I want you to enter the Poetry Santa Cruz contest; however, I can't enter it (students only). If you want to try your hand at an email submission publication today, compete with me in the Red Wheelbarrow De Anza publication. You'll be competing as an adult (yes, some of you can...yes, that means you Evan), so don't let on you're in high school when you write your two or three sentence biography.
Blessings,
Mr. S
Showing posts with label Writing. Show all posts
Showing posts with label Writing. Show all posts
Block Day, Week 16: CWP, Tolkien, and Midsummer
* Pray
* Collect CWP
* Make sure you CWP has been submitted to turnitin.com on Focus. If you wrote a legend (with cool handwriting, etc.), you are exempt.
* Tolkien
- Next week, you will be writing your Tolkien essay. This will be a smaller assignment (15 points) that you will turn in on next week's block day and then bring with you to the final exam. When you take the final exam, you will be comparing a common theme in Midsummer and The Hobbit (or another outside reading if you are not reading The Hobbit because you had already read it). Next week's essay will help prepare you for the final exam.
Outside Reading Background:
"Put to death therefore what is earthly in you: sexual immorality, impurity, passion, evil desire, and covetousness, which is idolatry" (ESV Col. 3:5). The Apostle Paul reminds us that covetousness (or greed) is idolatry (false worship). Covetousness is excessively desiring someone or something, especially a someone or something that does not belong to us. Covetousness is a sin that blinds us and hurts us and others.
Prompt: Identify a greedy character from your outside reading; explain how this character's covetousness supports the theme that covetousness is a blinding, destructive sin.
Use specific support (at least two quotations) from your text to defend your thesis.
This response should be two pages, typed, double-spaced (in the MLA format) and submitted to turnitin.com on Focus by Dec. 8.
* Read Act II
* J17: Choose 10 Questions from Act II to Answer
HW: J17
* Collect CWP
* Make sure you CWP has been submitted to turnitin.com on Focus. If you wrote a legend (with cool handwriting, etc.), you are exempt.
* Tolkien
- Next week, you will be writing your Tolkien essay. This will be a smaller assignment (15 points) that you will turn in on next week's block day and then bring with you to the final exam. When you take the final exam, you will be comparing a common theme in Midsummer and The Hobbit (or another outside reading if you are not reading The Hobbit because you had already read it). Next week's essay will help prepare you for the final exam.
Outside Reading Background:
"Put to death therefore what is earthly in you: sexual immorality, impurity, passion, evil desire, and covetousness, which is idolatry" (ESV Col. 3:5). The Apostle Paul reminds us that covetousness (or greed) is idolatry (false worship). Covetousness is excessively desiring someone or something, especially a someone or something that does not belong to us. Covetousness is a sin that blinds us and hurts us and others.
Prompt: Identify a greedy character from your outside reading; explain how this character's covetousness supports the theme that covetousness is a blinding, destructive sin.
Use specific support (at least two quotations) from your text to defend your thesis.
This response should be two pages, typed, double-spaced (in the MLA format) and submitted to turnitin.com on Focus by Dec. 8.
* Read Act II
* J17: Choose 10 Questions from Act II to Answer
HW: J17
Wednesday, 10/18: Writing, SAT
* Pray
* General reminders
1. Please don't hide your iPad on your desktop (in a bag, shielded, etc.).
2. If you have emailed a paper to me because a printer has failed, etc., you still need to turn in a paper copy if you intend to receive a grade for it.
3. (Schwager's class) The blue bin recycles (bottles, plastic, paper); the beige bin trashes.
4. All printed work needs to be in MLA. If it's not, it will be returned. You'll have to use your late assignment on it.
* Grammar reviewed.
* Begin review the SAT rubric.
* Study Vocabulary Unit 2
HW: Study for your vocabulary quiz unit 2
* General reminders
1. Please don't hide your iPad on your desktop (in a bag, shielded, etc.).
2. If you have emailed a paper to me because a printer has failed, etc., you still need to turn in a paper copy if you intend to receive a grade for it.
3. (Schwager's class) The blue bin recycles (bottles, plastic, paper); the beige bin trashes.
4. All printed work needs to be in MLA. If it's not, it will be returned. You'll have to use your late assignment on it.
* Grammar reviewed.
* Begin review the SAT rubric.
* Study Vocabulary Unit 2
HW: Study for your vocabulary quiz unit 2
Block Day, Part I, Week 7: MLA Format and Citations
* Vocabulary Unit 1 Quiz
* MLA Formatting - this is the last day that we can work together to make sure you have the tools necessary to format your THE appropriately. While formatting might seem almost more important to your teachers than your essay's content, rest assured that it is only penultimate. A proper MLA formatting job will allow your readers to take your essay seriously. Since sloppy or careless formatting often betrays sloppy thinking and writing, please take note of the following:
* MLA Formatting - this is the last day that we can work together to make sure you have the tools necessary to format your THE appropriately. While formatting might seem almost more important to your teachers than your essay's content, rest assured that it is only penultimate. A proper MLA formatting job will allow your readers to take your essay seriously. Since sloppy or careless formatting often betrays sloppy thinking and writing, please take note of the following:
Block Day, Part II: Works Cited
Works Cited - Below we have example entries for your works cited. If you copy and paste them, you will likely have to edit the spacing to make it look right on your actual Works Cited. If, say, you used a different Bible edition (or it has a different year of publication) just adjust the entry accordingly. The information is generally per Pudue's OWL site, which is an excellent free source for your grammar needs. We recommend bookmarking the OWL site (or making it an app). Another way to make your entry is by using the Works Cited Page (generator). This may be very helpful for future research papers in other classes.
Wednesday, 9/27: Peer Edit; Works Cited
* Peer edit the typed, MLA rough draft
* How is your works cited? Does it look like your Bedford examples?
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* Your vocabulary quiz will be 10 words selected by your teacher (you must know all 20). You need to able to define and compose sentences for each word. Some weeks, we will write stories with our words, but his week's quiz will only have sentences and definitions.
HW: Study for vocab. quiz unit 1; Work on your FD (due Monday)
* How is your works cited? Does it look like your Bedford examples?
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* Your vocabulary quiz will be 10 words selected by your teacher (you must know all 20). You need to able to define and compose sentences for each word. Some weeks, we will write stories with our words, but his week's quiz will only have sentences and definitions.
- Here's an example of a "gets no credit" sentence: "The boy gaped." (This sentence does not highlight the word's meaning.)
- Here an over the top example of a "gets full credit" sentence: "The boy gaped in disbelief when he saw the official Red Ryder carbine action range model air rifle leaning against the Christmas tree." (This sentence leaves no room to doubt the word's meaning.)
HW: Study for vocab. quiz unit 1; Work on your FD (due Monday)
Tuesday, 9/27: How to Quote in MLA
* Citing the Bible: As you would a book with a few changes.
1. Use the title of the book rather than the author (II Samuel 12:10-12).
2. Some MLA guidebooks replace the colon with a period; either is fine (II Samuel 12:10-12 or II Samuel 12.10-12). If the context is clear, you don't name the book or author (12:10-12 or 12.10-12).
* Citing Antigone
1. Remember that there is a play Antigone (italicized) written by Sophocles featuring a woman named Antigone (not italicized).
2. Usually, you'd have act, scene, and line numbers, but Antigone only has page or line numbers, so it will be like this (7-9). Or like this (Sophocles 346). Shakespeare would be like this (Shakespeare III. ii. 34-40).
* Citation examples you already have in Bedford:
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* More Examples: How do we quote in MLA?
For better quality, go to the link above and scroll down to handout 07. For quick reference, you can see these below.
This shows the basics:
This gives some more ways to introduce a quotation:
This treats elipses. I would add that we should avoid the elipsis at the beginning or end of a quotation when we can.
* Work on a RD typed
HW: Work on your RD (All students: bring one more printed out copy, complete with MLA formatted heading and quotes for peer editing Wednesday).
1. Use the title of the book rather than the author (II Samuel 12:10-12).
2. Some MLA guidebooks replace the colon with a period; either is fine (II Samuel 12:10-12 or II Samuel 12.10-12). If the context is clear, you don't name the book or author (12:10-12 or 12.10-12).
* Citing Antigone
1. Remember that there is a play Antigone (italicized) written by Sophocles featuring a woman named Antigone (not italicized).
2. Usually, you'd have act, scene, and line numbers, but Antigone only has page or line numbers, so it will be like this (7-9). Or like this (Sophocles 346). Shakespeare would be like this (Shakespeare III. ii. 34-40).
* Citation examples you already have in Bedford:
-6a MLA section has an essay overview (pp. 122-123)
-58b MLA Example essay has a format overview (pg. 659 ff.)
* More Examples: How do we quote in MLA?
For better quality, go to the link above and scroll down to handout 07. For quick reference, you can see these below.
This shows the basics:
This gives some more ways to introduce a quotation:
This treats elipses. I would add that we should avoid the elipsis at the beginning or end of a quotation when we can.
* Work on a RD typed
HW: Work on your RD (All students: bring one more printed out copy, complete with MLA formatted heading and quotes for peer editing Wednesday).
Monday, 9/26: Transitions and Conclusions
* RD Peer Edit
Good support?
Transitions from paragraphs to paragraph?
How is the grammar?
* Review Vocab. pronunciation
Unit 1
HW: Work on your essay
Good support?
Transitions from paragraphs to paragraph?
How is the grammar?
* Review Vocab. pronunciation
Unit 1
1. adulterate (v.) - to corrupt, make worse by the addition of something of lesser value
2. ambidextrous (adj.) - able to use both hands equally well; very skillful; deceitful, hypocritical
3. augment (v.) - to make larger, increase
4. bereft (adj., part.) - deprived of; made unhappy through a loss
5. deploy (v.) - to position or arrange; to utilize; to form up
6. dour (adj.) – stern, unyielding, gloomy, ill-humored
7. fortitude (n.) – courage in facing difficulties
8. gape (v.) – to stare with open the mouth wide; to open wide
9. gibe (v.) – to utter taunting words; (n.) an expression of scorn
10. guise (n.) an external appearance, cover, mask
11. insidious (adj.) – intended to deceive or entrap; sly, treacherous
12. intimation (n.) – a hint, indirect suggestion
13. opulent (adj.) – wealthy, luxurious; ample; grandiose
14. pliable (adj.) – easily bent, flexible, easily influenced
15. reiterate (v.) – to say again, repeat
16. stolid (adj.) – not easily moved mentally or emotionally; dull, unresponsive
17. tentative (adj.) – experimental in nature; uncertain, hesitant
18. unkempt (adj.) – not combed; untidy; not properly maintained; unpolished, rude
19. verbatim (adj., adv.) – word for word; exactly as written or spoken
20.warily (adv.) –cautiously; with great care
HW: Work on your essay
 |
| Giulio Carpioni's Liriope Bringing Narcissus before Tiresias (1660's) |
Block Day, Week 6: Writing
* Work on your CWP while I look over your body paragraph
* Peer edit
Topic sentence?
Quoted support (short and plentiful?)
Commentary ties back to thesis
* Work on your complete RD, handwritten.
HW: Handwritten RD (Reno's classes should have either handwritten or printed out hard copy)
 |
| Young Samuel by Sir Joshua Reynolds, 1776 (A good year for praying prophets) |
* Peer edit
Topic sentence?
Quoted support (short and plentiful?)
Commentary ties back to thesis
* Work on your complete RD, handwritten.
HW: Handwritten RD (Reno's classes should have either handwritten or printed out hard copy)
Thesis Statement Overview
Best
"David and Creon are both kings whose pride leads to innocent death and prophetic curses; however, their responses lead to different outcomes." Clean, crisp, concise, precise.
"The character of David of Israel and Creon of Athens demonstrate comparison and contradiction in their monarchies, transgression(s), prophetic exchange and response, the fundamental truth concerning the nature of their deities, and the consequences of their decisions." Brain trust boy.
"The drama of Antigone and the book of Samuel are related in numerous ways. The Kings Creon and David were both blinded by their pride; however, their beliefs completely changed their life's" (as long as you learn how to spell lives).
Technically, a thesis can be more than one sentence in length, but for most of our assignments, you should be able to pack it into one. Sometimes, you just want to draw it out:
"If you read the stories of both Antigone and David you will see many similarities between the characters of each story, as well as many differences. The kings, Creon and David, both sin and both deny the fact they did. However Creon and David are both punished differently because of the actions each of them took." Needs a comma after David and However.
Too General
In a vague, kind of general, noncommittal, could-go-either-way kind of way, you know? If you don't know, that's ok, but if you do, that's ok, too.
"Though Creon and David have many similarites, they have very different outcomes of their realization." The realizations need more definition.
"In the story of Antigone and the story od David, the kings, Creon and David make mistakes and have similar and different punishment."
"According to the two stories creon and David are different but they are also similar in certain ways." Rather like my face and the face of the moon.
"King David from the bible times, and king Creon from greek mythology have a lot of things alike but also differ in there own ways" (note to student: Bible times begin in Genesis and extend...oh, well, for a little while until the end of the universe as we know it).
Too Specific
"In the stories of David and Creon, murder is a cover-up for their sin but the stories differ in that David wanted to sleep with Bathsheba and felt remorse for his actions, while Creon killed his niece and son but only felt guilty when the gods punished him." It's great until sin, then it falls, hehehe. The rest is plot summary. Don't smoke plot.
Too Easy or Basic or Limited
"King david and king creon have a lot of things in common, but the main one is how their conflict starts" (hey, where's the capital respect?).
"During the reigns of both Creon and David, they displayed effective leadership. However, granted with their authorities they performed various deeds that led to the murder of individuals." Who granted what to whom?
Where Am I? I'm Frightened.
"The characters of David and Creon are agnate and discrepant in many ways..."
"confronted by profits"
"Although Antigone and her sister Ismene disagree about certain things. They will still stand by each others side" Is this surreal art?
"David and Creon are both kings whose pride leads to innocent death and prophetic curses; however, their responses lead to different outcomes." Clean, crisp, concise, precise.
"The character of David of Israel and Creon of Athens demonstrate comparison and contradiction in their monarchies, transgression(s), prophetic exchange and response, the fundamental truth concerning the nature of their deities, and the consequences of their decisions." Brain trust boy.
"The drama of Antigone and the book of Samuel are related in numerous ways. The Kings Creon and David were both blinded by their pride; however, their beliefs completely changed their life's" (as long as you learn how to spell lives).
Technically, a thesis can be more than one sentence in length, but for most of our assignments, you should be able to pack it into one. Sometimes, you just want to draw it out:
"If you read the stories of both Antigone and David you will see many similarities between the characters of each story, as well as many differences. The kings, Creon and David, both sin and both deny the fact they did. However Creon and David are both punished differently because of the actions each of them took." Needs a comma after David and However.
Too General
In a vague, kind of general, noncommittal, could-go-either-way kind of way, you know? If you don't know, that's ok, but if you do, that's ok, too.
"Though Creon and David have many similarites, they have very different outcomes of their realization." The realizations need more definition.
"In the story of Antigone and the story od David, the kings, Creon and David make mistakes and have similar and different punishment."
"According to the two stories creon and David are different but they are also similar in certain ways." Rather like my face and the face of the moon.
"King David from the bible times, and king Creon from greek mythology have a lot of things alike but also differ in there own ways" (note to student: Bible times begin in Genesis and extend...oh, well, for a little while until the end of the universe as we know it).
Too Specific
"In the stories of David and Creon, murder is a cover-up for their sin but the stories differ in that David wanted to sleep with Bathsheba and felt remorse for his actions, while Creon killed his niece and son but only felt guilty when the gods punished him." It's great until sin, then it falls, hehehe. The rest is plot summary. Don't smoke plot.
Too Easy or Basic or Limited
"King david and king creon have a lot of things in common, but the main one is how their conflict starts" (hey, where's the capital respect?).
"During the reigns of both Creon and David, they displayed effective leadership. However, granted with their authorities they performed various deeds that led to the murder of individuals." Who granted what to whom?
Where Am I? I'm Frightened.
"The characters of David and Creon are agnate and discrepant in many ways..."
"confronted by profits"
"Although Antigone and her sister Ismene disagree about certain things. They will still stand by each others side" Is this surreal art?
Tuesday, 9/20: Thesis
* Peer edit your work
* Comment to this post with your thesis
* Introduction (2a, pp. 30-37; also, the 58b Example Essay has a few reminders on pg. 659)
HW: Write your introduction
* Comment to this post with your thesis
* Introduction (2a, pp. 30-37; also, the 58b Example Essay has a few reminders on pg. 659)
HW: Write your introduction
Monday, 9/19: Thesis and Outline
* Review Your Work Together
Four paragraph fandango!
So, we reviewed two essay structures last week. Today, we add some more to suit a wider range of thesis statements.
1. Here's a bread-and-butter approach. Notice that the contrast comes second because that's usually where your stronger argument occurs. The difference in theology is where you best exercise your mind and win witty bonus points. If you are doing the art comparison, however, it will probably be wiser to go from contrast to comparison as they are already clearly different works of art, what counts is how they relate.
2. Say you want to take a clear stand, go one way or the other. That will produce a better argument, and here is the structure for you. The implied comparison means that you will mention and over-rule superficial comparisons along the way (for this structure in the art response, see 5):
3. Because you love to do it all!
4. You like to eat from plastic plates with clear divisions, walls; no peas in the gravy!
5. Recommended for the arthouse projects:
HW: Revise; return with glory to peer edit tomorrow (so nothing new, just rewrite your thesis and topics to suit your chosen structure and maximize awesomeness)
Four paragraph fandango!
So, we reviewed two essay structures last week. Today, we add some more to suit a wider range of thesis statements.
1. Here's a bread-and-butter approach. Notice that the contrast comes second because that's usually where your stronger argument occurs. The difference in theology is where you best exercise your mind and win witty bonus points. If you are doing the art comparison, however, it will probably be wiser to go from contrast to comparison as they are already clearly different works of art, what counts is how they relate.
2. Say you want to take a clear stand, go one way or the other. That will produce a better argument, and here is the structure for you. The implied comparison means that you will mention and over-rule superficial comparisons along the way (for this structure in the art response, see 5):
3. Because you love to do it all!
4. You like to eat from plastic plates with clear divisions, walls; no peas in the gravy!
5. Recommended for the arthouse projects:
HW: Revise; return with glory to peer edit tomorrow (so nothing new, just rewrite your thesis and topics to suit your chosen structure and maximize awesomeness)
Friday, 9/16: Vocabulary, Thesis and the Outline
* Finish PSAT part V
* Vocabulary, finally. You may choose to work from Sadlier-Oxford's Level E or do the work on your own.
A. Vocabulary goes in two week cycles. Day 1: Introduce the 20 words. 1 Week from Day 1: Review assignment. 2 Weeks from Day 1: Take a test or quiz. After the quiz, begin learning your next 20 words.
B. You may either work from the book or create your own list. If you create your own list, you need to:
1. Define the word
2. List the part(s) of speech (and know what those mean and do)
3. Know how to pronounce the word (write difficult words out phonetically)
4. Compose three of your own sentences employing the word correctly (no copying from books or the net).
Unit 1 Vocabulary Words:
1. adulterate
2. ambidextrous
3. augment
4. bereft
5. deploy
6. dour
7. fortitude
8. gape
9. gibe
10. guise
11. insidious
12. intimation
13. opulent
14. pliable
15. reiterate
16. stolid
17. tentative
18. unkempt
19. verbatim
20. warily
Vocabulary Games
* Thesis and outline (review our thoughts; see Bedford where unclear)
HW: Compose a thesis and basic outline of your Antigone essay
* Vocabulary, finally. You may choose to work from Sadlier-Oxford's Level E or do the work on your own.
A. Vocabulary goes in two week cycles. Day 1: Introduce the 20 words. 1 Week from Day 1: Review assignment. 2 Weeks from Day 1: Take a test or quiz. After the quiz, begin learning your next 20 words.
B. You may either work from the book or create your own list. If you create your own list, you need to:
1. Define the word
2. List the part(s) of speech (and know what those mean and do)
3. Know how to pronounce the word (write difficult words out phonetically)
4. Compose three of your own sentences employing the word correctly (no copying from books or the net).
Unit 1 Vocabulary Words:
1. adulterate
2. ambidextrous
3. augment
4. bereft
5. deploy
6. dour
7. fortitude
8. gape
9. gibe
10. guise
11. insidious
12. intimation
13. opulent
14. pliable
15. reiterate
16. stolid
17. tentative
18. unkempt
19. verbatim
20. warily
Vocabulary Games
* Thesis and outline (review our thoughts; see Bedford where unclear)
HW: Compose a thesis and basic outline of your Antigone essay
Antigone Rubric (this is the updated version; I had accidentally put in the old version before)
Take Home Essay Rubric – For quality assurance, teacher enjoyment, grade beautification, and parent-student happiness, please follow these guidelines while writing your essay. |
Block Day: Week 4; Antigone, MLA, Writing
1. Review J11: Art-tigone. Schwager's class: Comment to this post naming and briefly explaining your art and Antigone tie.
2. It's Greek to Me...and Thee: Finish the Video.
3. Questions? Remember, as you head into the coming essay, you should choose to use the red literature book (easier to read), or the Storr version of Antigone (free, old-school, Harvard World Classics version). The Storr edition is titled Oedipus Trilogy and may be found in iBooks or Guntenberg for free. Additionally, there is a web-based, footnoted version that is exceptionally readable, translated by Canadian scholar Ian Johnston, available here.
4. Grammar: MLA:
* Many of you have seen this before in previous years. Review Researched Writing: 57, 57a, 58, 58a, 58b (Researched Writing is the penultimate or second-to-last section). The part to pay the closest attention to is 58b. It will tell you to "click here." Do so and look over the sample essay. It is in perfect MLA form. Keep a copy of it handy on your computer so that you can quickly check to see if your heading, margins, citations, and works cited look the same.
* Planning and Paragraphs. The fist section (or roughly 100 pages) of the grammar books treats essay formation. For today, let's look over pages 1-30 focusing on purpose and notes. First, on page 11, note that there are many distinct purposes for essays. A summary (overview) is not at all like an analysis (sharp focus on a particular passage or idea). Be sure you know your purpose as you engage a prompt. Secondly, as you know your purpose, you can take notes as you reread sections for comparison. Let's see what advice Bedford has to offer us in note taking (pages 16-30).
5. Writing: THE: Antigone
A. Prompt: Compare and contrast the kingships—and sin or hubris—of Creon and David. How do the prophetic showdowns in each story differ? What about each king’s response to the prophetic accusation? Paying specific attention to the divine retribution in each story, consider the theological differences between the two texts. What is each author teaching as a fundamental truth about the nature of God/the gods? To read about David, see 2 Samuel 11-12:25 and also Psalm 51. Be sure to quote from Antigone and the Bible to support your case.
Note, you are not writing this essay today or this weekend. We are just reviewing the coming work together. We will be working through the phases of writing more patiently this time to set us on track for better writing over the course of the year. All you need to do is keep up with the smaller classwork and homework goals given daily. We will also be reviewing for the PSAT next week, which will slow us considerably; therefore, no heart attacks are allowed this time through.
B. Read the Bible Passages Together: 2 Samuel 11-12:25, Psalm 51.
HW: In your notes, take down comparison thoughts between Antigone and the Bible passages.
Wednesday, 8/31: Writing, Antigone
Today, we will review MLA formatting so that our writing assignments will have a common format. (Reno's class will have a reading day. MLA will be next week when we prepare for our Antigone essay. Get caught up and continue with the reading assignment and journal below).
1. MLA in Bedford. Go to Researched Writing: Section 58a, and b.
2. What do you think of Antigone (review journal)?
3. Antigone. Read to where Antigone's doom is sealed at the cave:
"ANTIGONE
Ah, woe is me! This word I hear
Brings death most near."
HW: Read; J9 Describe Creon's character. 1/2 pg.
1. MLA in Bedford. Go to Researched Writing: Section 58a, and b.
2. What do you think of Antigone (review journal)?
3. Antigone. Read to where Antigone's doom is sealed at the cave:
"ANTIGONE
Ah, woe is me! This word I hear
Brings death most near."
HW: Read; J9 Describe Creon's character. 1/2 pg.
"My Tongue is the Pen of a Ready Writer"
* Extra note on email setup from Mr. White (our iPad tech warrior)
1. Have a friend or neighbor read your favorite writing sample.
2. How do we get Bulfinch into our iBooks?
3. How do we approach creative writing?
4. Work on your CWP
HW: Finish reading Bulfinch; J6: Explain Antigone's dilemma (1/2 pg. or more)
1. Have a friend or neighbor read your favorite writing sample.
2. How do we get Bulfinch into our iBooks?
3. How do we approach creative writing?
4. Work on your CWP
HW: Finish reading Bulfinch; J6: Explain Antigone's dilemma (1/2 pg. or more)
ICE: Mythology Assessment
Prompt: The Greco-Roman story of the creation, destruction, and revival of mankind has many lessons for us today. Using the stories of these gods and people, write an essay that teaches something significant about the gods, human nature, and the world we live in.
Consider Jupiter (Zeus), Prometheus, Pandora's Box, the ages of mankind (Golden Age, Silver Age, Bronze Age, Iron Age), Neptune (Poseidon), the flood, Parnassus, Deucalion and Pyrrha, and new life from stones.
A thesis might be something like:
1) The Greco-Roman mythology surrounding the creation of mankind teaches us how generosity, curiosity, and mercy all contribute to the struggle and survival of our race.
2) The Greco-Roman mythology surrounding the ages of the world teaches us that not all development is positive; sometimes the more advanced we are the worse our lives become.
3) Pandora, Deucalion, and Pyrrha, teach us that humility can help straighten damage caused by fool-hardiness and ignorance.
Here are some example organizational formats for the essay:
1) The creation, destruction, and revival of mankind
2) The gods, human nature, and the world we live in
The details:
- You have all period. It is due at the end of the period.
- It should have at least two paragraphs but does not need to have five.
- Please write in pen.
- Single space.
- Please only write on the front of each sheet of paper.
- Turn in your work to the box on the table in the middle of the room when you are done.
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