Today we watch some of the movie!
*Students, please note that Mrs. West is out sick. So please help the sub set up the video. (You may have to restart the computer to log-in. Then help the sub to play it from there.)
Tuesday, 11/18/14: Midsummer in Midautumn
- Memorization
- Grammar ~ More dangling modifiers!
HW: Questions for act II, scene i; Schwager's classes: tragic terms quiz
Monday 11/17/14: Midsummer Act 1
EQ: How do the speech patterns change when the characters are excited or joyful? Why do you think Shakespeare wrote it that way?
ROOTS:
ROOTS:
- hum, human - earth, ground, man
- hydr - water
- ignis - fire
- What is a dangling modifier? Click here to learn and practice.
- Continue to read and answer the questions for Act I.
Block Day: To Antigone, and Beyond!
* Open
* West's class takes quiz
*Watch and discuss: View this slam poem about love. What does "real" love look like?
* Journal 14: Do you know what the rules were about love during Shakespeare's Day? Click here or find the Love Rules handout in your Google Drive. Work together with those around you to record 8-10 rules about love, engagement and marriage in your journals.
* Act 1
HW: Finish reading and doing questions for Act 1, Scene 1 (Journa1 15: Answer three questions of your choice).
- Memorization passage. ~ Please copy down the passage in bold here.
- No terms quiz for Schwager's class as he needs to catch up on grading these last two assignments first.
* West's class takes quiz
*Watch and discuss: View this slam poem about love. What does "real" love look like?
How does this slam poem tell us something true concerning love which we often overlook?
- How does this slam poem perpetuate something false concerning love which we often overlook? Can you support your idea from the scriptures? Try to.
- Romantic love is a real thing.
- I believe in love at first sight.
- A teenager can experience real romantic love.
- Emotions can be deceiving.
- There are different types of romantic love.
- People act differently when they are in love.
- My parents could probably choose a perfect mate for me (without my input).
- My parents should help direct my relationships and marriage decision.
- My parents should have no voice in my relationships.
* Journal 14: Do you know what the rules were about love during Shakespeare's Day? Click here or find the Love Rules handout in your Google Drive. Work together with those around you to record 8-10 rules about love, engagement and marriage in your journals.
* Act 1
HW: Finish reading and doing questions for Act 1, Scene 1 (Journa1 15: Answer three questions of your choice).
Wednesday, 11/12/14: Antigone and Such
* Open
HW: Finish Journal 13
- Quiz (Schwager)
- What view of life, is Sopocles reflecting, and prescienting.
HW: Finish Journal 13
Tuesday, 11/11/14: Veteran's Day
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| Joseph Ambrose, an 86-year-old World War I veteran, attends the dedication day parade for the Vietnam Veterans Memorial in 1982, holding the flag that covered the casket of his son, who was killed in the Korean War (Wikipedia, 11 Nov. 2014). |
* Open
* Antigone journal in groups (aim to finish three questions for Journal 13).
HW: Schwager's classes, review roots gest to hes
Monday, 11/10/14: Antigone
 |
* Open
- Grammar (copy and fix):
- Tiresias the blind profet could'nt watch the video to day but it would'nt matter because he allready knows what he did.
- Schwager Quizzes: Wed. = roots; block day = tragic terms
- Journal 13: Due on Block Day
* Begin Journal 13: Antigone (BG&T Condensed):Grab a book (horror of horrors!) or use this online text1. (Short) Context: Who wrote it? Where? When?
2. Tradition: Name a specific story from the Bible that Creon or Tiresias or Antigone's character and actions remind you of. Explain the relationship briefly, and quote and cite from the Bible.
HW: Finish watching the video series.
Block of Agony—oops—I mean Anti-(a)gony, of course (bru-ha-ha!)
* Open
- Grammar: Copy and fix the following in your notes
- "Their’s no suffering no shame no ruin not one dishonor which I have not seen in all the troubles you and me go threw."
- West's classes: Quiz
- Group Work for Terms and Background
- Discussion of Oedipus
- Begin video
Wednesday, 11/5/14: Antigone
 |
| Bunnies don't write essays; people do: lucky bunny. |
* Open
- Turn in your paper essay
- Turnitin.com (Schwager's class: do this tonight)
* Composition Book Work in Groups
Antigone's Background
- Define these Tragic Terms
- On Sophocles (our playwright)
- What are the approximate years of Sophocles' life?
- What did Sophocles do differently than other playwrights of his day (as well as those that preceded him)?
- What makes Sophocles deeper than and richer than many other playwrights?
HW: Finish your composition book work that you were assigned in class.
Tuesday, 11/4/14: How Might We Distinguish Strong, Adequate, Somewhat Deficient, and Seriously Deficient Essays?
* Open
HW: FD into turnitin.com and paper copy printed for tomorrow
The Writing Checklist
- Please review the essay rubric we'll use for scoring our peer edit and final draft.
- Assign the student 1--20 for each category on their paper. Add the score up for a total.
HW: FD into turnitin.com and paper copy printed for tomorrow
The Writing Checklist
- Would you like to read this? If not, how could you improve it?
- Did you write in the third person?
- Did you follow the MLA format?
- Introduction
- Hook
- Background
- Thesis?
- Specific?
- Body Paragraphs
- Topic Sentence
- Nice transition?
- Two--three supporting quotations?
- Commentary ties back to the topic sentence and/or thesis.
- Conclusion
- Answers the "So what?" question.
- A gift to the reader?
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