / LOTF, Ch. 2 continued

Grade 12

• Discussed "My Last Duchess" by Robert Browning. No response paper for this one, but should be signficantly annotated.
• Tomorrow: Write practice analysis paper in "The sick Rose." Due Thursday.

Grade 10

• Went over Julius Caesar multiple choice test.
• Discussed second half of chapter 2. 

"Comfortably Numb" / LotF, Chapter 2.

Grade 12

• Listened to the song (LINK)
• Small group discussion (some large group discussion)
• Response paper due tomorrow.
• A practice analysis essay on "The Sick Rose" will be written in class on Wednesday, due Thursday.

Grade 10

• Journal: What seems significant in the first half of chapter two?
• Discussion.
• Finish chapter 2 and reading log for hw.
• Looking ahead:
• Tomorrow we'll go over the Julius Caesar exam
• Wednesday with the subsitutue: chapter 3 plus reading log.
• Over break:
• Chapter 4:  pgs 58-64 plus reading log
• Chapter 4:  pgs 64-75 plus reading log
• Chapter 5:  pgs 76-84 plus reading log
• Chapter 5:  pgs 85-94 plus reading log
• All reading logs will be checked after vacation for 2 major grades.
  
  
  

"The Sick Rose" ~ William Blake / LOTF IV

Grade 12

• Collected response papers for "The Sick Rose."
• Large group discussion on this poem.
• The analysis paper exprections:
• No personal pronouns
• Strong thesis statement in intro paragraph.
• Instructed how to quote lines of poetry in a paragraph. (Seperate each line with a back slash.)
• Extended quotes (3 or more lines) should be block quoted, single spaced and indented.
• Each body paragraph should include quotes, interpretations and explanations to support the primary thesis.
• Enough should be written to prove the thesis. Conclusion shoud wrap the essay up.
• "Comfortably Numb" should be annotated for Monday.
• Analysis paper has been pushed back to 4/20.

Grade 10

• Reading log pg 17-27 (yesterday's reading)
• Discuss
• Character development of Ralph, Jack; symbolism of the conch
• Read rest of the chapter.
• Reading log
• Hw: Chapter 2, pg. 32- bottom of 38 plus reading log

"The Sick Rose" / LOTF III

Grade 12

• With the sub:
• Journal: What is the theme of Blakes's "The Sick Rose?"
• Small group discussion.
• Response paper.
• Read and annotate "Comfortably Numb."

Grade 10

• Journal: Predict Ralph's transformation.
• Go over the characterization of Ralph and Piggy.
• Discuss the symbolism of "the scar" and the "skull-like coconut shells."
• Chapter 1 page 17 to 21
• Reading log
• HW: Read to bottom of page 27.

"The Chimney Sweeper" from Songs of Innocence / Lord of the Flies, Chapter 1

Grade 12

• Discussed "The Chimney Sweeper" in small groups.
• Wrote response paper.
• Large group discussion
• HW: Read and annotate "The Sick Rose."
• Note: There will be a sub tomorrow while I am at a conference. Please follow instructions carefully.

Grade 10

• Continued reading TLOTF, chapter 1, to pare 17.
• Wrote reading log summary together (below).
• HW: Fill in characterization of Piggy and Ralph in reading log.
• Will complete log and chapter 1 tomorrow.

Lord of the Flies by William Golding
Chapter 1: “The Sound of the Shell”

Pg 8-17

3/28
Summary:

Two boys, Ralph and Piggy are stranded on an island because of a plane crash. Ralph tries to ignore Piggy, but Piggy who is fat, wears thick glasses and has asthma, keeps following him. Piggy wants to get the other boys together and organize, but Ralph keeps acting childish. Both boys are about 12.

They find a conch in a lagoon. Ralph blows it. Piggy thinks it can be used to call the others.

Literary Elements:

Character development:

Piggy:

Ralph:

Hamlet Exam Review / Lord of the Flies Intro

Grade 12

• Went over Hamlet multiple choice test.
• Hamlet essay rewrites due before spring break.
• Read "The Chimney Sweeper" from Songs of Experience. Discussed rhythm
• Journal: How are the two Chimney Sweeper poems different in tone and mood? How do you know.
• Small group discussion and response/reaction paper in class tomorrow.

Grade 10

• Finished up quarterly assessment.
• Introduced The Lord of the Flies by William Golding.
• Started reading chapter1. Will continue tomorrow.
• Note: If students keep up with the reading and th readong logs, they will have no problem passing the unit. But it will be a lot of work.

"So We'll Go No More A Roving" ~Byron / Finish JC Essay

Grade 12

• Journal: How old is the speaker in Byron's poem? How do you know?
• Collected reaction papers.
• Large group discussion.
• Small group discussion, "The Chimney Sweeper" from William Blake's Songs of Experience.
• Reaction paper due Monday.

Grade 10

• JC Essay NOT finished with the substitute yesterday. Worked on it today.
• Quarterly assessment on Monday.

"The Sound of Silence" / JC Exam Day II

Grade 12

• In class journal: What is the significance of the title?
• Housekeeping: Work owed, status of Hamlet essays.
• View Paul Sinon's performce of this song at 9/11 memorial at Ground Zero (LINK)
• Journal discussion.
• Group discussion: Primary images, possible meanings, theme, message.
• Objective is to construct personal meaning through metaphor/symbolism. Not necessarily a "right" answer, as long as meaning is constructed logically.

Grade 10

• Continue exam. Classes began essay if finished with multiple choice part of the test.

"The Sound of Silence" by Paul Simon / Quiz 4 and Essay prep

Grade 12

• Went over the new rules. See last post.
• Reviewed "Poem on an Underground Wall" from beginning to end. Discussed imagery, and underlying meaning through the lens of the hero journey.
• Introduced "The Sound of Silence." Students had time to read it through and begin annotating. Tomorrow they will review, modify annotations and then discuss their own interpretations in groups.
• If time, they will write a response paper on their thoughts regarding this poem. (1-1 1/2 pages handwritten single spaced.) Due Wednesday.

Grade 10

• Went over quiz for Act IV.
• Began planning the exam essay.
• Multiple choice exam tomorrow.

"Poem on an Underground Wall" by Paul Simon / Finish Julius Caesar, Start Video

Grade 12

Well, it seems to be that time of the year. While some of you continue to keep your eyes on the prize and maintain focus and intensity, others are starting to play the "senioritis" game which I have very little patience for. Coming to school late, missing deadlines or not submitting work at all. So...

New Rules:

• Assignments are due in class, not "by the end of the day."  No rewrites will be accepted for any assignment submitted after the class period it is due.
• Journals: Late points will be deducted if your journal is not in class the period it is due.
• One day late continues to be a 15 point deduction.
• Two days late is now a 25 point deduction.
• Three days late is a 35 point deduction
• Four days or more late will be assigned an automatic grade of 50.

Class:

• Continued Paul Simon's "Poem on an Underground Wall", analyzed through the lens of The Hero Journey.
• The purpose of the poetry unit is to develop the process by which deeper meaning can be constructed by logically analyzing figurative language.
• A major grade extra credit grade will be awarded to anyone who writes a competent analysis paper of this poem.

Grade 10

• Period 6: Read the final scene, began the video.
• Period 8: Watched the video
• Monday: Go over Act 4 quiz, start planning unit essay
• Tuesday: finish Unit exam.
• Wednesday: Unit Exam
• Thursday: Quarterly Assessment

Poetry Intro / Julius Caesar V.ii-iii

Grade 12

• Journal: Poetry, free association.
• Discuss
• How to construct meaning
• Poem: "Surrounded by Chicadees"; annotate, discuss

Grade 10

• Journal: What do you think the experience of battle is really like?
• V.ii: read and write in notebooks (very short)
• V.iii.1-50 (pd. 6)
• V.iii.1-90 (pd.8)

Computer Lab / Julius Caesar, V.i

Grade 12

• In computer labs to get Hamlet essays started.
• Warning: No personal pronouns, idioms, etc. Any outside resources must be cited correctly. This is a two grade paper which WILL be graded without mercy. :-)
• Deathline = Friday.

Grade 10

• Pd 6:
• Journal: freewrite
• Intro to Act V, read page 420, "Guide for Reading"
• Read scene 1. Consider the encouter between the 4 major characters. What is revealed?
• Summary/Analysis: Possible litereary elements: foreshadowing, characterization, symbolism, conflict
• Pd 8 (behind because of the assembly on Friday and the technical difficulties on Thursday.):
• Finish video and quiz.

Hamlet Exam / Finish Act IV Quiz

Grade 12

• Multiple choice part of the exam was given today.
• Will be in Mr. G's room Mon and Tues to work on essays. (Due 3/16).
• This essay will be held to a very high standard! Manage your time wisely to do your best work!

Grade 10

• 6th period finished the quiz, then we did some prep for the midterm assessment.
• 8th period saw the play preview. Will catch up next week.

Video Day II plus Essay Planning / JC Act IV Quiz

Grade 12

• Finished video.
• Essay planning: Students strongly encouraged to plan this essay carefully and begin gathering the citations necessay. If Sparknotes text is going to be cited, the citation should be annotated as follows: ex.: (V.ii.120,121sn)
• We will dedicate 2 days in the computer lab next week (Mon and Tues).
• Essay is due on Friday the 16th.

Grade 10

• After finishing the video, quiz was begin. Those who need more time will be given 10 minutes at the beginning of the period tomorrow.

Video Day!

Grade 12

• Went over Act 4 quiz.
• Started Act 5 video.
• We will finish the video tomorrow. The remainder of the period will be dedicated to planning the essay, which we will work on in the computer lab Monday and Tuesday. However, this essay will require very careful planning for it to be successful. The essay question MUST be chosen for tomorrow's class.
• Multiple choice part of the exam will be on Friday.
• The essay will be worth 2 grades. The multiple choice exam 1, and notes 1. That's 4 major grades being collected between now and the end of next week!

Grade 10

• Went over Act 3 quiz.
• Started Act 4 video. Will finish tomorrow and start the quiz.
• Notes need to be in good shape!

Goodnight, Sweet Prince / Julius Caesar IV.iii.239-307

Grade 12

• Finished the play!
• Discussed a lot!
• How is the story structure balanced?
• Hamlet's transformation, finally!
• Did the characters who died have to die?
• What conclusions can be drawn re the stories themes of revenge, justice and death?
• We'll go over Act IV quiz tomorrow and start the video.
• Thursday, finish the video.
• Friday, multiple choice test.
• Monday and Tuesday: computer lab to work on essay (due 3/16)

Grade 10

• Journal: How is Brutus his own worst enemy?
• IV.iii.238-307
• What qualities does Brutus show in the scene with Lucius?
• What purpose does the ghost serve?
• Go over Act III quiz tomorrow, begin video.

Hamlet V.ii. to 332 / Julius Caesar IV.iii.162-237

Grade 12

• Review: How has Hamlet's character evolved? What was the stimulus for this change? Discuss.
• Of all the principle characters, which has nothing to atone for?
• Analyze Hamlet's apology to Laertes.
• How does Laertes react to Hamlet?
• How dies the plan go wrong?

Grade 10

• Journal: How has your opinion of Cassius changed?
• Discuss and review play citations. For the l;ast quiz and the essay for the play, correct citations need to be given for each specific reference of the play. The format is (Act.scene.line numbers); (IV.iii.35-36) or (4.3.35-36)
• Read IV.iii.162-237
• Discuss: Why does Brutus not tell Messala about Portia? How do Brutus' and Cassius' fatal flaws reveal themselves yet again?

Well, Today was Peculiar.

Due to today's "disruption," only periods 1 and 3 were productive. We'll just regroup on Monday. If you owe Shakespeare notes, take advantage of the weekend to get them together and submit them on Monday.

Have a great weekend!

Hamlet V.ii / Antony's Funeral Speech

Grade 12

• V.ii 1-208
• Question to be discussed next time: Why Osric? What's Shakepeare's point with this character?

Grade 10

• Went over the Antony Funeral Oration assignment. Students had an opportunity to earn more points.

Hamlet V.i, Continued / Julius Caesar IV.iii

Grade 12

• Review.
• V.i.224-319 (end of scene)
• Great discussion on the multiple layers of this important section of this scene (Ophelia's funeral).
• Questions: What inspires Hamlet's behavior? Is he being genuine? How do you know? What is the nature of Hamlet's behavior? What has been revealed about Laertes? Why does Hamlet seem confused by Laertes' anger?
• Summary and analysis:  LINK
• Text and translation: LINK

Grade 10

• IV.ii review
• IV.iii - to the end.
• What has been revealed about Cassius?
• How is this scene similar to II.i.234-309? (Conversation between Portia and Brutus)
• Text and translation:  LINK
• Summary and analysis: LINK

Hamlet V.i, Continued / Julius Caesar Act IV.ii

Five week reports go out next week. There's only a marking period and a half left in the school year.

Grade 12

• Reminder about citing details for a dramatic work. Example: The skull the gravedigger hands to Hamlet belonged to Yorick, the king's jester (V.i.186-7). Citation can also be written as (5.1.186-7) Specific references to the play need a specific citation.
• Reviewed the beginning of the scene and compared the gravedigger's comments about Ophelia to Hamlet's 'To be or not to be' soliloquoy. Also noted the situational irony of the scene.
• Read and discussed V.i.168-223
• Hamlet's thoughts about death, since the death of Polonius, have become focused on the decay of the body instead of some uncertain afterlife, as is indicated by his thouughts about Yorick, Alexander and Caesar.

Grade 10

• Review IV.i. Further discussed the development of Antony's character.
• Read IV.ii
• What is Shakespeare's point in this short scene? What do you learn about the character of Cassius?

Hamlet V.i, Continued / Julius Caesar Act IV.i

Grade 12

• In groups, discuss and add to yesterday's summary and analysis. Then report to larger group.
• Distributed unit essay questions.
• Group A journals due the Tuesday after break. (2/28)

Grade 10

• Journal: Writing activity on page 404.
• Read "Conflict" and "Look for" on page 404.
• Read, discuss, summarize and analyze literary elements for IV.i.
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet V.i / Julius Caesar Act III Quiz

Grade 12

• Discussed analysis expectations further:
• Read and discuss V.1 up to line 167

Grade 10

• Quiz on Act III

Hamlet Act IV Video / Julius Caesar Act III video

Grade 12

• Went over Act III quiz
• Started Act IV video
• Will finish tomorrow, start quiz
• Collected group B journals

Grade 10

• Went over Act II quiz
• Started  Act III video
• Will finish tomorrow, start quiz

Hamlet IV.vii / Julius Caesar III.iii

Grade 12

• Review
• Finish scene iv; summary, analysis
• How does Ophelia's situation parallel and, in a sense, complete on of Hamlet's "inactions?"
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review
• Summarize and anlayze scene ii.
• Read, summarize and analyze scene iii.
• Finish Funeral Oration activity
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet IV.v.vi.vii / Julius Caesar III.ii

Grade 12

• Finished IV.v and vi
• IV.vii to line 144
• Ophelia and Laertes are both reacting to their father's murder. Compare theirs to Hamlet's.
• What can you assume about Hamlet's return to Denmark? Anything sketchy about the encounter with the pirates?

Grade 10

• Review: What is verbal irony?
• III.ii to the end.
• How does Antony manipulate the crowd?
• Begin activity: Highlight every line in Antony's Funeral Oration in which he's being ironic. (We'll summarize and analyze in notebooks on Monday.)

Hamlet IV.iv.v / Julius Caesar III.i

Grade 12

• IV.iv: What is theme of Hamlet's soliloquy?
• IV.v: How do Ophelia and Lartes react to the death of their father? Contrast Laertes and Hamlet.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Pd. 5: III.i: Lines 179 to 297. (end of scene). What do you learn about Antony?
• Pd. 8: III.i: Lines 254-297 (end of scene).
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet IV.i.ii.iii / JC III.i 122 - 183

Grade 12

• Review
• Begin Act IV with scenes i, ii and iii.
• Notes and anlysis for each scene.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review
• Do notes and literary elements for yesterdays reading:
• III.i Lines 1 – 121
  Summary:
  • Artimedorus and the soothsayer fail to warn Caesar.
  • Popilius gives Cassius the idea he knows about the plot. Cassius almost panics.
  • In the senate chamber, Metellus begs Caesar to pardon his brother.
  • C. refuses. Says no one can change his mind.
  • All the conspirators support Metellus, gather around C.
  • C. is killed.
  • Brutus has the consp. Wash their hands in blood.
  • The city is in a panic.
  Lit. El.
  • Imagery: bloody scene, enhances the shock
  • Plot: murder of C. drives the rest of the story
  • Mood: excitement, fear
  • Irony: right after Caesar describes himself as mighty and unmovable, he’s killed
• Read III.1 Lines 122 to 183
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet Act III Quiz / The Death of Caesar (III.i)

Grade 12

• Quiz,
• Collect journals

Grade 10

• Journal: Compare Portia and Calpurnia and their relationships with their husbands.
• Begin Act III, i lines 1-121
• collect notebooks

Hamlet Act III Video / Julius Caesar Act II Quiz

Grade 12

• Finished Act III video, with attention to the parallels between Hamlet's encounter with his mother and his encounter with Ophelia.
• Quiz and notebook check tomorrow. Notes should follow the list below:
• 1) i: 1-98
  2) i: 99-203
  3) ii: 1-97
  4) ii: 98-169
  5) ii: 170-296
  6) ii: 297-432
  7) iii: 1-76 (pds 3&5)
  8) iii: 1-103 (pd 1) 77-103 (pds 3 & 5)
  9) iv: 1-120
  10) iv: 121 - 240
  
  Grade 10
• Act II quiz
• Notebook check tomorrow

Hamlet III.iv / Julius Caesar II.iii

Grade 12

• Reminder: Group A journals due on Tuesday!
• Finished scene iv. Will view Act III tomorrow, quiz on Monday. I will also be checking Act III notes for a major grade.
• Summary and analysis: LINK
• Text and translation: LINK

Grade 10

• Review yesterday's reading; discuss literary elements: plot, suspense, character development, foreshadowing
• Finish Act II, scene iv; beginning to end
• Summary and analysis.
• Go over Act I quiz.
• Text and translation: LINK
• Summary and analysis: LINK

Hamlet III.iii-iv / Julius Caesar II.ii-iii

Grade 12

• Pd. 1: scene iii, 1-103
• Pd.s 3 & 5: scene iii, 77-103
• Summary/analysis
• All: Scene iv 1-120 (end at the entry of the Ghost)
• Summary/analysis

Grade 10

• Journ: What is Cassius' fatal flaw? Prove it!
• II.ii-iii (both scenes completed)
• Summary/analysis

Hamlet III.ii / Julius Caesar II.i

Grade 12

• III.ii, lines 297 to 432 (end of scene) (LINK start at line 256.)
• Pd. 3 and 5 also read III.iii to line 76.
• Review: Who was the play within a play primarily directed at? Evaluate Hamlet's treatment of both Ophelia and his mother. Note Hamlet's treatment of Ros. and Guild. and his sudden shift when Polonius enters. What does Hamlet mean by his final lines of the play?

Grade 10

• Journal: What is Brutus' fatal flaw? How do you know? This is a thesis/proof activity: define the flaw in the opening sentence, then prove it with evidence from the play.
• Read II.i, line 234 to the end of the scene. (LINK start at line 242)
• Discuss then summarize, analyze in notebooks.

Hamlet III.ii / Julius Caesar II.i

Grade 12

• Seniors! Welcome to your final semester!
• Group B journals due tomorrow!
• Read III.ii, lines 170-296
• Remember! Notes will be graded with bloodier pen next time around! I want to see a decent summary and thoughtful analysis.
• Go HERE for today's reading translation. (Begins with 'Enter Prologue' and ends on line 255.)

Grade 10

• Read II.i, lines 154 to 234
• Remember! Notes will be graded with bloodier pen next time around! I want to see a decent summary and thoughtful analysis.
• Go HERE for today's reading translation. (Starts on line 161, ends on line 241)
  

Hamlet III.ii / Julius Caesar II.i

Grade 12

• Clarification of notes was given. Notes need to be visibly divided into two sections: summary and analysis. Analysis must discuss the significance of some factor of the reading (think literary elements). Summary answers the question, "What happened?" Analysis answers, "So what?" make sure what you consider analysis isn't just summary discussion.
• Read and discusses III.ii, lines 1 to 97 with particular attention as to why Shakespeare spent so much time describing Hamlet's directions to the player and Hamlet's description of Horatio.

Grade 10

• Clarification of notes was given. Notes need to be visibly divided into two sections: summary and analysis. Analysis must discuss the significance of some factor of the reading (think literary elements). Summary answers the question, "What happened?" Analysis answers, "So what?" make sure what you consider analysis isn't just summary discussion.
• Notebooks will be collected on Monday.
• Read and discussed II.i, lines 1 - 154

Hamlet III.i (finish) / Julius Caesar Act 1 Quiz

Grade 12

• Finished scene 1. Reread the monologue and continued into Hamlet's encounter with Ophelia (LINK). Particular atterntion was paid to Hamlet's revelatory comments concerning his suspicion that they are being watched, the question of his sanity and love for Ophelia.
• Notebooks were collected to check notes. Notes have to be formatted with summary (What happened?) and analysis (What did you learn?) separated in some way. Summary is easy. I am more interested in your analysis.
• Notebooks and quizzes have to be done by Monday afternoon.

Grade 10

• Quiz on Act 1
• Notebooks will be collected tomorrow. All work needs to be in by Monday afternoon.

Hamlet III.i / Julius Caesar I.iii

Grade 12

• Read and discussed Act III, scene i throguh line 98 with particular attention paid to Hamlet's "To be, or not to be" monologue. (See post below for links)
• I will be out tomorrow. Here's the deal: I did not collect group B's journals today. Add three more entries for extra credit and I will collect them after Regents week (1/31). Same goes for group A except I will collect journals 2/7.

Grade 10

• Finished Act I, scenes ii and iii. If there wasn't enough time to summarize and analyze in notebooks, this must be done for homework. (See post below for links.)
• Watch Act I in class tomorrow. Take quiz on Thursday.

Finish Hamlet II Video and Quiz / Quatrterly Assessment

Grade 12

• Finish II.ii video. Discuss.
• Act II quiz.
• Group B journals are due on Tuesday.

Grade 10

• Quarterly assessment.
• Will finish JC scene II on Tuesday and take quiz.

Hamlet II Video / Julius Caesar I.ii

Grade 12

• Watched most of the Act II video. Will finish tomorrow and take the quiz.

Grade 10

• Continued with JC Act I, scene ii, lines 132-287 in the book. (Line 133 to 283 on Sparknotes. LINK )
• Summary and analysis in notebook. Finish for homework!

Hamlet II.ii / Julius Caesar I.ii

Grade 12

• Finish Act II, scene ii (lines 392 to the end)
• Sparknotes:  Flourish for the PLAYERS within
• Summary and analysis.

Grade 10

• Scene 2, line 1 to 131 (LINK  to line 135 on Sparknotes)
• Discuss
• summary and analysis in notebooks
• Quarterly assessment tomorrow

Hamlet II.ii / Julius Caesar I.i

Grade 12

• Returned and went over Act 1 quiz.
• Continued Act II, scene ii, lines 238-391 (LINK  Begin at line 212 on this website, to "Flourish for the PLAYERS within" on page 15.)

Grade 10

• Journal: free write
• Read Act I, scene i. (LINK)
• Copied summary and analysis to use as model. See below:
• Julius Caesar by William Shakespeare
  
  1/09/2012
  
  I.i
  
  Summary: The commoners are partying in the street. Julius Caesar is returning to the city after defeating Pompey, another Roman general. Flavius and Marullus, nobles, are upset at this. They send the crowd home, after trying to shame them for being so happy over Pompey’s defeat.
• Lit. Elements:
  
  Mood: Tense. The anger of the nobles, and happiness of the commoners is laying the groundwork for the story’s conflict. Also, the commoners are seen as easily changeable as they once loved Pompey, but now love Caesar, who has just killed Pompey. Setting: Street in Rome, February 15th
  

Hamlet II.ii / Julius Caesar Intro

Grade 12

• Began Act II, scene ii. Read two sections, summarized and analyzed each in notebooks: lines 1 - 182 then 183 - 237.
• Discussed character development of Polonius and Hamlet in particular.
• Text and translation: HERE
• Summary and analysis: HERE

Grade 10

• Introduced Julius Caesar. Discussed class obligations and historical context, expecially summary and analysis. Handouts will be given on Monday with specific directions.
• Students are encouraged to use outside sources to make sure they are fully understanding this story. When absent, students NEED to check this site for the day's reading and keep up by reading a good text translation HERE..
• Summaries, analyses and more can be found HERE. Use this source to add to your class notes in your own words. Do not copy from this site. I will be checking your notebooks and will know if you are.

Hamlet II.i / Poetry Exam Continued

Grade 12

• Read, discussed and took notes for Act II, scene i.
• Note: Modern translation of the text HERE. Summary, analysis and more to help you fully understand this play can be found HERE. I highly recommend using this resource to help you in understanding this story.
• Note II: I need to keep a copy of the myth projects. Please print out another copyfor me and I'll give you the graded one. If you didn't save it (For shame!), let me know and I'll copy it.

Grade 10

• Continued poetry exam. Any essays not finished will be due no later than Monday.
• We start Shakespeare's Julius Caesar tomorrow.

Hamlet Act I Quiz / Poetry Exam

Grade 12

• Finished Act I video
• Too quiz
• Start Act II tomorrow
• NOTE: If you missed the video, you may be able to find something decent on Youtube. THIS is pretty good, but the setting is different.

Grade 10

• Poetry Unit Exam: multiple choice and constructed respone today. We'll finish the essay, started yesterday, tomorrow.
• Note: Before the break, analysis papers for the poem "Metaphor" was collected. I do NOT have this assignment from TOO MANY students!

Hamlet Act I Video / Poetry: Unit Test Essay

Grade 12

• Began the video for Act 1
• Will finish tomorrow and take quiz

Grade 10

• Finished annotations and summary for "Shall I Compare Thee to a Summer's Day."
• Began essay for unit test. Will complete tomorrow.
• Vocabulary will be on the test! You are responsible for 1-30 on the vocab list.

Enjoy!

Merry Christmas

Happy Chanakuh

Super Solstice

Happy Holidays

Be warm. Be safe. I'll annoy your newsfeeds sometime next week. Haha.

Hamlet, I.v / "Shall I Compare Thee to a Summer's Day" by Shakespeare

Grade 12

• Finished scene 5. Discussed Hamlet's behavior with special attention to lines 189 - 192:

"Here, as before, never, so help you mercy,
How strange or odd soe'er I bear myself—(190)
As I perchance hereafter shall think meet
To put an antic disposition on— "

• Summary and analysis in notebooks.
• Will watch Act I after the break.
• Began Christmas episode of Sherlock Holmes, "The Blue Carbuncle." Will finish tomorrow

Grade 10

• Review poem; read aloud.
• Summarize/translate in notebook.
• Discuss, modify summaries
• Began Christmas episode of Sherlock Holmes, "The Blue Carbuncle." Will finish tomorrow

Hamlet, I.iv-v / "The Wind Tapped Like a Tired Man" by Emily Dickinson

Grade 12

• PSA: It is my experience that January starts the crash and burn season for some seniors. Stay focused, renew your determination. The second marking period ends January 27th which will arrive in the blink of an eye. Your senior year will then be half over. Keep your eyes on the prize, people.
• Read Act I, scene iv and scene v up to line 119.

Grade 10

• Journal: What is the tone, mood or feeling of "The Wind Tapped Like a Tired Man"? How do you know?
• Discuss
• If time, start "Shall I Love Thee..."

Hamlet, I,ii & iii / "The Wind Tapped Like a Tired Man" by Emily Dickinson

Grade 12

• Finished scenes ii (starting at line 204) & iii. (Scene 2, Scene 3)
• Summaraies and analyses in notebooks. What is learned about all three characters (Laertes, Ophelia and Polonius)?
• Collected group B journals.
• Extra Credit Opportunity! Memorize a minimum of any 15 lines from the play and do a class presentation for a major grade!

Grade 10

• Journal: personal entry
• Check for back work.
• Collect analysis of "Metaphor"
• Read, annotate and discuss in groups, "The Wind Tapped Like a Tired Man" by Emily Dickinson

Hamlet I.ii / "Metaphor" by Eve Merriam

Grade 12

• Act 1, scene ii lines 1-204 (Read translation HERE.)
• Group B journals due tomorrow
• Note: Group A journals will be due the day we get back from break. (1/3)

Grade 10

• Finish revising summary for "Miss Rosie" based on Friday's discussion.
• Read, annotate, sumarize "Metaphor" by Eve Merriam.
• Begin analysis. Finish for hw.

Computer Lab / "Miss Rosie" II

Grade 12

• Computer lab working on Monday's project.
• Checked creation myth annotations for a minor grade.
• Group B journals due on Tuesday!

Grade 10

• Journal: write from Miss Rosie's point of view.
• Discuss the poem, add to annotations, modify summary.

Hamlet, Act I, scene 1 / "Miss Rosie" by Lucille Clifton

Grade 12

• Continue intro. Read "Shakespeare's Hamlet" (pg. xiii in text) Briefly discuss.
• Read Act I, scene 1. (See tranlsation HERE.) Discuss as needed.
• Write summary and analysis in notebook.
• Note: Being in class and on time is critical for this unit. If you are absent, you are responsible for keeping up by reading the play (translation is fine) and writing the summary and analysis of that day's reading. These will be graded at the end of each act. Enotes has a decent translation HERE. Open the appropriate link on the left side of the page.

Grade 10

• Journal: personal writing
• Check practice analysis for "One Perfect Rose."
• Read, annotate "Miss Rosie" by Lucille Clifton
• Read aloud. Discuss in groups, tranlsate in notebooks.

Genesis 4, Cain and Abel / "One Perfect Rose" by Dorothy Parker II

Grade 12

• Discussed projects due Monday.
• 10 minutes in groups discussing the story. Each student was to generate at least one question.
• Large group discussion: Why did God reject Cain's offering? What is Cain's nature? What are the values implicit in this story?
• Analysis due tomorrow

Grade 10

• Group discussion of "One perfect Rose."
• Tomorrow, modify summaries, start practice analysis.

Genesis 4, Cain and Abel / "One Perfect Rose" by Dorothy Parker

Grade 12

• Review on the development of myth and the historical perspective of Genesis
• Read and annotate Gen 4
• Group discussion
• Large group discussion tomorrow.
• Analysis due Wednesday.
• Unit project distributed. Due Monday. See below:

Creation Myth UnitProject Options
Due date: 12/19

Maximum: Min 600 – Max 1000 words (Choose 1)

1. Write your own myth. This option should include expected elements; the creation of the world, cosmological structure, introduction of duality, etc. Consider the environment of the culture that would generate such a story. Sociological, psychological and cosmological implications should be implicit in the story.

2. Compare/contrast three or more of the stories studied in class. Analyze the symbolic significance of the imagery and how the imagery differs or parallels the imagery in other stories. Discuss the sociological, psychological and cosmological functions of myth explicit

3. Treat any one of these stories as a personal dream. Relate the story, modifying it as necessary, and analyze it in terms of its application to your own life. Be specific. Be descriptive.


4. Be the Devil’s Advocate: The serpent in the Garden of Eden demands a trial. Be the serpent’s lawyer and argue his case before a court. You may introduce elements from some of the other stories in his defense.

5. Design a creative project of your own. May be done in a group, but must be signed off by me.

Grade 10

• Show an example of a ctitical analysis of Danny Deever with attention to structure. (See the back of the poetry packet for an outline.)
• Defined lyric poetry as poems meant to express personal feelings.
• Read, annotated and translated "One Perfect Rose" by Dorothy Parker.
• Discussed in groups, modified translations.

Genesis III / "Danny Deever" IV

Grade 12

• Reminded classes of the goal of these analyses: sociological and psychological interpretation of metaphor and symbol.
• Read Gen 3 aloud. (Annotate!)
• Discussed in peer groups.
• Began group discussion. Didn't get further than the first paragraph.
• Continue tomorrow.
• Gen III analysis due Monday.

Grade 10

• Journal: personal writing
• Reread poem so far.
• Review, finish summary for stanza 3
• Close reading of stanza 4:
• silent read, annotate
• Read aloud, summarize.
• Discuss/modify summaries.
• Tomorrow: Summaries and journals will be checked for a grade.

Genesis I and II / "Danny Deever" III

Grade 12

• Review Gen 1 and 2. Discuss images not coveres yesterday.
• HW: Read and annotate Gen 3, bearing in mind that this is, arguably, one of the most important stories in Western civilization.

Grade 10

• Journal: personal writing.
• Reread and Review stanzas 1 and 2 of "Danny Deever."
• Read stanza 3 silently, add to notations. Take questions.
• Read aloud and summarize.
• Discuss.
• HW: read and annotate stanza 4

Genesis I and II / "Danny Deever" II

Grade 12

• Peer group discussion on Gen 1 and 2.
• Analysis due Thursday.
• Group B journals collected.

Grade 10

• Read, annotated, discussed and summarized first two stanzas of "Danny Deever."
• HW: Finish summarizing the second stanza if not sone so in class.

Genesis I and II / Hesperus Finale and "Danny Deever" I

Grade 12

• Reviewed the process of writing these analyses: Simplify image to its essesnce (archetype), predict a cultural value then societal behavior.
• Distributed Genesis handout. Read and annotate CAREFULLY chapters 1 and 2. Look for interesting imagery, process, etc. Compare the two chapters, how do the differences change the story's impulse?
• We'll discuss tomorrow and begin analysis.

Grade 10

• Journal: State the theme of "The Wreck of the Hesperus" and prove it using literary elements and specific details from the story.
• Intro "Danny Deever" by Rudyard Kipling.
• Read and annotate for HW.

Greek Creation Story II / "Wreck of the Hesperus" by Longfellow IV

Grade 12

• Distribute "Prometheus and Pandora" addendum to Greek Creation Story.
• Read and annotate.
• In peer groups, share annotations. Discuss in large group
• Analysis due Monday.
• REMEMBER: These are analyses, not summaries. The purpose is to interprate the imagery and predict how the story will impact the world view and values of the culture. 

Grade 10

• Review lines 65 through 76, annotate
• Students asked questions for these lines.
• Read lines aloud and summarized.
• Discuss, guided questions
• modify, add to summaries
• read to end of poem, annotate.
• same routine as above.
• HW: complete summary of poem in notebook

Greek Creation Story I / "Wreck of the Hesperus" by Longfellow III

Grade 12

• Shared the following piece: Who Are You? Writing personal statements doesn’t end with college applications.
• Returned the first analysis paper, collected the second.
• Began reading and annotating the Greek creation story. This is to be finished for HW and ready to discuss in peer teams tomorrow.  This is a much more complex story than the Haudenosaunee and Chinese stories. Prioritize what you're going to analyze. Remember not to try to rationalize the story line, but look for themes we've discussed in class.

Grade 10

• Journal: Describe a moment spent with someone important to you.
• Went over "Two Tramps" homeowork from earlier in the week.
• Continued "Hesperus." Read and annotated through line 76. No HW.
• Note: Summaries and annotations for "Two Tramps in Mud Time" and "Wreck of the Hesperus" will be checked next week.

Chinese Creation Story II / "Wreck of the Hesperus" by Longfellow II

Grade 12

• Extra Credit Opportunity! Write an analysis of one of the myths avaliable at the Mythic Journeys website HERE. (Only the red dots are active. From that link you can select a Wrod doc download or view the text with animation.)
• Discussed the Chinese Creation story, added to annotations.
• Analysis due tomorrow. Remember: analyze the imagery for symbolic/metapjoric meaning and then predict the values of the culture.

Grade 10

• Continued "Hesperus"
• Pd 6: Read, annotated, discussed and summarized through 48. Read, annotated and began discussing through line 64.
• Pd. 8: Read annotated, discussed and summarized through line 60.

Chinese Creation Story I / "Wreck of the Hesperus" by Longfellow I

Grade 12

• Distributed revised version of Chinese Creation Story. (There is a cool animation of the story HERE.)
• Read and annotated.
• Read aloud.
• Discussed in peer teams.
• Analysis due Thursday.

Grade 10

•  (Note: Last night's HW will be checked on Thursday)
• Began "Wreck of the Hesperus" by Longfellow:
• Read the first 5 stanzas (through line 20); annotating for literary elements and questions
• Summarized the story so far.
• Read these lines aloud; continued annotating.
• Discussed each stanza, adding to or modifying annotations.
• Add to or modify summaries.

Haudenosaunee Creation Story III / "Two Tramps in Mud Time" IV

Believe it or not the interim period ends December 16th. That's just over two weeks away. This marking period will pass by with great whooshing sound. Stay focused!

Grade 12

• Finished discussing the Haudenosaunee Creation Story. Began analysis which should address the elements (see below) and predict the nature and values of the culture that tells the story. Analysis is due no later than Wednesday.
• Note 1: For the rest of this unit I will be checking annotations for a minor grade.
• Note 2: You will be writing an analysis for each creation story for a minor grade.
• Note3: The Chinese Creation Myth in the packet is the wrong one! I'll give you the right one tomorrow.
• Group A journals are due tomorrow.

Haudenosaunee Creation Story Elements



Elements/Symbolism:
SkyWorld: heaven, cosmological function, age of innocence, fall from innocence, childhood

Celestial Tree (Shad Tree): Tree of life, knowledge of duality, duality is reconciled or balanced, axis mundi, spiritus mundi, world navel

Sky Woman: goddess, feminine impulse, creation

Pregnant: feminine impulse, creation, new life

Seeds: from the Tree of Life and are therefore divine, a blessing, grants divinity to the natural world, everything is sacred

Animal assistance: results in appreciation and respect: sociological function.


Muskrat/Otter: hero qualities

Turtle: sacrifice, hero qualities, indebted to it, it supports us, it’s alive

Sky Woman’s daughter: feminine impulse, curiosity, forbidden thing, gives birth to duality, Mother Earth

First death: duality, sacrifice

West Wind: masculine impulse

Right handed twin: light and day, good, life

Left handed twin: darkness and night, evil, death

Three Sisters: feminine impulse, nurtures life, sacred food

Tobacco: communicate with the Creator, metaphysical function of myth

Grandmother Moon: feminine impulse, controls feminine cycles, metaphysical function

Caves: subconscious, hell


Grade 10

• Journal: Select an event from the past weekend and describe it in detail.
• Finished "Two Tramps in Mud Time".
• Make sure summary is finished and the poem in annotated.
• HW:  Critical Thinking 1 and 2 in notebook.

Haudenosaunee Creation Story II / "Two Tramps in Mud Time" III

Everyone have a great and safe Thanksgiving!


Grade 12

• Broke down the Haudenosaunee Creation Story into its symbolic/metaphoric elements and assigned meaning and significance to each. Analysis paper will be due a week from tomorrow (11/30)
• Myth analysis papers are due next Monday.
• Note: Group B journals were due today. Those who were absent, and that's far too many, need to hand them in next Monday. If you don't, 25 points will be taken off the top. Only fair to those who made sure theirs were on time, and considering those absent have another six days to get the work done. Also, I will check those journals for quantity only as I won't have time to read them.

Grade 10

• Finished reading, analyzing and summarizing the Frost poem. May have some final details to cover on Monday.
• Make sure both poems are summarized! I will be checking them!

Peer Review / "Two Tramps in Mud Time" II

Grade 12

• Reminded everybody of the importance of being active and engaged learners. Too many students didn't consider the essay question, given last Wednesday, until last night. College will require a shift in behavior patterns very much in line with the concept of "atonement with the father." This means you are to take control of the forces directing your life. College instructors will expect you to swim. Assume they will not throw you a floatation device. In the larger, lecture hall settings, the instructor won't even notice you're drowning.
• Peer reviewed the myth analysis essay:
• Peer review:
  
  1) Grammar and structure
  
  2) Quality of analysis:
  
  a. Did the writer identify metaphors/symbols
  
  b. Did the writer discuss the meaning of metaphors/symbols?
  
  c. Did the writer connect the metaphors/symbols into a meaningful pattern which renders the story’s theme clearly?
  
  d. For Theseus and Perseus were the hero journey and atonement with the father addressed?

• Final copy due Monday.
• Reminder! Group B journals due tomorrow. Group A journals due 11/29.
  
  Grade 10

• Journal: select two specific details from "La Belle..." and put them in your own words.
• Continue with the Frost poem: review and then summarize the poem so far in notebooks.
• Continue with poem.
• Handed back critical lens essays.Students may rewrite essays for a better grade. Due next week.

Haudenosaunee Creation Story / "Two Tramps in Mud Time" by Robert Frost

Grade 12

• Intro creation story unit. Creation stories represent the birth of a culture. They give hints to the development of cultural practice, belief, attitude and values.
• Read the Haudenosaunee Creation Story; underline and annotate elements, archetypes, myth functions, motifs, etc.
• Read the story aloud. Modify or add to annotations.
• Discuss.
• REMINDER: ESSAYS DUE MONDAY FOR PEER REVIEW. NOT IN EQUALS FIFTEEN POINTS OFF THE TOP!

Grade 10

• Journal: Find two literary elements in "La Belle...", name them and discuss their relevance to the poem with specific details.
• Start "Two Tramps n Mud Time" by Robert  Frost. read, annotate and discuss first three stanzas.

A Bit of Poetry / La Belle Dam Sans Merci III

Grade 12

• Reviewed yesterday's Jewkes essay; connected it to the theme of 'regaining lost innocence'
• Read and discussed Wordsworth's "The World is Too Much with Us" as a group.
• In peer groups, read "The Lake Isle of Innisfree" by W.B. Yeats. Annotated and discussed. Contrasted with the Wordsworth poem and analyzed the tone, imagery and meaning. Connect to the theme of the Jewkes essay.

Grade 10

• Journal: describe a gloomy november day. Be as detailed as possible
• Finish "La Belle..." (link to poem in Tuesday's post):
• Read the reaminder of the poem as was done during the previous two lessons.
• Discuss the meaning, imagery, etc.
• Complete the story summary in notebooks.

Atonement With the Father, continued / La Belle Dam Sans Merci II

Grade 12

• Directions for anlaysis paper due for peer review on Monday:
• Mythology Analysis Paper

Select one of the myths studied (Theseus, Orpheus, Perseus) and analyze each story, in at least 500 words, as discussed in class in terms of metaphor and symbolism, the hero journey and personal meaning. For Theseus, and especially Perseus, particular attention should be paid to the concept of ‘atonement with the father.’

• Read the introductory essay in Man the Myth-Maker by Prof. J.T. Jewkes in peer groups. Notes from the passage were taken and discussed when the reading was finished.
• Large group discusson.

Grade 10

• Journal: Recall something you would have done differently.
• Continue with "La Bell..." from yesterday. Same routine with the next three stanzas then summarize the plot so far in notebooks.
• No HW.

Perseus and Atonement With the Father / La Belle Dam Sans Merci

Grade 12

• Review yesterdays discussion on the imagery of the myth of Perseus, especially in terms of 'atonement with the father.'
• View the video
• Tomorrow directions for a short paper will be given.
• Collected group A journals today

Grade 10

• Journals:
• Period 6: write a personal or family story you would want your children to know.
• Period 8: Reaction to image LINK
• Intro the poem, La Belle Dam Sans Merci. Read the first three stanzas silently, identifying problematic vocabulary.
• Define the words, annotate, read aloud and discuss the imagery.

Critical Lens / "Orpheus and Eurydice"

Grade 12

• Viewed and discussed "Orpheus and Eurydice."
• All rewrites are due no later than Monday.
• Writing responses will be checked next week.

Grade 10

• Continued working on critical lens essay.
• Draft due on Monday
• For lens quote, see Monday's entry HERE.

Theseus, The Sword under the Stone / Critical Lens Essay continued

Grade 12

• Finished the passage from The King Must Die with the finding of the sword under the stone.
• Viewed some mythic images of Stonehenge, the Uffington Horse, Avesbury Stone Circle.
• HW Read the Story of Orpheus and write a response.

Grade 10

• Continued planning the critical lens started yesterday. We may spend part of tomorrow working on this, and the first draft will be due on Monday.

Faulkner, Revisited / Silver Kiss Exam, Finale and Critical Lens Practice

Grade 12

• Returned last weeks essays that were graded. Students are encouraged to get in any rewrites by Wednesday.
• Went over the Faulkner passage from last weeks assessment. Worked in peer review teams on questions and went over as a class.

Grade 10

• Finishing touches on Silver Kiss exams.
• Reviewed elements of the critical lens essay. Students copied the following quote and began planning the first two paragraphs in their notebooks:
• "The best literature is about the old universal truths, such as love,
  honor, pride, compassion, and sacrifice." (William Faulkner)
• Students are able to work togehter in the planning stage for this essay. Planning for first two paragraphs should be done for tomorrow.
• We will work on paragraphs three and four in class tomorrow, and the final copy will be handed in on Wednesday.
  
  

Theseus and Coming of Age / The Silver Kiss Exam I

Note: Tomorrow all classes will be taking state mandated state assessments.

Grade 12

• Continued discussing the story of Theseus from Mary Renault's The King Must Die, chapter 2, in terms of imagery and functions of myth.
• HW: Finish chapter 2, annotate and write response.

Grade 10

• Silver Kiss exam, day 1. Exam will continue on Friday. Students are reminded to review the first 20 words of the vocabulary list.

Theseus and Coming of Age / The Silver Kiss X

Grade 12

• Yesterday: intro chapter 2, then read 28 and 29. Respond in journals. Reread aloud to the class. Add to journal- discuss. HW was to read to bottom of page 33 and respond in in-class journals.
• Today: discuss the significance of Theseus' moment in the sea and the harvest ritual on page 31.
• Read through top of page 38 and respond.
• HW: Read through top of 44 and rspond.

Grade 10

• Journal: Analyze Language in chapter 15. How does the tone shift? What language, words, phrases demonstrate the shift.
• What is the most important page in chapter 15? Why?
• Discuss. What is the nature of the story’s ending? Did it have to end that way? Why
• Note: Exam for the book will begin either tomorrow or Thursday depending on when the interim assessment is scheduled. Also, students are responsible for vocab words 1-20 for The Silver Kiss exam.
• TOO MANY STUDENTS ARE NOT KEEPING UP WITH THE READING OF COMPLETING READING LOGS. PARENTS, PLEASE TAKE NOTICE. THE BOOK AND ALL READING LOGS SHOULD BE DONE.

Peer Review / The Silver Kiss XIII

Grade 12

• Peer review of final college app essay
• For tomorrow: make sure The Horse God chapter is finished and annotated.
• Final copy of essay due on Monday

Grade 10

• Quiz 3 on chapters 9 through 12.
• After quiz, continue reading.
• Book and all reading logs should be done by Monday.
• Exam scheduled for Wednesday

The King Horse III / The Silver Kiss XII

Grade 12

• Started with an in-class journal entry on the application of the functions of myth so far in the story.
• Discussed the the evolution of the functions of myth in society. Do they still operate? What has changed? Why?
• Peer review on final college app essay tomorrow. Your choice of question or topic.

Grade 10

•  Journal; On page 148, Simon asks himself if he’s doomed to be a shallow youth forever. Is he a shallow youth? Explain.
• Discuss.
• HW: Read chapter 14.

The King Horse II / The Silver Kiss XI

Grade 12

• Yesterday: began reading chapter one of Mary Renault's The King Must Die for illustrations of the functions of myth.
• Today: Continued reading. Discussed that myths "are for kids" and form the foundation of cultural initiation, and the image from the story of the "Navel Stone" as the axis mundi of Theseus' society.
• HW: Read through page 113 with special attention to the horse sacrifice and Theseus' reaction to it. Be prepared to write about the story in class.

Grade 10

• Yesterday: Read forst hapf of chapter 13 while reading logs were checked. Finish through page 162 plus log.
• Today: Scan chapter 11. In journals, write about the significance of the character development and/or irony on page 138.
• Discussed the importance of the conversation between Zoe and Simon, and what it says about their relationship.
• HW: Finish chapter 13 plus log.

Theseus, continued / The Silver Kiss IX

Grade 12

• Yesterday was peer review for essay number 5 (question 88).
• Today the psychological/metaphorical significance of the story of Theseus and the Minotaur was discussed. We'll visit the story of Perseus on Monday
• Final copies of essay 5 are due Monday.
• Next essay (due for peer review next Thursday) will be on a topic of personal choice. It casn be one of the questions from the packet, from the Common Application or from a specific college application. This can be an essay being prepared for actual submission to a college.
• Note: No rewrites of essays 1 through 5, including the Samuai essay, will be accepted after November 1st. 

Grade 10

• Yesterday: Journal: What is irony is revealed in chapter 9? Discussed chapter 9.
• Today: Journal: what are the plot elements leading up to Simon's change to a vampire?
• Discussed most of chapter 10.
• HW: Chapter 12 plus log.

The Legend of Theseus / The Silver Kiss VIII - Quiz Ch. 5-8

Grade 12

• Distributed the Rules for Writing Dialogue. This sheet should be used for College App essay due for peer review on Thursday.
• Reviewed the definitions of myth.
• Read "The Legend of Theseus" with attention to symbolism and metaphor.

Grade 10

• Quiz on chapters 5 through 8.
• Finish reading chapter 10 and write reading log.
• Chapter 11 will be read in class tomorrow. Reading logs will be checked by the end of the week.

Essay Writing Review / The Silver Kiss VII

Grade 12

• Gave back Samurai essays to periods 1 and 5.
• Went over how they should have been structured and detailed.
• Rewrites are expected in amny cases....
• Forgot to mention in class today, but Group 'A' journals due tomorrow! (Pd 1 and part of pd. 3.)

Grade 10

• Journal: How is Zoe’s is a ‘dynamic’ character in chapter 7? Provide evidence from the chapter.
• Discussed the journal entry and literary elements applicable to chapter 8.
• HW: Chapter 10 to the last full paragraph on page 112 plus reading log.
• Be familiar with vocabulary through number 20 by Friday.
• Quiz on chapters 5 through 8 tomorrow.

The Last Samurai, essay III / The Silver Kiss VI

Grade 12

• Last day in computer lab writing Samurai essay. Due on Friday!
• College app question number 6 due tomorrow for peer review.

Grade 10

• Quiz on chapters 1-4
• Begin reading chapter 7. Finish for hw plur reading log.

The Last Samurai, essay II / The Silver Kiss V

Grade 12

• In the lab to continue essay
• Samurai essay due Friday.
• Next college app essay due for peer review Thursday.

Grade 10

• Checked reading logs today.
• Discussed chapter four in terms of literary elements
• HW: Chapter 6 plus log

The Last Samurai, essay I / The Silver Kiss IV

Grade 12

• Day 1 in computer lab working on essay. I've added a day, so we'll be in the lab on Tuesday and Wednesday.
• College app essay #6 (.First experiences can be defining. Cite a first experience that you have had and explain its impact on you. (University of Pennsylvania))
   will be peer reviewed on Thursday, final copy due Monday 10/17
• Group B journals remain due on Tuesday.

Grade 10

• Journal: Discuss the intraction between Zoe and simon at the end of chapter 3.
• Discuss.
• Discuss the three scenes of chapter three in terms of character development, symbolism, conflict, developing theme.
• HW: Chapters 4 and 5 and reading logs.
• Note: Reading logs will not be checked every day but could be checked at any time.

The Last Samurai, conclusion/ The Silver Kiss III

Grade 12

• Distributed essay question for movie (see below)
• Finished movie, discussed conclusion
• Next college app essay is question 6: First experiences can be defining. Cite a first experience that you have had and explain its impact on you. (University of Pennsylvania)
• Due Wednesday for peer review. Final copy due 10/14 (Fri.)
• Tomorrow and Tuesday in computer lab (Mr. G's room) working essay for movie.
• Tuesday, Groub 'B' journals due on Tuesday
• Samurai essay:

“The journey the hero gets is the one he’s ready for.” ~Joseph Campbell

“The hero journey is a going out and a returning. It’s a cycle.” ~Joseph Campbell


“The hero quest does not involve simply the hero’s discovery of some boon or Holy Grail, however; it also involves finding him or herself, which ultimately means finding a home in the universe.” ~ Susan Mackey-Kallis

“They say Japan was made by a sword. They say the old gods dipped a coral blade into the ocean, and when they pulled it out four perfect drops fell back into the sea, and those drops became the islands of Japan. I say, Japan was made by a handful of brave men. Warriors, willing to give their lives for what seems to have become a forgotten word: honor.” ~Simon Graham (from the movie).

Joseph Campbell says there are two types of hero: the psycho-spiritual and the physical. The Last Samurai is an archetypal story of the hero in both aspects. Indeed, Nathan Algren cannot complete the physical hero journey until he completes the other. Nathan’s psycho-spiritual transformation required a journey into the unknown, where he was subject to the functions of myth of traditional Japanese culture.



In a well written essay containing specific details from the story, explain Nathan’s hero journey in terms of the stages of the hero journey and the four functions of myth.


Remember that the hero journey is not linear, is not a rigid formula. This will be an explanation of Nathan’s transformation. Consider the importance of ‘gifts’ and the concept of ‘atonement with the father,’ in your treatment of this subject.

Characters:

Katsumoto
Nathan Algren
Sergeant Gant
Colonel Bagley
Omura
Simon Graham: translator, photographer
General Hasegawa: committed suicide with Katsumoto’s assistance
Ujio: Nathan’s adversary/foil
Taka
Taka’s sons
Nobutada: Katsumoto’s son
Emperor Meiji


Grade 10

• Journal: What is revealed about Christopher in chapter 2?
• Check Reading Logs for grade
• Discuss journal entry, and chapter 2
• (Note: Too many did NOT do last night's hw. Students who did were allowed to begin tonights, everyone else had finish what was due today.)
• HW: Chapter 3 plus reading log.

The Last Samurai, continued / The Silver Kiss II

Grade 12

• Showed classes the essay question. Everyone will get a copy of it tomorrow, depending on the health of the copy machine.
• Discussed the story in terms of the functions of myth and steps of the hero journey
• Continued movie to around 2:00:00
• Willl finish tomorrow, sum up, and begin planning essay.
• Note: Anyone who missed part of the movie should arrange viewing that part with me or at home!

Grade 10

• Journal: How does the author reveal Zoe's character in chapter 1?
• Discuss.
• Finished chapter 1, discussed imagery.
• Students copied a model reading log. (see below) Each log should follow this format: Date, page numbers, chapter number and come up with a suitable title. Then a brief summary and a discussion of one or more literary elements.
• HW: Read chapter 2 and write a reading log. Will be checked for a major grade.
• Book Log Model
• 
  The Silver Kiss by Annette Klause
  10/5    Chapter 1    Pg. 1-12    “Alone”
  Summary:
  
  Zoë’s Mom may be dying from cancer, her father has become distant, her best friend is moving. She’s alone, frustrated, hurt, and angry. Her friends don’t know how to deal with her, she isn’t allowed to spend time with her mother. She sits in the park at night, sees a boy whose beauty breaks through her defenses and she cries.
  Literary Elements:
  
  The mood is lonely and sad. This is revealed in the very first sentence: “The house was empty.” Death, abandonment and isolation seem to be developing motifs. Zoë is very depressed. She sleeps a lot and doesn’t eat enough. She may feel abandoned by her father while her mother is sick.
  
  Zoe is contrasted with her mother in the chapter. While they have a similar appearance, her mom is an artist whose work is vibrant and alive, while Zoe is a poet whose work is dark and thoughtful.
  Imagery is used effectively. Author’s language is very descriptive.
  
  

The Last Samurai, continued / The Silver Kiss I

Grade 12

• Continued The Last Samurai to 1:41:00
• Discussed the contiued transformation of the main character and the application of the steps of the hero journey

Grade 10

• Introduced The Silver Kiss by Annette Curtis Klause
• Discussed requirements for reading logs and importance of keeping up and completing them
• read most of chapter 1 to the class, discussing literary elements: mood, character development, motif
• Will finish chapter 1 tomorrow and complete a reading log togehter as a model.