Friday, September 15, 2017

Reading Period 3: September 15-21: Oedipus the King

Long Read: 

"Introduction" essay by Fagles, pages 131-153.
Oedipus the King by Sophocles, lines 1-705

Poems:

Please listen to and read these ancient Babylonian writings, pronounced by scholars who have put together an idea of how the words would sound by comparing them with Greek and Hebrew and other contemporary languages.

"Hymn to Ishtar"
"Incantation for Dog Bite"
"Tooth Worm Incantation"

Creative Assignments:

The Sphinx that was tormenting Thebes is a woman-headed winged lion. Take a look at this illustration of what it may have looked like:

Now, channel your inner Tiresias. With your eyes closed or even blindfolded, use a pencil and unlined paper to recreate this illustration as accurately as you can. Don't peek! Post your blind prophet version of the Sphinx along with your favorite riddle. Solve each other's riddles for honor and glory.

OR

Oedipus' search for Laius' killer is an example of dramatic irony, because the audience knows the killer is Oedipus himself. Create the most ironic "Wanted" poster in all of literature and time. Imagine you are Oedipus trying to find out who killed Laius, designing a wanted poster to hang in the Thebes post office to help you find the murderer. The wanted poster should be filled with as much IRONY as you can - visual, verbal, blindness puns, eye references, whatever you like.

Writing Assignment:

Assyrian is a dead language. The tablets inscribed with cuneiform have no practical purpose in the world today. Yet scholars spend their lives deciphering these ancient texts and trying to figure out how to pronounce them so they can make these recordings. Some are poetic, some seem silly. Meanwhile, there is much work to be done in our contemporary world. After listening to the poetry recordings above, read the "About SOAS University of London" page, and think about the study of ancient "dead" languages. What purpose does it serve? Pretend that you are writing to a corporation who may give a grant to fund this study. Write a persuasive essay of about 300 words in which you take a stand on whether time spent pronouncing the poetry of Babylon is time well spent or time wasted. You may argue that this project deserves grant money, or that the grant money should not be spent on it. Use quotes, examples, logical arguments, appeals to emotions, and your identity as a future college student to convince your reader. Post your assignment to Google+ as usual, AND bring your printed-out essay to class on Thursday.

AP Lang:

Read "The Qualities of the Prince" by Niccolo Machiavelli, in A World of Ideas, pages 35-51.

The word "Machiavellian" has a sinister connotation. Beyond "cunning" and "clever" it means scheming and plotting in a negative sense. Psychologists have created a personality type based on it, calling Machiavellians manipulators and deceivers. Based on what you have read, is this fair? Write a 300 word essay in which you give an example of the word being used as a negative, and then argue that this common understanding of Machiavelli is accurate or inaccurate. You will have to find an essay, article, or book that uses the term in this way and quote it. You can cite your source within the essay itself rather than using a footnote. For example, you might say:

"For example, in the New York Times, David Brooks calls a manipulation of willpower "Machiavellian," implying that it's crafty trickery, not honest character building."

"In 2002, psychologists Paulhus and Williams coined the term "Dark Triad," including Machiavellianism with Psychopathy and Narcissism as negative personality traits."

After you've shown that it is used in a negative way, you can use quotes from the excerpt to argue that it's fair or not.

Quiz:

1. Name at least three of the natural calamities afflicting Thebes at the play's beginning.
2. What two crimes has Oedipus committed before the play's beginning?
3. What monster did Oedipus defeat when he came to Thebes?
4. What was the monster's riddle, and what was the answer?
5. Name the five Olympian gods the chorus PRAYS TO in the first scene.
6. What does Oedipus swear he will do to the murderer of Laius?
7. What does Oedipus accuse Tiresias of? Whom does he implicate with Tiresias?
8. What does Tiresias prophesy will happen to Oedipus?
9. What relation is Creon to Oedipus?
10. What city does Oedipus come from (not Thebes)?
11. Because everyone in the audience knew the story of Oedipus, Sophocles was able to use this kind of humor to enhance the potency of the play. What was this humorous method called?
12. Define the following terms:

Hamartia
Anagnorisis
Peripeteia
Catharsis

Thursday, September 7, 2017

Reading Period 2: Sept 8-14: Antigone

Due Dates:
Quiz: Monday, Sept 11
Assignments: Wednesday, Sept 13
AP: Monday, Sept 11

Long Read: Antigone, lines 656-1465

Creative Assignments:

What would Antigone and Ismene be like in the world today? What would they think of contemporary culture? Would Ismene be a basic girl with a pumpkin spice latte in her hand and a side ponytail on her head? Would she just really love fall? Would Antigone be an emo chick in a beanie with a ripped hoodie and a nose ring? Or maybe you see them differently -- Ismene might be a conniving "good girl," and Antigone might be more of an athlete. Create an Instagram account for each girl, and post at least ten things -- either reblogs or links or original photos -- which represent the character as you imagine her.

OR

In other versions of Antigone's story, she and Haemon are married and even have a son. In the Sophocles play, they don't get to shared the stage. Mimicking the style of Sophocles, as translated by Robert Fagles, write a short scene about Antigone and Haemon in the tomb. You might write Antigone's part, and then have her die, and then write Haemon's part when he finds her, or you might write it in such a way that their lives overlap, and they have a dialogue. You can end your scene with Creon rushing in. The important thing is to try to create a similar sound to Sophocles' lines, a believable mimicry.

Writing Assignments:

Both Creon and Antigone appear, at times, to be the tragic hero of their drama. Which is the true
tragic hero? Write an essay of 300 words in which you use Aristotle’s opinions on tragic heroism from The Poetics, together with evidence from the text, then exhibit your own opinion.

OR

The sentry in Antigone states “There’s nothing you can swear you’ll never do - second thoughts make liars of us all.” Describe how this is exemplified in a character, and how this affects the plot.
Choose a character who makes an oath (or oaths) and either does or does not wish that he or she could take it back. Does the line imply that second thoughts can do any good, or is the oath permanent? Do the events of the play support this? How does this affect the meaning of the drama? Write an essay of 300 words in which you explain what happened, and then consider why.

OR

Funereal practices vary greatly over different cultures and religions. Choose three (bone-picking ceremony? opening of the mouth ceremony? sky burial? mummification?) to compare and contrast in an essay of 300 words.

AP Lang:

Lao-Tzu and Creon both have definite ideas about what a leader ought to be. In a 300 word esasy, compare and contrast the concepts Lao-Tzu voices in the Tao Te Ching to those expressed by Creon in Antigone. You may also compare and contrast their rhetorical choices. How do they sound -- musing, emotional, ranting, calm? For a particular example, check out line 203-215, 335-355, 746-760.

OR

Write your own page of the Tao Te Ching mimicking Lao Tzu's style and rhetorical choices. You must include an aphorism and some ambiguity. However, I don't want you to line up with Lao Tzu's ideas about governance and leadership. Make a different point, in Lao Tzu's style.

Quiz:

1. What happened to Eteocles and Polynices?
2. How are Eteocles and Polynices different? Why did Creon allow one to be buried and not the other?
3. In Ismene's persuasive speech, lines 60-80, which types of persuasion does she use? Give examples of logos, ethos, and pathos.
4. Who says the famous line, "My countrymen, the ship of state is safe?"
5. What oath did the sentry break?
6. Describe the funeral rituals that Antigone has performed on her brother.
7. What rhetorical strategy is Ismene using in lines 634-645?
8. Creon considers different punishments for Antigone. Which does he finally settle on?
9. Antigone references Niobe in lines 915-924. If you don't know her story, look it up. Why is Niobe's story particularly resonant for Antigone right now?
10. What does Creon mean by the line, "If a man could wail his own dirge before he dies, he'd never finish"?
11. What message does Tiresias have for Creon?
12. By the end of the play, what characters have died?

Wednesday, August 16, 2017

Reading Period 1: Antigone: Aug 18 - Sept 7

Four syllables in your face. 

x
Due Dates:
Quiz, Monday Sept 4, 7pm
Assignments Wednesday Sept 6, 7pm

Long Read: 

Antigone, by Sophocles, lines 1-655

Short Reads: 

Aristotle's Poetics, parts 1-6 and parts 8-10
"Greece and the Theater" essay in the Sophocles book, pages 13-30

Poetry:

"Bring Me Homer's Lyre" by Anacreon

                        Bring me Homer’s lyre, yes, bring it,
                        But leave that string of blood out
                        Bring a cup of versing rules
                        Oh and mix some metres in it
                        I will sing, then I’ll be dancing
                        Not a drop of sense left in me
                        I will dance to horn and zither
                        Crying out the cries that wine makes
                        Bring me Homer’s lyre, yes, bring it
                        Oh but take that string of blood out

"Already More than Half the Pages" by Philodemus
            Already more than half the pages have been torn out of the little             book of my life;
            Look, girl, already white hairs are sprinkled on my head,
            announcing that the age of wisdom is drawing near.
            But still all I care about is laughing and drinking and the                         pleasures of the night;
            Still, in my unsatisfied heart, a fire is burning.
            Oh, Muses, my guides, write an end to it: Say, This girl, this                   one here,
            She is the end of your madness.
"He is Gone. That wild boy, Love" by Meleager

            He is gone. That wild boy, Love, has escaped!
            Just now, as day was breaking, he flew from his bed and was gone.
            Description? Sweetly tearful, talks forever, swift, irreverent,
            Slyly laughing, wings on his back, and carries a quiver.
            His last name? I don’t know, for his father and mother,
            Whoever they are, in earth or heaven, won’t admit it.
            Everyone hates him, you see. Take care, take care,
            Or even now he’ll be weaving new snares for your heart.
            But hush—look there, turn slowly. You don’t deceive me, boy,
            Drawing your bow so softly where you hide in Zenophile’s eyes.

Creative Assignment: 

Choose one of the following creative assignments and post your efforts to the Google+ Community. For visual art, you'll need to scan your work, or take a photo and post it. Please use great lighting and post something we can all see! Part of your participation grade is commenting on your classmates' work.

Option 1: Create a colorful but informative drawing of a Greek theater in which you label the SKENE, THEATRON, ORCHESTRA, and PARADOS.

OR

Option 2:
In class, we are going to be loosely following these instructions to create theatrical masks for use in our production of Oedipus #Rekt.





Read a bit about the role of masks in Greek theater. Create two sketches for masks we might make -- one for Antigone, one for Creon. Your sketches should each be the size of an 8.5x11 sheet of paper, and we should be able to tell which character is represented just by looking. 

Writing Assignment: 

Choose one of the following writing assignments and post your efforts to the Google+ Community under the appropriate category, and identify which reading period it belongs to. Part of your participation grade is commenting on your classmates' work. 

Option 1:  After reading the introductory essay, "Greece and the Theater," write a 300 word essay in which you answer this question: If a modern city declared a three day festival and theatrical competition, would there be an audience? Give your opinion based on what you know about people and their interest in live theater, and the popularity of film festivals like Cannes and Sundance. What would make this work? What would make this fail? In your essay, you must use and define the following terms: Catharsis, Perepeteia, Hamartia, Anagnorisis.

OR

Option 2:
Read the "Ode to Man" section of Antigone, the chorus' speech in lines 375-416. Then read Anne Carson's poem "The Ode to Man from Sophocles' Antigone" in The New Yorker. Write a 300 word essay paraphrasing these lines. You can use your own imagery, and your own ideas if you like, but you must communicate the same idea. Therefore your first task will be to figure out what that idea is.

AP Language and Composition:

If you intend to take the AP Language and Composition test at the end of the year, you will have some extra reading and writing to do. If you write the essay, post your essay under the "World of Ideas" category on the Google+ Community. If you choose to answer the questions, email them to me with the subject header World of Ideas Reading Period 1.

In World of Ideas, read "Thoughts from the Tao-te Ching" by Lao Tzu. Choose any of the essay prompts (1-5) in the Writing Assignments section and write a 300 word essay OR answer all of the Questions for Critical Reading.


Quiz:

Your quiz is over the assigned excerpts from Aristotle's Poetics, and the "Greece and the Theater" essay. You may use the texts to help you answer. Send your quiz in an email with the subject header Zombie Hotsauce Quiz Reading Period 1. Copy the questions into the email and add your answers. 

1. What characters and plots did Greek tragedy primarily depict?
2. What were dithyrambs?
3. Which deity was considered patron of the arts and honored at the Athenian theatre festivals?
4. Who are the three great Greek tragedians?
5. At the time of Euripides’ death, how many actors, apart from the chorus, were in a Greek tragedy?
6. Interspersed with each trilogy of tragedies at the festivals were shorter, comical plays, called ________ plays.
7. Why did the actors wear masks?
8. Describe one function of the chorus.
9. Identify Aristotle’s Three Unities.
10. What meter was Greek tragedy primarily written in?
11. Why did Plato dislike poetry and drama especially?
12. What distinction(s) does Aristotle make between tragedy and comedy?

BONUS. Match the following parts of a tragic choral song to their descriptions.

___ Antistrophe a. Second movement of a choral song
___ Episode b. Chanted as the chorus enters; anapestic meter
___ Prologue c. oft-omitted, static wrap-up of a choral song
___ Parode d. First movement of a choral song
___ Epode e. Exposition given before the chorus enters
___ Strophe f. Chanted dialogue between an actor and the chorus
___ Exode g. A reaction to the preceding episode, no actors onstage
___ Stasimon h. The chorus’ last song 

Tuesday, July 4, 2017

Reading Period 30: July 4-14: Modern Poetry

Reading: 

In your textbook, read biographical notes and poems from these authors:
W.H. Auden (p 964-970)
Stephen Spender (p 970-973)
Dylan Thomas (p 975-981)
Textbook pages 949-954. ("Preludes" and "The Hollow Men")
"Love Song of Alfred J. Prufrock" by Eliot (available online)

Creative Assignments:

Read Auden's "Musee des Beaux Arts", and take a look at Brueghel's "Icarus" in your textbook or in a larger form at this link. Think about the line "But for him it was not an important failure." Read William Carlos William's poem about the same painting, "Landscape with the Fall of Icarus." Consider how regular life goes on around tragic or important events. Now draw or paint your own "Landscape with the Fall of Icarus" set in a contemporary scene. What would people in your life be engaged in when they failed to notice Icarus falling out of the sky?

OR

Read Dylan Thomas' poem "Do Not Go Gentle into That Good Night." The poem is written in the form of a villanelle. Here's another example: Sylvia Plath's "Mad Girl's Love Song." In Thomas' poem, the repetition gives emphasis. In Plath's, it gives the impression of obsession. Here's another, by Auden: "If I Could Tell You." Write your own villanelle. The form is here, where A1 is the first repeated refrain, A2 is the second repeated refrain, a is a line ending with the first rhyme, and b is a line ending with the second rhyme:

Dylan Thomas
A1
b
A2

a
b
A1

a
b
A2

a
b
A1

a
b
A2

a
b
A1
A2

OR

Read "The Love Song of Alfred J. Prufrock". Prufrock is paralyzed by his modern world, afraid to act, afraid to be judged, afraid of all of the "women that come and go." Write your own poem back to Prufrock, kicking him in the rear and challenging him to act, speak, be a part of life, and get over his modernist fears of the 20th century. You could choose to write to Prufrock in the voice of one of the women he mentions, who talk of Michelangelo, or you can write to him as a voice from the future. Your poem should be in the style of T.S. Eliot -- that is, it doesn't have to rhyme or follow any particular form.

Writing Assignment: 

Please cast your mind back over the year and think about all the literature we have studied. Write a letter to me, your teacher, in which you give some feedback on the class. My syllabus is evolving all the time, and you can help direct things for those hapless schmucks who fall into my class when British Literature comes around again in four years. I would like to know your favorite and least favorite of the longer works we read, specifically the novels, but I'm also interested in plays and stories. What should I cut from the list and what should I keep? I'd also like to hear if there were any assignments you found particularly awful or un-useful, or any you liked a lot. Finally, from the activities, which were the best and worst? Think about the King Lear play, the shaving cream painting, water blow balls, the minute movies, Poketry, and the 1984 marathon. 

Quiz:

1. Why did Auden move to America?
2. How did Auden feel about Christianity later in his life?
3. Which side did Auden take in the Spanish Civil War?
4. In the poem, "Spain 1937," which seems most attractive: yesterday, tomorrow, or today?
5. What three paintings are referenced in "Musee des Beaux Arts"?
6. What was the goal of Stephen Spender's poetry, according to the biographical note?
7. Would you call the poem "What I Expected" optimistic or pessimistic about modern times?
8. In what part of England did Dylan Thomas mostly live?
9. What is the "force" that Dylan Thomas references in "The Force That Through the Green Fuse Drives the Flower"?
10. "Do Not Go Gentle into That Good Night" is an example of what poetic form?
11. Where was T.S. Eliot born and why is he in our textbook of British Literature?
12. What famous poem of T.S. Eliot's expressed the fragmentation of society that England experienced in the early 20th century?
13. Reading the works of what Italian poet lead Eliot closer to the Catholic faith?
14. The literary device "synecdoche" means using a part of something to stand for a whole thing. How does Eliot use this device in Prelude II?
15. What literary allusion comes in the epigraph to "The Hollow Men"?
16. Eliot compares the despairing modern "hollow men" to real men like Kurtz and Guy Fawkes. But those men had awful deaths. Why would modern readers want to be more like them and less like those under the sway of the "Shadow"?

Sunday, June 11, 2017

Reading Period 29: June 9-22: Samuel Beckett

Due Dates:

Quiz: Monday, June 19
Assignments: Friday, June 23

Reading: 

Waiting for Godot (Read online here: Act I and Act II)

Fizzle 1 and the biographical notes on Beckett in your textbook (p 898-902)

Creative Assignments:

Take a look at these still shots from various stagings of Beckett's play Happy Days. Based only on the title and these photos, write a 250 word synopsis of the play as you imagine it. Who are the characters? What is the theme? What is the action? The resolution?

OR

The dialogue in Waiting for Godot is often repetitive and sometimes seems completely random. Using your own ideas for how Vladimir and Estragon might entertain themselves with wordplay, imagination, and invented conflicts, write a new section of the play that could be slotted into the novel at the beginning of Act II, between their embrace and Vladimir's line "Waiting for Godot." Write at least 30 lines of back-and-forth between the two characters in which you neither move the plot along nor create any change in their relationship. 

OR


The American artist Jasper Johns collaborated with Beckett on an edition of Fizzles that included five of the eight Fizzles, printed both in French and English, with a print run of 250. Johns used a printmaking technique called intaglio to create his art, but you can create your own version of these designs with a marker. You must fill the entire page, you must use color, and you must explain how the repetition of shapes in the artwork connects to the Fizzles story with an artist's statement of at least 100 words. You don't have to create a copy of Jasper Johns' work -- you could make any collection of shapes in this style, for example a maze or a spiral or a labyrinth. 






Writing Assignments:

Consider this quote from the story "Fizzle 1." 


In any case little by little his history takes shape, with if not yet exactly its good days and bad, at least studded with occasions passing rightly or wrongly for outstanding, such as the straightest narrow, the loudest fall, the most lingering collapse, the steepest descent, the greatest number of successive turns the same way, the greatest fatigue, the longest rest, the longest -- aside from the sound of the body on its way -- silence. 

Rather than writing a novel in which a character is born, has achievements and failures, loves, hates, and then eventually dies, Beckett shows a character in the midst of stumbling through a dark passageway without beginning or end. No plot points, no dialogue, no setting. Using quotes from the story to illustrate your ideas, write a 250 word essay in which you explain Beckett's story as a metaphor for human life, and tell why he would write this portrayal instead of a traditional novel. What is Beckett telling us about life in the modern age? If you like, you can also bring in comparisons to Waiting for Godot

OR


Think about the role of time and memory in Waiting for Godot. Find a couple of specific examples that demonstrate the failure of the characters' memories and the meaninglessness of the passage of time. What does it mean that the characters can't remember what they did yesterday? What does it mean that they don't recognize each other when they meet again? Write a 250 word essay in which you explain Beckett's use of memory as a symbol. If we can't remember what happens, is all of time just a meaningless wait for death, and the subdivisions of time into days or nights irrelevant? Using your quotes from the text, explain what Beckett means by the forgetfulness of his characters and the emptiness of time in the play.  

Quiz

This quiz is over Waiting for Godot

1. If you were to stage this play, what is the bare minimum of set items and props you would have to use? Make a list.
2. What instruction did Godot give the two men who were to wait for him?
3. Who are Gogo and Didi?
4. Explain this bit of dialogue: 

ESTRAGON:
No use struggling.
VLADIMIR:
One is what one is.
ESTRAGON:
No use wriggling.
VLADIMIR:

The essential doesn't change.

5. What is the relationship between Pozzo and Lucky?
6. Why does Pozzo say that Lucky won't put down his bags?
7. What message does the boy bring from Godot?
8. Choose a line from Act 2 that demonstrates how Estragon has given up on life having any meaning. 
9. When Pozzo reappears in Act 2, what has happened to him? 
10. What does this line mean? 

Pozzo: They give birth astride of a grave, the light gleams an instant, then it's night once more.

Thursday, May 11, 2017

Reading Period 28: May 12-18: D.H. Lawrence

Short Reads:

"Rocking Horse Winner" by D.H. Lawrence, in your textbook.
"The Odour of Chrysanthemums" by D.H. Lawrence.
Illustrated timeline of D.H. Lawrence

Poem:

"Snake" by D.H. Lawrence, in your textbook, page 939.

Creative Assignments:

Let's learn about Vorticism, a short-lived art movement in Britain that ended with World War I. Read about Vorticism and this exhibition at the Tate Modern in London. Read about Vorticism at this web site. Then choose between a writing creative assignment or visual arts assignment.

Writing:

The Vorticists published one issue of their journal Blast. There we can find their manifesto, which started out with some declarations, and then moved on to a list of things to "BLESS" and a list of things to "BLAST."

Here are statements from the beginning:

1. Beyond Action and Reaction we would establish ourselves.
2. We start from opposite statements of a chosen world. Set up violent structure of adolescent clearness between two extremes.
3. We discharge ourselves on both sides.
4. We fight first on one side, then on the other, but always for the SAME cause, which is neither side or both sides and ours.
5. Mercenaries were always the best troops.
6. We are primitive Mercenaries in the Modern World.
7. Our Cause is NO-MAN'S.
8. We set Humour at Humour's throat. Stir up Civil War among peaceful apes.
9. We only want Humour if it has fought like Tragedy.
10. We only want Tragedy if it can clench its side-muscles like hands on its belly, and bring to the surface a laugh like a bomb.

There are more. Here's the whole thing.

Your assignment is to write a ten point manifesto, and then a five point "BLAST" list and a five point "BLESS" list, after reading about the Vorticists.

OR

Visual arts. 

Take a look at these images:

Workshop by Wyndham Lewis

The Crowd by Wyndham Lewis

Mud Bath by David Bomberg

Now create your own "vorticist" artwork in this style. Use the full page and lots of color. 


Writing Assignments:

Read this direct evidence that the Mines Commission collected in 1842 from people who worked in the mines. Then read D.H. Lawrence's essay on mining in Nottingham, based on his childhood memories. What strikes you as you compare and contrast these two essays? Was D.H. Lawrence just romanticizing the life of the miner? (A miner is a "collier.") Or is it that we see things differently, looking back from our modern time, when labor unions and government oversight have become commonplace? Write 250 words discussing the difference between the vision of the mines in the commission and the vision D.H. Lawrence gives us of a miner's life.

Futurist writer or Mumford & Sons bass player?
OR

Look at E.M. Forster's essay, "What I Believe." Then read only the foreward to D.H. Lawrence's work of non-fiction, Fantasia of the Unconscious. Now write your own manifesto of 250 words, in the style of "What I Believe." You could choose to respond to something controversial, disturbing, or satisfying in either Forster's or Lawrence's ideas, or take off on your own tangent.

QUIZ:

This quiz is all about finding evidence in the text to support an idea, so for each question, find a quote that supports the idea in

"Rocking Horse Winner"
1. Paul's mother is incapable of love.
2. Paul's mother's need for money can never be satisfied.
3. The need for money is a constant presence in the family, though never discussed.
4. The mother is the main character, not the boy.
5. It's not the mother's fault that she's so obsessed with money.
"Odour of Chrysanthemums"
6. Elizabeth Bates has mixed feelings about chrysanthemums.
7. A mother's love is different from a wife's love.
8. Elizabeth Bates is irritated and angry with her husband in his life.
9. Elizabeth Bates is alienated from her husband in his death.
10. Lawrence uses heat and light as symbols in the story.

Friday, May 5, 2017

Reading Period 27: May 5 - May 11: Heart of Darkness

Long Read: 

Heart of Darkness by Joseph Conrad, Part III

Short Read: 

1. Textbook: 837-850. (Virginia Woolf bio, Excerpt from "A Room of One's Own," James Joyce bio, "Araby," Excerpt from "A Portrait of the Artist as a Young Man.")
2. Take a look at this annotated e-version of Finnegan's Wake, and read as much as you can bear to read. At least two pages. Click on each underlined word and look in the window at the bottom to see the annotation.
3. Read Virginia Woolf's suicide note on Wikisource.
4. Take a look at Ulysses online. Using your browser's "Find" function, find the phrase "He went out through the backdoor into the garden." Read from this point to where the bells toll. Then read the last huge paragraph.

Creative Assignments:

Create a floor plan for a house to suit a family of six who are all artists: writers, musicians, visual artists, and poets. Give each fictional member of your family their own creative space, and access to common areas. Would the ideal house for artists have separate buildings for everyone? Or is a separate room enough? Name each family member and depict them using the space you define for them in your sketch.

OR

Write your own nonsense stream-of-consciousness in the style of Joyce's Finnegan's Wake. Have fun with it, and see if you can turn out 250 words that makes sense to you, read as a whole, even if certain words sound completely bonkers.

Writing Assignments: 

James Joyce's Ulysses has been widely banned in America and the UK, and due in part to the material in the assigned sections for this week, is not considered appropriate for high school students. Given what you know about banned books, and relating your points to the sections of the novel that you read for this week, create a balanced short essay giving the pros and cons of banning this particular novel. Start planning your essay with a Venn Diagram where one circle contains the risks of exposing children to challenging material, and one circle contains the rewards of such exposure. Are there any effects of reading banned books where risks and rewards intersect? Put those in your conclusion. In your essay, use examples from Ulysses.

OR

Teachers constantly struggle with presenting material to children that is interesting and thought-provoking, but not too disturbing or mature. We want you to read things that are historically accurate, that represent the time period they are written in, but are not too offensive in language or vocabulary. For example, the movie "Apocalypse Now" is based on the book Heart of Darkness. It would be interesting to discuss the parallels and the way the characters cross over, but there is a lot of cussing, and some adult material. None of you are 18. After discussing this with your parents, decide whether or not you will watch "Apocalypse Now." Then watch it, or don't. Write an essay of 250 words in which you discuss your decision. If you watched it, did you feel that it was too much, or were you not bothered by the content? If you didn't watch it, what led you to that decision? Everyone needs to know where their boundaries are. In this essay, I want you to discuss those boundaries and why you set them.

QUIZ:

1. What advantages enjoyed by Shakespeare would have been denied to his sister, if he had had one?
2. Why does Woolf agree with the bishop that no woman in Shakespeare's day could have had his genius?
3. According to Woolf, how did the repressed genius of women show itself?
4. What does Woolf believe would have happened to a highly gifted girl in Shakespeare's time?
5. Why is Mangan's sister unable to go to the bazaar?
6. Why is it important for the narrator to go to the bazaar?
7. Why is he delayed?
8. What does he find when he arrives at the bazaar?
9. What happens in the section of Ulysses that begins with "He went out through the back door into the garden"?
10. What happens in the last paragraph of Ulysses?
BONUS: Give 10 examples of made-up words from Finnegan's Wake and guess what meaning Joyce might have intended.
BONUS +1: Using Google, figure out what person Virginia Woolf was addressing in her suicide note, and the circumstances of her death.