--Today we did our Oedipus character performances and turned in the masks and typed explanations. If you were gone today, you'll need to do your performance and turn in your mask/explanation next class.
--HW: Study for Oedipus vocab test, which will be on Tuesday, Nov. 4. Also, Tuesday is the last day for any missing work, so get it turned in!
Friday, October 31, 2008
Wednesday, October 29, 2008
Wednesday, Oct. 29
--Today we watched a lovely little YouTube video called "Oedipus with Vegetables"...check it out if you want, but beware the pretty gross scene at about 4:29!
--We made masks for the rest of class. If you were absent today, you'll need to make your mask at home using whatever materials you have on hand. Next class, we'll be turning in the written explanations and doing the performances.
--We made masks for the rest of class. If you were absent today, you'll need to make your mask at home using whatever materials you have on hand. Next class, we'll be turning in the written explanations and doing the performances.
Monday, October 27, 2008
Monday, Oct. 27
--Started class with a free-write response to the ending of the play. If absent today, respond in 2 short paragraphs to the following questions:
1. With all of the tragedy that takes place at the end of the play, which event did you think was most tragic? Why?
2. Oedipus has been a popular play for about 2500 years. Why do you think this is? Do you think it should be as popular as it has been? Why or why not?
--Discussed what makes a "tragic hero" and worked in groups to compare Oedipus and another tragic hero from a modern-day film or book. If you were absent today, grab a copy of the orange sheet from the crate and fill out the sheet, using examples from the play to show how Oedipus fulfills all of the traits, and using examples from the film/movie you chose to show how the other character fits the traits.
--Worked on Great Minds outlines for the rest of class. I gave an example of a strong outline and gave some pointers about writing intros as well. Completed, typed outlines are due on Nov. 5, so be sure to start working on yours soon so you can get help if you need it.
--HW: We'll be making the character masks on Wednesday. Make sure you know which character you want to do and have some preliminary analysis done before you come to class so you can do a great job on your mask.
1. With all of the tragedy that takes place at the end of the play, which event did you think was most tragic? Why?
2. Oedipus has been a popular play for about 2500 years. Why do you think this is? Do you think it should be as popular as it has been? Why or why not?
--Discussed what makes a "tragic hero" and worked in groups to compare Oedipus and another tragic hero from a modern-day film or book. If you were absent today, grab a copy of the orange sheet from the crate and fill out the sheet, using examples from the play to show how Oedipus fulfills all of the traits, and using examples from the film/movie you chose to show how the other character fits the traits.
--Worked on Great Minds outlines for the rest of class. I gave an example of a strong outline and gave some pointers about writing intros as well. Completed, typed outlines are due on Nov. 5, so be sure to start working on yours soon so you can get help if you need it.
--HW: We'll be making the character masks on Wednesday. Make sure you know which character you want to do and have some preliminary analysis done before you come to class so you can do a great job on your mask.
Thursday, October 23, 2008
Thursday, Oct. 23
--Turned in second set of vocab words
--Discussed Jocasta's character. If you were absent today, please re-read the conversation between Oedipus and Jocasta on pages 84-85, then answer the following question on a sheet of notebook paper: Do you think that Jocasta realized the truth before Oedipus did? Why? Support your answer with evidence from the text.
--Watched a segment of the Stravinsky opera version of Oedipus.
--Reviewed guidelines for final Oedipus assessment. Get a copy from the crate if absent today and make sure to read it carefully. All parts of the project are due on Oct. 31st.
--HW: Finish reading the play (pgs. 85-99), start work on your written character analysis
--Discussed Jocasta's character. If you were absent today, please re-read the conversation between Oedipus and Jocasta on pages 84-85, then answer the following question on a sheet of notebook paper: Do you think that Jocasta realized the truth before Oedipus did? Why? Support your answer with evidence from the text.
--Watched a segment of the Stravinsky opera version of Oedipus.
--Reviewed guidelines for final Oedipus assessment. Get a copy from the crate if absent today and make sure to read it carefully. All parts of the project are due on Oct. 31st.
--HW: Finish reading the play (pgs. 85-99), start work on your written character analysis
Tuesday, October 21, 2008
Tuesday, Oct. 21
--We started class with a short quiz over the Oedipus reading, pgs. 65-85.
--Class discussion/review over the reading and "big ideas" fronm the story. If absent, write a response to the following question on a piece of notebook paper: In your opinion, what things might humans be better off not knowing? List as many as you can, then explain why you think this. Example: It would be better for us not to know how we're going to die, because then we would be paranoid and always trying to prevent our deaths. We talked about how Oedipus insists on finding out the truth, even though everyone else is trying to protect him from it. Can we blame him for this? Is it human nature to want to know the truth?
--HW: Complete second set of vocab words for Thursday. No reading homework.
--Class discussion/review over the reading and "big ideas" fronm the story. If absent, write a response to the following question on a piece of notebook paper: In your opinion, what things might humans be better off not knowing? List as many as you can, then explain why you think this. Example: It would be better for us not to know how we're going to die, because then we would be paranoid and always trying to prevent our deaths. We talked about how Oedipus insists on finding out the truth, even though everyone else is trying to protect him from it. Can we blame him for this? Is it human nature to want to know the truth?
--HW: Complete second set of vocab words for Thursday. No reading homework.
Sunday, October 19, 2008
Friday, Oct. 17
--Half-day schedule today, only 40 minute classes, and Ms. Lawless was gone!
--Today we did a little writing activity at the start of class. Respond to the following questions in 4-5 complete sentences on a piece of notebook paper if you were gone today: Is it a good thing to be self-assured? When, if ever, does it go too far? From what you’ve seen of Oedipus so far, do you think he is too self-assured? Why?
--We turned in the first 10 vocab words and reviewed them together.
--We did a quick review of comma splices and how to avoid them. If absent today, see below for the handout. Print it out, read it, and then complete the activity at the end.
--HW: Read pages 65-85 in Oedipus
Avoiding Comma Splices
A “comma splice” is when you put a comma in between two independent clauses to join them together, and it is always incorrect in formal writing. Remember, an independent clause can be its own stand-alone sentence. An easy rule to remember is never put a comma where a period can go.
Incorrect sentence (with comma splice):
Your feet are really stinky, they make me want to barf.
Here, each side of the comma is an independent clause, meaning it has a subject, verb, and object and can stand alone as a sentence. Because of this, you must use either a period or a semi-colon in between the two clauses, not a comma. You can also use a comma plus a coordinating conjunction, but never a comma by itself.
Correction:
Your feet are really stinky. They make me want to barf.
OR
Your feet are really stinky, and they make me want to barf.
OR
Your feet are really stinky; they make me want to barf.
In general, semi-colons are used to separate two clauses that are closely related to each other, as they are in the above example.
Another incorrect sentence (with comma splice):
Quidditch is a very difficult sport to play, flying around on brooms is not exactly easy.
Correction:
Quidditch is a very difficult sport to play; flying around on brooms is not exactly easy.
OR
Quidditch is a very difficult sport to play. Flying around on brooms is not exactly easy.
BUT NOT
Quidditch is a very difficult sport to play, and flying around on brooms is not exactly easy.
In this case, using a comma plus a coordinating conjunction wouldn’t work. Using the conjunction here actually changes the meaning of the sentences a bit, which we don’t want to do. Choose whichever correction best fits the tone and meaning you want to convey with your sentences.
See page 493-494 in Writer’s Inc. for more information about how to use semi-colons correctly.
Comma Splice Practice
Directions: For each of the statements below, decide whether the sentence contains a comma splice or not. Remember that to do this, you must decide if there is an independent clause on either side of the comma. If there is no comma splice, write “Correct” next to the sentence. If the sentence does contain a comma splice, rewrite it with the correct punctuation (and remember that there are 3 different ways to correct a comma splice—choose the best one for the sentence).
1. Ms. Lawless must love us, why else would she make us do this assignment?
2. When I looked up at my date, I realized that he had spaghetti sauce smeared across his face.
3. Black bears are the best kind of bear, they are very intelligent.
4. The librarian eyed me suspiciously, apparently she knew I was up to no good.
5. When I sneezed the other day in class, I was sad that no one said “bless you.”
6. Our football team is the best, we have the fanciest uniforms in the league!
7. KISS is my favorite band of all time, and I love their crazy makeup.
8. After the jello fight in the cafeteria, I slid around the hallways the rest of the day.
--Today we did a little writing activity at the start of class. Respond to the following questions in 4-5 complete sentences on a piece of notebook paper if you were gone today: Is it a good thing to be self-assured? When, if ever, does it go too far? From what you’ve seen of Oedipus so far, do you think he is too self-assured? Why?
--We turned in the first 10 vocab words and reviewed them together.
--We did a quick review of comma splices and how to avoid them. If absent today, see below for the handout. Print it out, read it, and then complete the activity at the end.
--HW: Read pages 65-85 in Oedipus
Avoiding Comma Splices
A “comma splice” is when you put a comma in between two independent clauses to join them together, and it is always incorrect in formal writing. Remember, an independent clause can be its own stand-alone sentence. An easy rule to remember is never put a comma where a period can go.
Incorrect sentence (with comma splice):
Your feet are really stinky, they make me want to barf.
Here, each side of the comma is an independent clause, meaning it has a subject, verb, and object and can stand alone as a sentence. Because of this, you must use either a period or a semi-colon in between the two clauses, not a comma. You can also use a comma plus a coordinating conjunction, but never a comma by itself.
Correction:
Your feet are really stinky. They make me want to barf.
OR
Your feet are really stinky, and they make me want to barf.
OR
Your feet are really stinky; they make me want to barf.
In general, semi-colons are used to separate two clauses that are closely related to each other, as they are in the above example.
Another incorrect sentence (with comma splice):
Quidditch is a very difficult sport to play, flying around on brooms is not exactly easy.
Correction:
Quidditch is a very difficult sport to play; flying around on brooms is not exactly easy.
OR
Quidditch is a very difficult sport to play. Flying around on brooms is not exactly easy.
BUT NOT
Quidditch is a very difficult sport to play, and flying around on brooms is not exactly easy.
In this case, using a comma plus a coordinating conjunction wouldn’t work. Using the conjunction here actually changes the meaning of the sentences a bit, which we don’t want to do. Choose whichever correction best fits the tone and meaning you want to convey with your sentences.
See page 493-494 in Writer’s Inc. for more information about how to use semi-colons correctly.
Comma Splice Practice
Directions: For each of the statements below, decide whether the sentence contains a comma splice or not. Remember that to do this, you must decide if there is an independent clause on either side of the comma. If there is no comma splice, write “Correct” next to the sentence. If the sentence does contain a comma splice, rewrite it with the correct punctuation (and remember that there are 3 different ways to correct a comma splice—choose the best one for the sentence).
1. Ms. Lawless must love us, why else would she make us do this assignment?
2. When I looked up at my date, I realized that he had spaghetti sauce smeared across his face.
3. Black bears are the best kind of bear, they are very intelligent.
4. The librarian eyed me suspiciously, apparently she knew I was up to no good.
5. When I sneezed the other day in class, I was sad that no one said “bless you.”
6. Our football team is the best, we have the fanciest uniforms in the league!
7. KISS is my favorite band of all time, and I love their crazy makeup.
8. After the jello fight in the cafeteria, I slid around the hallways the rest of the day.
Monday, October 13, 2008
Monday, Oct. 13
--Started class with a partner discussion over the following question. If absent today, write your own response to this question on a sheet of notebook paper and turn it in next time. Question:
Should a person be held responsible for a wrongdoing even if they committed the crime without knowing it? For example, let’s say your neighbor accidentally hits your cat while backing out of his driveway. He couldn’t see the cat and didn’t know it was there. Is he “guilty,” even though he didn’t know? What if it was a child, not a cat? Does the severity of the injury even matter? Explain your reasoning.
--Reviewed reading and did some acting of the chorus and Tiresias/Oedipus scenes. No makeup necessary, but see me if you're confused about the reading.
--Reviewed reading schedule and vocabulary assignment for this unit. Get handouts from crate if absent today.
--HW: Complete first 10 vocab words for Friday (no class Wednesday because of testing day). No reading for next time.
Should a person be held responsible for a wrongdoing even if they committed the crime without knowing it? For example, let’s say your neighbor accidentally hits your cat while backing out of his driveway. He couldn’t see the cat and didn’t know it was there. Is he “guilty,” even though he didn’t know? What if it was a child, not a cat? Does the severity of the injury even matter? Explain your reasoning.
--Reviewed reading and did some acting of the chorus and Tiresias/Oedipus scenes. No makeup necessary, but see me if you're confused about the reading.
--Reviewed reading schedule and vocabulary assignment for this unit. Get handouts from crate if absent today.
--HW: Complete first 10 vocab words for Friday (no class Wednesday because of testing day). No reading for next time.
Wednesday, October 8, 2008
Wednesday, Oct. 8
--Greek par-tay today! Everyone came dressed as a character from the play or one of the Greek gods/goddesses, and we filled out character sheets that described all of the people at the party. If you were absent today, you'll need to do some research to get the info you missed. For each of the characters below, find out some basic info about who they are and what their role is--you can Google all of their names. Write all of this down and bring it to me next class so I can check you off.
--I gave some background about the story of Oedipus. Again, it would be smart to do some online research about Oedipus and the plot of the play.
--We checked out books and began reading the play in class. If absent, get your book from the textbook window ASAP.
--HW: read pages 49-65 in Oedipus the King (the first 48 pages are a different play in the edition we have). Have a great weekend!
Directions: For each of the characters below, write a brief description of who they are and what they’re like based on what the character tells you at the party. Remember that you need to actually ACT like your character during the party—how would your character interact with the various people he/she is meeting? (Note: you can’t just read from your tan sheet!)
Characters from the play Oedipus:
Oedipus—
Jocasta—
Creon—
Tiresias—
Greek gods/goddesses:
Zeus—
Hera—
Aphrodite—
Hermes—
Apollo—
Dionysus—
Hephaestus—
Poseidon—
Ares—
Hestia—
Artemis—
Athena—
Hades—
Demeter—
--I gave some background about the story of Oedipus. Again, it would be smart to do some online research about Oedipus and the plot of the play.
--We checked out books and began reading the play in class. If absent, get your book from the textbook window ASAP.
--HW: read pages 49-65 in Oedipus the King (the first 48 pages are a different play in the edition we have). Have a great weekend!
Directions: For each of the characters below, write a brief description of who they are and what they’re like based on what the character tells you at the party. Remember that you need to actually ACT like your character during the party—how would your character interact with the various people he/she is meeting? (Note: you can’t just read from your tan sheet!)
Characters from the play Oedipus:
Oedipus—
Jocasta—
Creon—
Tiresias—
Greek gods/goddesses:
Zeus—
Hera—
Aphrodite—
Hermes—
Apollo—
Dionysus—
Hephaestus—
Poseidon—
Ares—
Hestia—
Artemis—
Athena—
Hades—
Demeter—
Monday, October 6, 2008
Monday, Oct. 6
--Took final test on Lord of the Flies--see me asap for makeup test if absent today
--HW: Next class, we'll be having a Greek party to introduce our Greek tragedy unit. Each student was given a character and will need to dress up and act like their character next class. See below for the assignment, and your character description if you were gone today. Make sure to COME to class already in costume and ready to act!
TOGA, TOGA! Intro to Oedipus Rex and Greek Tragedy
Greek Character Assignment
As an introduction to our study of Sophocles’ play Oedipus Rex, you will be dressing up and acting like an important figure from the play and/or Greek mythology. Before next class, you will need to create a costume appropriate for your character, including an artistically designed nametag. You may also earn extra credit if you bring some Greek food/snacks in—things like pita bread, dolmas, hummus, etc. are all good choices. Then, next class, you will come to class dressed and acting like your character based on the information you’ve been given about him/her. You’ll get the chance to learn about some of the figures of the story while we party…Greek style!
Costume:
Your costume should be more than just a bedsheet wrapped around you. Think about how you can suggest your specific character with what you wear. Be creative. You will receive 10 points for the quality and creativity of your costume.
Nametag:
Create a nametag that clearly displays your character’s name in a neat, artistic way. Make sure to also create a way to secure it to yourself. Then, on the back of your nametag, write your real name. You will receive 10 points for the nametag.
Character:
At the party, you’ll be responsible for finding out some information from the other characters and giving your classmates basic information about your own character. Memorize the information below (not word for word, but generally), because you won’t be able to use this sheet at the party.
YOUR CHARACTER IS: Oedipus
DESCRIPTION: The current king of Thebes, Oedipus is a confident, intelligent, and sometimes arrogant ruler. He once heard a prophecy that he would kill his father and marry his mother, and to try to escape this fate, he left his home, never to see his parents again. He saved the city of Thebes by solving the riddle of the Sphinx, a supernatural creature who had held the city captive, and was thus named king. As the play begins, the people of Thebes are unhappy because of plague that is killing the citizens, and Oedipus has sent his brother-in-law, Creon, to Apollo’s shrine to try to determine what should be done.
--HW: Next class, we'll be having a Greek party to introduce our Greek tragedy unit. Each student was given a character and will need to dress up and act like their character next class. See below for the assignment, and your character description if you were gone today. Make sure to COME to class already in costume and ready to act!
TOGA, TOGA! Intro to Oedipus Rex and Greek Tragedy
Greek Character Assignment
As an introduction to our study of Sophocles’ play Oedipus Rex, you will be dressing up and acting like an important figure from the play and/or Greek mythology. Before next class, you will need to create a costume appropriate for your character, including an artistically designed nametag. You may also earn extra credit if you bring some Greek food/snacks in—things like pita bread, dolmas, hummus, etc. are all good choices. Then, next class, you will come to class dressed and acting like your character based on the information you’ve been given about him/her. You’ll get the chance to learn about some of the figures of the story while we party…Greek style!
Costume:
Your costume should be more than just a bedsheet wrapped around you. Think about how you can suggest your specific character with what you wear. Be creative. You will receive 10 points for the quality and creativity of your costume.
Nametag:
Create a nametag that clearly displays your character’s name in a neat, artistic way. Make sure to also create a way to secure it to yourself. Then, on the back of your nametag, write your real name. You will receive 10 points for the nametag.
Character:
At the party, you’ll be responsible for finding out some information from the other characters and giving your classmates basic information about your own character. Memorize the information below (not word for word, but generally), because you won’t be able to use this sheet at the party.
YOUR CHARACTER IS: Oedipus
DESCRIPTION: The current king of Thebes, Oedipus is a confident, intelligent, and sometimes arrogant ruler. He once heard a prophecy that he would kill his father and marry his mother, and to try to escape this fate, he left his home, never to see his parents again. He saved the city of Thebes by solving the riddle of the Sphinx, a supernatural creature who had held the city captive, and was thus named king. As the play begins, the people of Thebes are unhappy because of plague that is killing the citizens, and Oedipus has sent his brother-in-law, Creon, to Apollo’s shrine to try to determine what should be done.
Wednesday, October 1, 2008
Wednesday, Oct. 1
--Turned in Character assignments and took final vocab test. If absent today, you'll need to see me asap to take a makeup test.
--Group debate on the following statement: "I believe that the outcome of the story would have been much different if there were girls on the island and not just boys." If absent today, write a 4-5 sentence response to this statement on a piece of paper. Do you agree? Why or why not?
--Reviewed format and content for upcoming final test on Lord of the Flies--final test is Monday, Oct. 6th (next class). If absent today, get notes from a classmate or get a copy of the Powerpoint from the crate in the back of the room. You still need to take the test on Monday if you were gone today, so be ready!
--Used Writer's Inc. books to review in-text citations and how to do them. If absent today, read the section in Writer's Inc. about citations, starting on page 282, to be sure you understand how to do them. You need them for your preliminary works cited assignment for projects, due 10/7.
--HW: Study for final LOTF test on Monday. Have a great weekend!
--Group debate on the following statement: "I believe that the outcome of the story would have been much different if there were girls on the island and not just boys." If absent today, write a 4-5 sentence response to this statement on a piece of paper. Do you agree? Why or why not?
--Reviewed format and content for upcoming final test on Lord of the Flies--final test is Monday, Oct. 6th (next class). If absent today, get notes from a classmate or get a copy of the Powerpoint from the crate in the back of the room. You still need to take the test on Monday if you were gone today, so be ready!
--Used Writer's Inc. books to review in-text citations and how to do them. If absent today, read the section in Writer's Inc. about citations, starting on page 282, to be sure you understand how to do them. You need them for your preliminary works cited assignment for projects, due 10/7.
--HW: Study for final LOTF test on Monday. Have a great weekend!
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