tag:blogger.com,1999:blog-87759230532005291612024-03-13T10:34:26.349-04:00Zombie Hotsauce Literary SocietyPutting the flavor on super-dead people that wrote books and stuff, long ago.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.comBlogger33125tag:blogger.com,1999:blog-8775923053200529161.post-88909126037113010652018-05-18T14:06:00.002-04:002018-05-18T14:06:13.141-04:00Reading Period 27: May 18-24: Metamorphoses<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-hw--0lfk1Hc/Wv8UqqtL82I/AAAAAAAAH2g/GYgl2rtJRd4wS3ZwxKGsNYxDTC_e1i6CQCLcBGAs/s1600/daedalus.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="735" data-original-width="900" height="260" src="https://3.bp.blogspot.com/-hw--0lfk1Hc/Wv8UqqtL82I/AAAAAAAAH2g/GYgl2rtJRd4wS3ZwxKGsNYxDTC_e1i6CQCLcBGAs/s320/daedalus.jpg" width="320" /></a></div>
<b>Long Read: </b><br />
<br />
Ovid's <i>Metamorphoses</i>, books 12-15<br />
<br />
<b>Creative Assignment:</b><br />
<br />
Now that you've had a chance to try out your skits in front of an audience, revise one of your skits so that it could be staged by any group of four players. Include stage directions, instructions for costumes and props, and turn out a real finished product.<br />
<br />
<b>Writing Assignment: </b><br />
<br />
Time to fight back! It's your turn to give me feedback on the class. Include favorite and least favorite assignments, projects, activities, readings, and suggestions for next time I teach Ancient Literature to another class of unsuspecting youths. :) You can be as specific or philosophical as you like. Do you feel it was utterly useless to memorize "Ode to Man" from <i>Antigone</i>? Should we have painted more portraits? Feel free to use your rhetorical skills to challenge the very foundations of education itself.<br />
<br />
<b>Quiz:</b><br />
<br />
Rank the following works from most interesting (1) to least interesting (8). Think about which were the most worthwhile to read, even if you might not have found them easy to read. The one that gets the worst reviews will be burned from the syllabus for next time, in your honor.<br />
<br />
<i>Oedipus Rex</i><br />
<i>Antigone</i><br />
<i>The Iliad</i><br />
<i>The Odyssey</i><br />
<i>Medea</i><br />
<i>The Frogs</i><br />
<i>The Aeneid</i><br />
<i>Metamorphoses</i><br />
<br />
<br />
<br />
<br />Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-26864159049164878882018-05-10T22:11:00.002-04:002018-05-10T22:11:31.205-04:00Reading Period 26: May 11-17: Metamorphoses<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-XzOBfGEc4Ko/WvT5Y-O8WfI/AAAAAAAAH1o/LUS0WvxWdCovOmU5PIvwjVRhLMQf_lqZgCLcBGAs/s1600/cormorant.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="477" data-original-width="568" height="268" src="https://3.bp.blogspot.com/-XzOBfGEc4Ko/WvT5Y-O8WfI/AAAAAAAAH1o/LUS0WvxWdCovOmU5PIvwjVRhLMQf_lqZgCLcBGAs/s320/cormorant.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Æsacus, buddy, is that you?</td></tr>
</tbody></table>
<b>Long Read: </b><br />
<br />
<i>Metamorphoses</i>: Books 9-11<br />
<br />
<b>Poetry:</b><br />
<br />
<a href="http://www.bartleby.com/204/199.html" target="_blank">Dryden's translation of the myth of Pygmalion</a> from <i>Metamorphoses</i><br />
<i><br /></i>
<a href="http://www.bartleby.com/204/202.html" target="_blank">Dryden's translation of the myth of Æsacus</a> from <i>Metamorphoses</i><br />
<br />
<b>Creative Assignment:</b><br />
<br />
Craft a helpful sign to accompany your theatrical performance for the elementary kids! Your sign should convey the name of the myth you are presenting, clearly legible on the posterboard you were given. Be colorful, be creative, but remember that the primary function is to help the children learn about the myth.<br />
<br />
<i>AND</i><br />
<br />
Finalize your plan for your skit with your team. Be ready to recite when appropriate or improv when possible. Be funny, be creative, be interesting, but deliver a message that helps the children understand the characters and story. The performance is Tuesday at 9:40.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-PL4XHZ7z86g/WvT6PYjWoLI/AAAAAAAAH1w/qeI2ZYua8681RNFR6snRqOwiBqdeG8GWQCLcBGAs/s1600/landscape%2Bwith%2Bthe%2Bfall.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="236" data-original-width="369" height="255" src="https://1.bp.blogspot.com/-PL4XHZ7z86g/WvT6PYjWoLI/AAAAAAAAH1w/qeI2ZYua8681RNFR6snRqOwiBqdeG8GWQCLcBGAs/s400/landscape%2Bwith%2Bthe%2Bfall.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Landscape with the Fall of Icarus, Pieter Bruegel the Elder</td></tr>
</tbody></table>
<b>Writing Assignment:</b><br />
<br />
AP Option: Take the 2013 practice exam and get it to me by Monday morning, so I can heroically grade the essays and get them back to you on Tuesday. Go over the multiple choice on your own with the answer key.<br />
<br />
Non-AP Option: Write a 500 word essay in which you persuade someone to make a personal change. This could be to quit smoking, to earn a degree, to change jobs, to move to a new country. You can direct it to a specific person, a group, or an imagined person. Use all of your persuasive powers and the rhetorical strategies we've been working on. Your rhetoric should ask them to define themselves in a new way, and evoke an emotion in your reader. This will be the last real essay you write for this class, so bring all your powers to bear on the topic.<br />
<br />
<b>Quiz:</b><br />
<br />
In lieu of a quiz this week, two tasks:<br />
<br />
1. Study Arma Virumque Cano! You will be reciting this on Thursday, May 17, for rewards and points.<br />
2. Paper challenge! Get limbered up to go to battle with the middle schoolers.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-36735336214967329132018-04-27T12:32:00.003-04:002018-04-27T12:32:58.533-04:00Reading Period 25: April 27 - May 3: Metamorphoses<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-ASpqL4REqyM/WuNP_At1MbI/AAAAAAAAHy4/yrVF7MugZdgsAm9VXjiGXuj29iFyHFgYwCLcBGAs/s1600/medeayeah.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="511" height="320" src="https://1.bp.blogspot.com/-ASpqL4REqyM/WuNP_At1MbI/AAAAAAAAHy4/yrVF7MugZdgsAm9VXjiGXuj29iFyHFgYwCLcBGAs/s320/medeayeah.jpg" width="272" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Medea's back, y'all.</td></tr>
</tbody></table>
<div class="tr_bq">
<b>Long Read:</b></div>
<br />
<i>Metamorphoses </i>by Ovid, books 6-8<br />
<br />
<b>Poetry: </b><br />
<br />
Ode IV, 7: Diffugere Nives<br />
by Horace<br />
translation by Samuel Johnson<br />
<br />
<blockquote class="tr_bq">
The snow dissolv’d no more is seen,<br />The fields, and woods, behold, are green,<br />The changing year renews the plain,<br />The rivers know their banks again,<br />Hippolytus unjustly slain<br />Diana calls to life in vain,<br />Nor can the might of Theseus rend<br />The chains of hell that hold his friend.</blockquote>
<br />
Od IV, 7: Diffugere Nives<br />
by Horace<br />
translation by A.E. Housman<br />
<br />
<blockquote>
The snows are fled away, leaves on the shaws<br />And grasses in the mead renew their birth,<br />The river to the river-bed withdraws,<br />And altered is the fashion of the earth. </blockquote>
<blockquote>
The Nymphs and Graces three put off their fear<br />And unapparelled in the woodland play.<br />The swift hour and the brief prime of the year<br />Say to the soul, Thou wast not born for aye. </blockquote>
<blockquote>
Thaw follows frost; hard on the heel of spring<br />Treads summer sure to die, for hard on hers<br />Comes autumn with his apples scattering;<br />Then back to wintertide, when nothing stirs. </blockquote>
<blockquote>
But oh, whate'er the sky-led seasons mar,<br />Moon upon moon rebuilds it with her beams;<br />Come we where Tullus and where Ancus are<br />And good Aeneas, we are dust and dreams. </blockquote>
<blockquote>
Torquatus, if the gods in heaven shall add<br />The morrow to the day, what tongue has told?<br />Feast then thy heart, for what thy heart has had<br />The fingers of no heir will ever hold. </blockquote>
<blockquote>
When thou descendest once the shades among,<br />The stern assize and equal judgment o'er,<br />Not thy long lineage nor thy golden tongue,<br />No, nor thy righteousness, shall friend thee more. </blockquote>
<blockquote>
Night holds Hippolytus the pure of stain,<br />Diana steads him nothing, he must stay;<br />And Theseus leaves Pirithous in the chain<br />The love of comrades cannot take away.</blockquote>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-lTRvnUXo4_c/WuNQbl9ZcmI/AAAAAAAAHzA/DHC1Pfw-Z6MsusWD3YRqrqZ42AVHJVjBACLcBGAs/s1600/medeayeah2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="700" data-original-width="635" height="320" src="https://2.bp.blogspot.com/-lTRvnUXo4_c/WuNQbl9ZcmI/AAAAAAAAHzA/DHC1Pfw-Z6MsusWD3YRqrqZ42AVHJVjBACLcBGAs/s320/medeayeah2.jpg" width="290" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">What I say, Medea IS BACK. </td></tr>
</tbody></table>
<b>Creative Assignment:</b><br />
<br />
Write a three minute script for four characters, for two of the three stories your group chose for the Metamorphoses skit festival. If your group has five people, make it for five characters. Some of the stories lend themselves obviously to two or three characters, so you'll need to add parts here and there -- someone can be a vase or a horse or something. You can rotate who plays the "extra" parts across the three plays. Your skit must NOT be longer than three minutes! Bring your scripts, printed on paper to class on Thursday. You will be collaborating on writing this project, but one person should be "lead" writer for each skit.<br />
<br />
<i>AND</i><br />
<br />
Submit your poem that you wrote last week to the poetry contest, using the form!<br />
<br />
<b>Writing Assignment:</b><br />
<br />
In your two-person debate team, decide who will give the opening statement and who will give the closing statement. Your writing assignment this week is to write that opening or closing. Bring this printed document to class on Thursday so you can collaborate.<br />
<br />
<b>Quiz:</b><br />
<br />
Book 7 of Metamorphoses is particularly of interest to us because we know Medea so well from the play by Euripedes. Ovid was a fan, and in fact wrote his own tragic play called Medea, which is unfortunately lost. For your quiz this week, first read this famous invocation, which Medea makes in Book 7 and which Shakespeare honored (plagiarized) in Prospero's "this rough magic" speech in <i>The Tempest</i>.<br />
<br />
Shakespeare:<br />
<br />
Ye elves of hills, brooks, standing lakes, and groves,<br />
And ye that on the sands with printless foot<br />
Do chase the ebbing Neptune and do fly him<br />
When he comes back; you demi-puppets that<br />
By moonshine do the green sour ringlets make,<br />
Whereof the ewe not bites; and you whose pastime<br />
Is to make midnight mushrooms, that rejoice<br />
To hear the solemn curfew; by whose aid,<br />
Weak masters though ye be, I have bedimmed<br />
The noontide sun, called forth the mutinous winds,<br />
And ’twixt the green sea and the azured vault<br />
Set roaring war—to th' dread rattling thunder<br />
Have I given fire, and rifted Jove’s stout oak<br />
With his own bolt;<br />
<br />
Ovid (from a 1567 translation):<br />
<br />
Ye Ayres and windes: ye Elves of Hilles, of Brookes, of Woods alone,<br />
Of standing Lakes, and of the Night approche ye everychone.<br />
Through helpe of whom (the crooked bankes much wondring at the thing)<br />
I have compelled streames to run cleane backward to their spring.<br />
By charmes I make the calme Seas rough, and make the rough Seas plaine,<br />
And cover all the Skie with Cloudes and chase them thence againe.<br />
By charmes I raise and lay the windes, and burst the Vipers jaw.<br />
And from the bowels of the Earth both stones and trees doe draw.<br />
Whole woods and Forestes I remove: I make the Mountaines shake,<br />
And even the Earth it selfe to grone and fearfully to quake.<br />
I call up dead men from their graves: and thee lightsome Moone<br />
I darken oft, though beaten brasse abate thy perill soone.<br />
Our Sorcerie dimmes the Morning faire, and darkes the Sun at Noone.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-x164unLOV8s/WuNQitDAf2I/AAAAAAAAHzE/zfjgfzSDvJACOPaei9o4tk3LslhCItYZQCLcBGAs/s1600/medeayeah1.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1192" data-original-width="1499" height="254" src="https://2.bp.blogspot.com/-x164unLOV8s/WuNQitDAf2I/AAAAAAAAHzE/zfjgfzSDvJACOPaei9o4tk3LslhCItYZQCLcBGAs/s320/medeayeah1.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">RAWR MEDEA</td></tr>
</tbody></table>
Now answer these questions about Medea in book 7:<br />
<br />
1. What does Jason want from King Aeëtes?<br />
2. What are the three tasks that the king lays out for him?<br />
3. How does Jason cleverly deal with the warriors that sprung up from the teeth?<br />
4. How does Jason cleverly deal with the dragon that protects the golden fleece?<br />
5. What mythical creatures pull Medea's totally awesome chariot?<br />
6. Describe Medea's treatment procedure for Aeson's potion of youth.<br />
7. How does Medea prove to Pelias' daughters that she can indeed make people young?<br />
8. Who actually kills Pelias?<br />
9. What poison does Medea use to try and poison Theseus?<br />
10. Why does it not work?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-36704508213973715982018-04-21T18:06:00.001-04:002018-04-21T18:34:45.815-04:00Reading Period 24: April 20-26: Metamorphoses<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-jsKFQTISHoM/Wtu1F8daCkI/AAAAAAAAHyI/w5nBwSMj2V0FTRxcBfeEpmKZHffrkvPGQCLcBGAs/s1600/apolloanddaphne.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1183" data-original-width="800" height="320" src="https://3.bp.blogspot.com/-jsKFQTISHoM/Wtu1F8daCkI/AAAAAAAAHyI/w5nBwSMj2V0FTRxcBfeEpmKZHffrkvPGQCLcBGAs/s320/apolloanddaphne.jpg" width="216" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Apollo and Daphne. Consent?</td></tr>
</tbody></table>
<b>Long Read:</b><br />
<br />
<i>Metamorphoses </i>by Ovid, books 3-5<br />
<br />
<b>Due Dates:</b><br />
<br />
Writing assignment: Tuesday in class.<br />
Quiz: Wednesday, 7pm<br />
Creative assignments: Thursday in class.<br />
<br />
<b>Creative Assignments:</b><br />
<br />
You have your postcards. Now think creatively about where you might want to send them. Will you send them to members of student organizations, cultural groups, religious leaders, media people, friends and family, writers and poets, academics, librarians, or? Don't use your name unless you personally know the person you're writing to. Make sure you're writing legibly, include the Facebook address for the event, and have an address to use that is not a home address (unless you know the person). Access the shared document<br />
<br />
<i>AND <--- note, this is AND not OR</i><br />
<br />
Do some research on poetry from the travel banned countries and Mexico. Think creatively about how you might suitable work that we can read from these places, and bring in three leads. Maybe you found the name of a translator who has worked on poetry from Venezuela. Maybe you found a web site with ancient myths from Chad. Perhaps you checked a book out of the library. You will need to add three leads to the shared document. Include as much information as you can on your leads. Access the shared document: Poetry Knows No Boundaries: Literature Selection Scratchpad and create a section for yourself. Don't delete other people's work accidentally!<br />
<br />
<i>AND <--- another AND, also not an OR</i><br />
<br />
Write a poem for the Poetry Knows No Boundaries poetry contest. We will be publishing these, without names if you like, on the event site to generate interest in the contest. Othering of any type is your topic. Do your very best.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-BrCb79sVA7I/Wtu11pOpK7I/AAAAAAAAHyQ/2PvQzfJ03AkqJ1CR-UPLWhDuoBPWx--mQCLcBGAs/s1600/thisbewaterhouse.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="390" data-original-width="220" height="320" src="https://4.bp.blogspot.com/-BrCb79sVA7I/Wtu11pOpK7I/AAAAAAAAHyQ/2PvQzfJ03AkqJ1CR-UPLWhDuoBPWx--mQCLcBGAs/s320/thisbewaterhouse.jpg" width="180" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">By our old pal John Waterhouse</td></tr>
</tbody></table>
<b>Writing Assignments:</b><br />
<br />
Your final draft is due on Tuesday! My friends, here is what you need in your two pocket folder:<br />
<br />
1. Your paper idea / topic that I marked up.<br />
2. Your outline that I marked up.<br />
3. Your rough draft that I marked up.<br />
4. Your peer-edited rough draft that your partner marked up.<br />
5. Your final draft, in 11 or 12 point, with approximately 1 inch margins, double or 1.5 spaced, with a header on the top left or right that includes your name, the date, the assignment, and the class.<br />
<br />
If you are missing something, you can print it off again. If your partner failed to sign their peer editing work, you can help them out by doing that. If we have 100% compliance on people turning in final drafts with all the materials in folders, we will not write a third paper (unless we are prepping for the AP exam.)<br />
<br />
<b>AP Lang: </b><br />
<br />
Go to the exam practice section of the College Board web site for AP Language and Composition. Click on the scoring guidelines for 2014 and specifically read the scoring guidelines for question 3. Then click on the link Free Response Questions, and write an essay for question 3, which is about teaching creativity. Give yourself 40 minutes and write in longhand using a pen.<br />
<br />
<b>Quiz:</b><br />
<br />
For this week's quiz, take a look at this list of names of characters from books 1-5 of <i>Metamorphoses</i>. Pretend you have a friend who fancies him or herself creative and interesting, and wants to name his or her baby after one of these characters. For each name, give a reason why it would be a good baby name or a terrible baby name.<br />
<br />
1. Cadmus<br />
2. Echo<br />
3. Narcissus<br />
4. Minerva<br />
5. Prosperina<br />
6. Perseus<br />
7. Callisto<br />
8. Phaeton<br />
9. Pyramus<br />
10. Thisbe<br />
11. Hermaphroditus<br />
12. Andromeda<br />
<br />
BONUS: Of all the characters we have read about this year, which name would you take for yourself? And why?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-46076123688809617832018-04-13T16:52:00.000-04:002018-04-13T16:52:06.991-04:00Reading Period 23: April 13 - 19: Metamorphoses<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-L1aEl5e6gGQ/WtEKE1VYJQI/AAAAAAAAHvY/Ubwc_CHQzXUckQxnThfl_-4esAw5lVUMgCLcBGAs/s1600/metamorphoses.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="442" data-original-width="557" height="253" src="https://2.bp.blogspot.com/-L1aEl5e6gGQ/WtEKE1VYJQI/AAAAAAAAHvY/Ubwc_CHQzXUckQxnThfl_-4esAw5lVUMgCLcBGAs/s320/metamorphoses.jpg" width="320" /></a></div>
<b>Long Read: </b><br />
<br />
<i>Metamorphoses </i>by Ovid, books 1 and 2.<br />
<br />
<b>Poetry:</b><br />
<br />
"<a href="https://www.poets.org/poetsorg/poem/creation" target="_blank">The Creation</a>" by James Weldon Johnson<br />
<br />
From <i>Genesis</i>, chapter 1 of the Holy Bible (King James Version)<br />
<blockquote class="tr_bq">
1 In the beginning God created the heaven and the earth.<br />2 And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters.<br />3 And God said, Let there be light: and there was light.<br />4 And God saw the light, that it was good: and God divided the light from the darkness.<br />5 And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day.</blockquote>
<br />
<b>Creative Assignments:</b><br />
<br />
One of the most ambitious and impossible acts of the imagination is to conceive of the nothingness that would have been before any act of creation of the world. Having read "The Creation" and the beginning of Genesis, and the beginning of the Metamorphoses, take a whack at describing in a poem, with metaphor or simile, or with sensory description, or with pure philosophy, the void that predated creation in a mythology where creation was a moment in time. Your poem can be as long or as short as you like.<br />
<br />
OR<br />
<br />
Find a lump of clay. Playdough is fine, or terracotta clay, or plasticine, whatever. Form your clay into a rock, such as Pyrrha would have thrown over her shoulder as the oracle instructed her. Take a picture. Now form it into a human shape, taking three or four pictures along the way, from the same angle in the same location. Post your series of photographs. You might even create an animation of the series, so that it looks like the rock is transforming into a human.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
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<b>Writing Assignment:</b><br />
<br />
Using ALL of the logical fallacies we studied in class, write an essay taking either side of the claim you have chosen for the team debate. You MUST label the fallacies, 1-12, either within the text of your essays with numbers in parentheses, or with a pencil after you print it out. Here's the list:<br />
<br />
1. Slippery Slope<br />
2. Hasty Generalization<br />
3. Post hoc ergo propter hoc<br />
4. Genetic Fallacy<br />
5. Begging the Claim<br />
6. Circular Argument<br />
7. Either/or<br />
8. Ad hominem<br />
9. Ad populum/Bandwagon Appeal<br />
10. Red Herring<br />
11. Straw Man<br />
12. Moral Equivalence<br />
<br />
<b>AP Lang: </b>Finish the multiple choice sections in practice test C in the green book, taking 12 minutes for each reading with its associated questions. You can go through and look at the answers given in the answer key, and mark any problematic ones as well as any easy ones. We will discuss the answers in class.<br />
<br />
<b>Quiz:</b><br />
<br />
1. Which god created the world?<br />
2. Why did Jove not use his thunderbolts to destroy the wicked world?<br />
3. Why were Deucalion and Pyrrha the only two people on earth?<br />
4. What metamorphosis occurs as a result of Apollo's (Phoebus') obsessive love?<br />
5. What metamorphosis did Jove create to hide his misdeeds from Juno?<br />
6. Why was Argus an awesome guardian for Io and how does Mercury get him to fall asleep?<br />
7. Why does Phaethon go to the palace of the sun and what gift does he ask from Apollo?<br />
8. List one effect of Phaethon dropping the reins.<br />
9. What metamorphosis results from the death of Phaethon?<br />
10. What metamorphosis does Juno force on Callisto and why?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-69075229610717239442018-04-06T11:13:00.000-04:002018-04-06T11:13:24.499-04:00Reading Period 22: April 6-12: The Aeneid<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read:</b><br />
<br />
<i>The Aeneid</i> by Virgil, Books 10-12<br />
<br />
<b>Poem:</b><br />
<br />
"Falling Asleep Over The Aeneid" by Robert Lowell<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Write your own "Falling Asleep Over The Aeneid" poem. You must give details from the scene in real life at the beginning and the end, like Lowell's yellowhammers and the great-aunt. In the middle, give as garbled a dreamlike confusion of images and characters from The Aeneid as you can. Put yourself in the scene, as Lowell does, and include dialogue, action, imagery, and emotions. You do not have to use the same rhyme scheme as the original poem, but you could!<br />
<br />
<i>OR</i><br />
<br />
Take a look at these four pieces of art, inspired by The Aeneid. Choose one, and create your own imitation or copy of it, in any medium. Please only choose this one if you're going to take a serious run at creating art and thinking about the elements and style of each of these pieces.<br />
<br />
<a href="https://www.metmuseum.org/art/collection/search/435908" target="_blank">The Trojan Women Setting Fire to the Fleet</a> by Claude Lorrain, French, painting in Rome, 1643<br />
<br />
<a href="https://www.metmuseum.org/art/collection/search/199612" target="_blank">Aeneas Fleeing Troy with Anchises, Creusa, and Ascanius</a> by an anonymous enameler, France, 1530<br />
<br />
<a href="https://www.metmuseum.org/art/collection/search/197036" target="_blank">Venus Giving Arms to Aeneas</a> by Jean Cormu, France, 1704<br />
<br />
<a href="https://www.metmuseum.org/art/collection/search/437507" target="_blank">The Dream of Aeneas</a> by Salvator Rosa, Italy, 1660 (This is where the Tiber speaks to Aeneas)<br />
<br />
<b>Writing Assignment:</b><br />
<br />
The rough draft of your argument paper is due on Tuesday. Bring two copies -- one for me and one for peer editing.<br />
<br />
<b>Quiz:</b><br />
<br />
1. What important decision does Jupiter make about the upcoming battle?<br />
2. He's worn out with two of his godwomenfolk fighting. Who?<br />
3. Who kills Pallas, and what does he take as a prize?<br />
4. How does Juno manage to save her favorite guy from Aeneas?<br />
5. How are the Latins like the Greeks?<br />
6. How are the Latins UNLIKE the Greeks?<br />
7. Who is Camilla and why is she majestically awesome? (AND WHY DID THE MUPPETS NAME A CHICKEN AFTER HER?)<br />
8. What two guys are going to duel in Book 12?<br />
9. What will be decided by the duel?<br />
10. Why did Aeneas take an arrow to the knee?<br />
11. When Juno finally gives up her hatred for Aeneas, what does she want as a compromise?<br />
12. What prevents Aeneas from being merciful in the end?<br />
<br />Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-67861749626143540702018-03-23T03:00:00.000-04:002018-03-23T03:00:27.696-04:00Reading Period 21: March 23-29: The Aeneid<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read:</b><br />
<br />
The Aeneid of Virgil, books 7-9<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Let's work on your memorization project! First, listen to the pronunciation in the video. Then pursue one of the options below it.<br />
<br />
Arma virumque cano, Troiae qui primus ab oris<br />
Italiam, fato profugus, Laviniaque venit<br />
litora, multum ille et terris iactatus et alto<br />
vi superum saevae memorem Iunonis ob iram;<br />
multa quoque et bello passus, dum conderet urbem, <br />
inferretque deos Latio, genus unde Latinum,<br />
Albanique patres, atque altae moenia Romae.<br />
<br />
Musa, mihi causas memora, quo numine laeso,<br />
quidve dolens, regina deum tot volvere casus<br />
insignem pietate virum, tot adire labores <br />
impulerit. Tantaene animis caelestibus irae?<br />
<br />
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/W21ptYzFcIY" width="560"></iframe><br />
<br />
Option 1:<br />
Write these lines out in three different ways. One might be pencil and paper. One might be marker and cardboard. One might be invisible ink. Maybe on a white board. Maybe on a mirror with a whiteboard marker. Maybe you will write very very tiny on the back of a postage stamp. It's up to you. Upload images of your three different versions in writing.<br />
<br />
<i>OR</i><br />
<br />
Option 2:<br />
Choose three different locations to record yourself saying the lines out loud. Maybe once standing on the porch at midnight, one lying in the crawl space, one sitting at your desk, one in a moving vehicle. Don't worry about perfect pronunciation or memorization -- just show us evidence that you've pronounced the words in three different locations.<br />
<br />
<b>Writing Assignments:</b><br />
<br />
Your outline for your argument paper (see last week's assignment) will be due on Tuesday (March 27) and your rough draft for your argument paper will be due on Thursday (March 29).<br />
<br />
<b>AP Language and Composition:</b><br />
<br />
Please read "Discourse Four" by Renee Descartes in your <i>World of Ideas</i> anthology.<br />
<br />
<b>Quiz:</b><br />
<br />
1. What do the Trojans hear when they're floating past the island of Circe?<br />
2. What prophecy has been given to Latinus?<br />
3. How does Allecto get into the mind of Amata, Latinus' wife? Does she turn Dionysian or Apollonian?<br />
4. How does Allecto mess with Turnus, leader of the Rutulians?<br />
5. What ally does Aeneas find to help him fight the Latins?<br />
6. How does Vulcan decorate Aeneas' cool new shield?<br />
7. How does the Trojan fleet escape being burned up by Turnus and his fellas?<br />
8. What two Trojans go out on a cool Diomedes-and-Odysseus-like mission to kill some Latins, and how does that work out for them?<br />
9. What Latin hero claims to be the new Achilles?<br />
10. How does Turnus escape, when the Trojans have driven him back to the banks of the Tiber?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-83696437708453777462018-03-16T10:45:00.001-04:002018-03-16T10:49:41.032-04:00Reading Period 20: March 16-22: The Aeneid<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read: </b><br />
<br />
Virgil's Aeneid, books 4-6<br />
<br />
<b>Short Read:</b><br />
<br />
"Dido's Lament," from the libretto by Nahum Tate from the opera <i>Dido and Aeneas</i> by Henry Purcell<br />
<br />
Recitative<br />
Thy hand, Belinda, darkness shades me,<br />
On thy bosom let me rest,<br />
More I would, but Death invades me;<br />
Death is now a welcome guest.<br />
<br />
Aria<br />
When I am laid, am laid in earth, May my wrongs create<br />
No trouble, no trouble in thy breast;<br />
Remember me, remember me, but ah! forget my fate.<br />
Remember me, but ah! forget my fate.<br />
<br />
<a href="https://www.youtube.com/watch?v=uGQq3HcOB0Y" target="_blank">Here's a link</a> to a video where you can listen and watch the sheet music at the same time.<br />
<br />
<a href="https://www.youtube.com/watch?v=PeB4cpRq16M" target="_blank">Here's a link</a> to a video where you can watch actors on the stage.<br />
<br />
<a href="https://www.youtube.com/watch?v=sA5UAbl1OWY" target="_blank">Here's a link</a> to Jeff Buckley singing it at the Meltdown Festival in 1995 in London.<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Imagine you are planning an operatic illustration of Book IV of the Aeneid, like Henry Purcell's opera. Sketch out six songs you would include. You don't have to actually write the songs, but say what the song would be (use vocabulary below), who would sing it, what the title would be, and what the song would be about. Make sure if you choose this one you wait to look at the actual libretto until after you've put your own spin on it. Your titles and suggestions can be comical. Here are the types of songs in an opera:<br />
<blockquote class="tr_bq">
Aria: One singer, expressing thoughts and feelings, like a soliloquy in a play.<br />
Duet: A song for two voices -- could be lovers, could express conflict/argument, or union.<br />
Ensemble: Multiple members of the cast singing, possibly expressing different emotions.<br />
Recitative: Not a formal song, more like singing-talking where the plot moves forward between the songs.<br />
Finale: The last big number of an act or of the whole opera. </blockquote>
<br />
<br />
<i>OR</i><br />
<br />
Using whatever visual medium you choose, illustrate this awesome weird priestess from Dido's mad ramblings:<br />
<br />
Near the ends of the Ocean and where the sun sets<br />
Ethiopia lies, the furthest of lands, where Atlas,<br />
mightiest of all, turns the sky set with shining stars:<br />
I’ve been told of a priestess, of Massylian race, there,<br />
a keeper of the temple of the Hesperides, who gave<br />
the dragon its food, and guarded the holy branches of the tree,<br />
scattering the honeydew and sleep-inducing poppies.<br />
With her incantations she promises to set free<br />
what hearts she wishes, but bring cruel pain to others:<br />
to stop the rivers flowing, and turn back the stars:<br />
she wakes nocturnal Spirits: you’ll see earth yawn<br />
under your feet, and the ash trees march from the hills.<br />
<br />
<i>OR</i><br />
<br />
Take a look at <a href="http://www.bemf.org/media/BEMF_dido_libretto.pdf" target="_blank">the libretto (script) for Dido and Aeneas</a>. Choose one act of the three to rewrite in modern language. You'll need the characters, and about the same number of lines for each character, but you can have them say whatever you want.<br />
<br />
<b>Writing Assignments:</b><br />
<br />
In class we developed some ideas about which heroic archetype would best represent the American ideal for a a national epic. You divided into teams and chose archetypes to prepare for a debate. Your writing assignment this week is to write your opening statement or your closing statement, depending on which role you have decided to take on the team. Remember to employ at least one rhetorical strategy and be convincing! Rhetorical strategies we reviewed in class: analogy, narrative, historical or literary example, appeal to pride, imagery, logic, facts, statistics. Do NOT post your statement to Google+ -- instead turn it in to me in class on Thursday after the debate. Your essay will serve as your team's opening or closing statement for this short debate, so it should be around 300 words.<br />
<br />
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<b>Paper Assignments:</b><br />
<br />
It's time for our next paper! We're going to write the argument paper next, instead of the rhetorical analysis -- this is a switch from the plan but I think it works with what we are discussing now. Your prompt for the argument paper is as follows:<br />
<br />
Comic book superheroes are a specifically American idea. One could argue that they stand in for mythological characters like Greek or Norse gods. Sometimes figures from mythology show up on comic book pages! But which comic book character best represents the American idea, and would make the best epic hero for America? Would it be Captain America? Superman? Spiderman? Wonder Woman? Would it be someone with alien origins like Clark Kent or an "Everyman" like Peter Parker? Your assignment for Tuesday is to decide which superhero you will choose and what archetype they represent. This is mostly a thinking assignment, but to insure that you're not doing your thinking in the back seat of the van on the way to class, please type and print this assignment for credit.<br />
<br />
<b>AP Language and Composition:</b><br />
<br />
Please read, in your World of Ideas anthology, the essay by Ruth Benedict, "The Pueblos of New Mexico." She applies Nietzche's concepts of Apollonian and Dionysian to North American native tribes.<br />
<br />
OPTIONAL: In class on Tuesday we discussed a plan for the synthesis essay about cyberbullying and the responsibility of schools to discipline their students for stuff that happens off campus. If I were you and I were prepping for the exam, I would write that essay and I would ask the teacher to read it. And if I were the teacher, I would read it and give feedback.<br />
<b><br /></b>
<b>Quiz:</b><br />
<br />
1. How does Dido's sister Anna feel about her getting together with Aeneas?<br />
2. What is Aeneas busy doing when Mercury finds him with Jupiter's message?<br />
3. What curse does Dido bring down on Aeneas before she kills herself?<br />
4. What animal crawls up out of Anchises' tomb and eats Aeneas' sacrifice?<br />
5. Why do you think Virgil just had to add some athletic competitions in his epic?<br />
6. Who burns up the Trojan ships while the athletes are competing?<br />
7. Neptune promises safe passage to Aeneas, but says that he will lose one guy. Who is that one guy?<br />
8. Give one of the Sibyl's prophecies.<br />
9. Why can some people NOT cross the river Styx?<br />
10. What is Dido's reaction to Aeneas when they are reunited in the underworld?<br />
<br />
BONUS: Summarize Anchises' awesome philosophical musings in one sentence.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-55989174136112666852018-03-09T09:49:00.002-05:002018-03-09T10:00:13.919-05:00Reading Period 19: March 9-15: The Aeneid<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read: </b><br />
<br />
Virgil's <i>Aeneid</i>, translated by Robert Fagles, Books 1-3<br />
<br />
<b>Short Read:</b><br />
<br />
John Dryden's 1697 translation of the <i>Aeneid</i>, lines 1-11:<br />
<br />
Arms, and the man I sing, who, forc'd by fate,<br />
And haughty Juno's unrelenting hate,<br />
Expell'd and exil'd, left the Trojan shore.<br />
Long labors, both by sea and land, he bore,<br />
And in the doubtful war, before he won<br />
The Latian realm, and built the destin'd town;<br />
His banish'd gods restor'd to rites divine,<br />
And settled sure succession in his line,<br />
From whence the race of Alban fathers come,<br />
And the long glories of majestic Rome.<br />
O Muse! the causes and the crimes relate;<br />
What goddess was provok'd, and whence her hate;<br />
<br />
Robert Fagles translation of the Aeneid, lines 1-11:<br />
<br />
Wars and a man I sing—an exile driven on by Fate,<br />
he was the first to flee the coast of Troy,<br />
destined to reach Lavinian shores and Italian soil,<br />
yet many blows he took on land and sea from the gods above—<br />
thanks to cruel Juno’s relentless rage—and many losses<br />
he bore in battle too, before he could found a city,<br />
bring his gods to Latium, source of the Latin race,<br />
the Alban lords and the high walls of Rome.<br />
Tell me,<br />
Muse, how it all began. Why was Juno outraged?<br />
What could wound the Queen of the Gods with all her power?<br />
Why did she force a man, so famous for his devotion,<br />
to brave such rounds of hardship, bear such trials?<br />
Can such rage inflame the immortals’ hearts?<br />
<br />
Horace's Ode #3 from Book 1: To Virgil, Setting Off to Greece<br />
<br />
May the goddess, queen of Cyprus,<br />
and Helen’s brothers, the brightest of stars,<br />
and father of the winds, Aeolus,<br />
confining all except Iapyga, guide you,<br />
ship, that owes us Virgil, given<br />
to your care, guide you to Attica’s shores,<br />
bring him safely there I beg you,<br />
and there watch over half of my spirit.<br />
Triple bronze and oak encircled<br />
the breast of the man who first committed<br />
his fragile bark to the cruel sea,<br />
without fearing the fierce south-westerlies<br />
fighting with the winds from the north,<br />
the sad Hyades, or the raging south,<br />
master of the Adriatic,<br />
whether he stirs or he calms the ocean.<br />
What form of death could he have feared,<br />
who gazed, dry-eyed, on swimming monsters,<br />
saw the waves of the sea boiling,<br />
and Acroceraunia’s infamous cliffs?<br />
Useless for a wise god to part<br />
the lands, with a far-severing Ocean,<br />
if impious ships, in spite of him,<br />
travel the depths he wished inviolable.<br />
Daring enough for anything,<br />
the human race deals in forbidden sin.<br />
That daring son of Iapetus<br />
brought fire, by impious cunning, to men.<br />
When fire was stolen from heaven<br />
its home, wasting disease and a strange crowd<br />
of fevers covered the whole earth,<br />
and death’s powers, that had been slow before<br />
and far away, quickened their step.<br />
Daedalus tried the empty air on wings<br />
that were never granted to men:<br />
Hercules’ labours shattered Acheron.<br />
Nothing’s too high for mortal men:<br />
like fools, we aim at the heavens themselves,<br />
sinful, we won’t let Jupiter<br />
set aside his lightning bolts of anger.<br />
<br />
Here's another translation, in rhyme:<br />
<br />
Thus may Cyprus' heavenly queen,<br />
Thus Helen's brethren, stars of brightest sheen,<br />
Guide thee! May the sire of wind<br />
Each truant gale, save only Zephyr, bind!<br />
So do thou, fair ship, that ow'st<br />
Virgil, thy precious freight, to Attic coast,<br />
Safe restore thy loan and whole,<br />
And save from death the partner of my soul!<br />
Oak and brass of triple fold<br />
Encompass'd sure that heart, which first made bold<br />
To the raging sea to trust<br />
A fragile bark, nor fear'd the Afric gust<br />
With its Northern mates at strife,<br />
Nor Hyads' frown, nor South-wind fury-rife,<br />
Mightiest power that Hadria knows,<br />
Wills he the waves to madden or compose.<br />
What had Death in store to awe<br />
Those eyes, that huge sea-beasts unmelting saw,<br />
Saw the swelling of the surge,<br />
And high Ceraunian cliffs, the seaman's scourge?<br />
Heaven's high providence in vain<br />
Has sever'd countries with the estranging main,<br />
If our vessels ne'ertheless<br />
With reckless plunge that sacred bar transgress.<br />
Daring all, their goal to win,<br />
Men tread forbidden ground, and rush on sin:<br />
Daring all, Prometheus play'd<br />
His wily game, and fire to man convey'd;<br />
Soon as fire was stolen away,<br />
Pale Fever's stranger host and wan Decay<br />
Swept o'er earth's polluted face,<br />
And slow Fate quicken'd Death's once halting pace.<br />
Daedalus the void air tried<br />
On wings, to humankind by Heaven denied;<br />
Acheron's bar gave way with ease<br />
Before the arm of labouring Hercules.<br />
Nought is there for man too high;<br />
Our impious folly e'en would climb the sky,<br />
Braves the dweller on the steep,<br />
Nor lets the bolts of heavenly vengeance sleep.<br />
<br />
Here's the Latin, in case you're interested:<br />
<br />
Sic te diva potens Cypri,<br />
Sic fratres Helenae, lucida sidera,<br />
Ventorumque regat pater<br />
Obstrictis aliis praeter Iapyga,<br />
Navis, quae tibi creditum<br />
Debes Vergilium finibus Atticis,<br />
Reddas incolumem precor<br />
Et serves animae dimidium meae.<br />
Illi robur et aes triplex<br />
Circa pectus erat, qui fragilem truci<br />
Commisit pelago ratem<br />
Primus, nec timuit praecipitem Africum<br />
Decertantem Aquilonibus<br />
Nec tristis Hyadas nec rabiem Noti,<br />
Quo non arbiter Hadriae<br />
Maior, tollere seu ponere volt freta.<br />
Quem mortis timuit gradum,<br />
Qui siccis oculis monstra natantia,<br />
Qui vidit mare turbidum et<br />
Infamis scopulos, Acroceraunia?<br />
Nequiquam deus abscidit<br />
Prudens Oceano dissociabili<br />
Terras, si tamen impiae<br />
Non tangenda rates transiliunt vada.<br />
Audax omnia perpeti<br />
Gens humana ruit per vetitum nefas.<br />
Audax Iapeti genus<br />
Ignem fraude mala gentibus intulit.<br />
Post ignem aetheria domo<br />
Subductum macies et nova febrium<br />
Terris incubuit cohors,<br />
Semotique prius tarda necessitas<br />
Leti corripuit gradum.<br />
Expertus vacuum Daedalus aera<br />
Pennis non homini datis;<br />
Perrupit Acheronta Herculeus labor.<br />
Nil mortalibus arduist;<br />
Caelum ipsum petimus stultitia, neque<br />
Per nostrum patimur scelus<br />
Iracunda Iovem ponere fulmina.<br />
<br />
Oh my gosh, you can LISTEN TO THE LATIN:<br />
<br />
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/rEsA4KciXVw" width="560"></iframe><br />
<br />
<b>Creative Assignment:</b><br />
<br />
Read Horace's ode, "To Virgil, Setting Off to Greece" at least twice. Write your own poem in the style of Horace's ode, with the same theme: humankind's bravery in conquering the obstacles nature has set for us. You could talk about climbers who have reached the top of mountains, or astronauts who went to the moon, or adventurers to the North Pole, or any other inspiring acts of bravery. It isn't necessary to exactly mimic Horace's rhythm. Take as your inspiration the line "Daring enough for anything, the human race deals in forbidden sin." (Or, if you like the rhyming version better, "Daring all, their goal to win, men tread forbidden ground, and rush on sin" works too.)<br />
<br />
<i>OR</i><br />
<br />
Compare the two versions of the opening lines of the Aeneid, and the two versions of the ode. Decide whether you think it is better to translate the Latin into English using rhymes and a static meter, or whether it is better to translate using more irregular meter and words that best fit the meaning. Write a 250 word essay claiming one or the other is better, and use specific lines from the two versions of either poems to back up your claim.<br />
<br />
ALSO:<br />
<br />
Please finish work on your monster project, collaborating with the Play & Learn students. Those will be due March 22, but can be turned in any time. Don't forget! The little kids are depending on you. :)<br />
<br />
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<b>Writing Assignment:</b><br />
<br />
Your revision of the synthesis paper is due in class on Thursday, March 15. In a folder, you will turn in the following:<br />
<br />
Your first draft, with my comments on it.<br />
Your partner's peer editing on your other copy of your first draft.<br />
Your final draft.<br />
<br />
In order to get credit for your final draft, you must show significant revision. All three elements must have your name on them. Please double space with one inch margins. Printing on both sides is ok.<br />
<br />
<b>Quiz:</b><br />
<br />
1. Why is Juno (still) mad at the Trojans?<br />
2. What goddess appears to Aeneas in disguise, and what is her relationship to him?<br />
3. What horribly familiar story is depicted on the walls of Carthage?<br />
4. How does Venus make sure that Aeneas will have a fine time in Carthage?<br />
5. Who is the only guy to worry that there might be issues with the Greek's giant horse present, and what happens to him?<br />
6. What happens to poor old Priam in the invasion?<br />
7. Anchises doesn't want to leave Troy, but what convinces him to go?<br />
8. Where does Anchises think they should found their new city? Is he right?<br />
9. Who did Andromache marry after Hektor died?<br />
10. What three familiar dangers do we find in Book III of the Aeneid, that we remember from Odysseus' adventures in the same territory?<br />
<br />
<b>Quiz II from <i>The Frogs</i>: (send to Nathan)</b><br />
<br />
1. Identify the prologue, parados, agon, parabasis, and exodos of the second act.<br />
2. Why isn't Sophocles in the contest?<br />
3. To whom does Euripides pray?<br />
4. Explain this line of the chorus: "But while one pins his hopes on his neatly turned wit, / The other relies upon weight." Who's who?<br />
5. To what is Aeschylus repeatedly compared by the chorus and Dionysus? (hint: weather)<br />
6. What does Euripides initially find fault with in Aeschylus' tragedies?<br />
7. What does Aeschylus initially find fault with in Euripides' tragedies?<br />
8. What does Euripides say is the duty of a poet?<br />
9. How does Euripides critique the prologue from The Libation Bearers? What about Aeschylus' critique of Oedipus?<br />
10. What is the point of the "little bottle of oil" bit?<br />
11. Who wins the weighing and why?<br />
12. What political matter does Dionysus ask the poets' opinions on?<br />
13. Why is it ironic that Euripides is double-crossed by Dionysus?<br />
14. Whom does the chorus attack in its parabasis?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-69763921481133672212018-02-24T08:13:00.000-05:002018-02-24T08:13:11.655-05:00Reading Period 18: February 23 - March 1: The Frogs<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-eaapoU--vPw/WpFiMC1xESI/AAAAAAAAHm8/ZbaEGsoYlwcNuu_plHulwy8pJXDSQsxuQCLcBGAs/s1600/frogs2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="300" data-original-width="277" src="https://3.bp.blogspot.com/-eaapoU--vPw/WpFiMC1xESI/AAAAAAAAHm8/ZbaEGsoYlwcNuu_plHulwy8pJXDSQsxuQCLcBGAs/s1600/frogs2.jpg" /></a></div>
<b>Long Read: </b><br />
<br />
<i>The Frogs</i> by Aristophanes, Act I<br />
<br />
<b>Poem:</b><br />
<br />
"<a href="http://www.ucl.ac.uk/museums-static/digitalegypt//literature/satiretransl.html" target="_blank">The Satire of the Trades</a>" by Dua Kheti, from Egypt's Middle Kingdom (2025-1700 BC)<br />
<br />
<b>Creative Assignment:</b><br />
<br />
Choose a present-day public figure – a celebrity, politician, or literary individual. In a poem of at least twenty-five lines, chide this individual as the chorus of <i>The Frogs</i> chides Cleigenes at the end of act one. Write the poem with a rhyme scheme. You can gently reprimand or scathingly mock. Imagine that this poem is to be inserted in a modern play by Aristophanes; address the poem to an audience, not to the individual directly.<br />
<br />
<i>OR</i><br />
<br />
<a href="https://2.bp.blogspot.com/-S15HlEcrXrE/WpFkvRxVm_I/AAAAAAAAHnI/tZtPA8unYzkuJvQfoHfr2s_dd-5L_khZgCLcBGAs/s1600/frogs1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="333" data-original-width="500" height="213" src="https://2.bp.blogspot.com/-S15HlEcrXrE/WpFkvRxVm_I/AAAAAAAAHnI/tZtPA8unYzkuJvQfoHfr2s_dd-5L_khZgCLcBGAs/s320/frogs1.jpg" width="320" /></a>Design and illustrate what you imagine the frog costumes for the chorus would look like. Feel free to look at other productions and descriptions of comic costumes from the era for inspiration. You can use whatever medium you like, but it has to be chromatic (colored pencils, watercolors, acrylics, etc.).<br />
<br />
<b>Writing Assignment:</b><br />
<br />
The first draft of your 500 word synthesis essay is due on Thursday, March 1. Please bring two copies -- one for peer editing and one for me. This is your only writing assignment for this week.<br />
<br />
<b>Special Assignments:</b><br />
<br />
Photograph or scan your lecture notes from any day's lecture, and post to Google+.<br />
<br />
Summarize "The Satire of Trades" in one pithy sentence and be ready to read it in class.<br />
<br />
<b>Quiz:</b><br />
<br />
1. Who is Dionysus dressed up as?<br />
2. Why has Dionysus come down into the Underworld?<br />
3. In what way is Xanthias a parody of the New Comedy archetypes?<br />
4. What is funny about Heracles’ initial suggestions on how Dionysus can get to the Underworld?<br />
5. What are the four locations Heracles informs Dionysus he will encounter on his journey to Pluto’s palace?<br />
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6. To whom are the initiates singing their hymns and why is this fitting and ironic?<br />
7. Whose voice does the chorus of initiates have in The Frogs?<br />
8. Whom do you think the frogs represent?<br />
9. What subgenres of Greek comedy did Aristophanes write?<br />
10. What does the chorus leader tell the audience the chorus will do at the end of act one?<br />
11. What does the chorus lament at the end of act one?<br />
12. How many non-chorus actors did Sophocles use in his plays?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-85241127717202607422018-02-16T21:28:00.001-05:002018-02-16T21:28:05.477-05:00Reading Period 17: February 16-22: The Rhetoric of Opposition<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read:</b><br />
<br />
"<a href="http://www.gutenberg.org/files/51356/51356-h/51356-h.htm" target="_blank">Apollonianism and Dionysianism</a>" by Friedrich Nietzche, excerpted from <i>The Birth of Tragedy</i>, books 1-4.<br />
<br />
If you are reading from the AP reader, this selection starts on p. 547. If you are looking at the link above, scroll down to the beginning of <i>The Birth of Tragedy</i> and read the first four sections, down to "Antigone and Cassandra."<br />
<br />
This is not an easy read. In <i>A World of Ideas</i>, the introduction to this piece will be extremely helpful. Failing that, go ahead and read the Wikipedia article "<a href="https://en.wikipedia.org/wiki/Apollonian_and_Dionysian" target="_blank">Apollonian and Dionysian</a>," particularly the section about German philosophy.<br />
<br />
<b>Creative Assignment:</b><br />
<br />
Building on the "<a href="https://mollycrabapple.com/my-struggle-by-salvador-dali/" target="_blank">My Struggle</a>" list you started in class, create a visual illustration, in the style of Molly Crabapple's illustration of Dali's list. You can use different font styles, small drawings, or colors, or whatever helps you bring your list to life.<br />
<br />
<i>OR</i><br />
<br />
For those who were not in class and did not do a "My Struggle" list, please explore the concepts of Apollonianism and Dionysianism by creating characters that illustrate these two worldviews. You can write about them or draw them. If you draw then, they can be anime, cartoons, realistic, animals, or whatever you like, but add details and show us how these philosophies would manifest themselves in a personality. If you write about them, write at least 300 words total.<br />
<br />
<b>Writing Assignment:</b><br />
<br />
As we discussed in class, your assignment is to write a personal essay about your "My Struggle" list. You should reference at least a few of the pairs you described, but don't let your essay become just another list. You might talk about the process of making the list, if it was easy or difficult for you, if you see the world in these terms, or if you reject the idea altogether. Your lists in class were really interesting and I look forward to reading more.<br />
<br />
<i>OR</i><br />
<br />
If you are in the AP class, your assignment is to write the three essays in the practice exam that I emailed out. We have already read the prompts, outlined some ideas, and discussed strategies, but time yourself according to what you see on the test, and give yourself a chance to look back over the materials and carefully read the prompts again. You will be submitting two copies -- one for me to grade and one for peer editing. This time in peer editing we're focusing on the definitions of effective, adequate, and inadequate, so make sure you're convincing as well as clear.<br />
<br /><i>OR</i><br />
<br />
If you missed class and you're not in AP, respond to the following prompt from the 2017 practice AP Lang exam, written by the College Board:<br />
<br />
In a 2011 essay in The Atlantic, author and journalist Lori Gottlieb writes: "Nowadays, it’s not enough to be happy—if you can be even happier. The American Dream and the pursuit of happiness have morphed from a quest for general contentment to the idea that you must be happy at all times and in every way." Gottlieb then cites Barry Schwartz, a professor of social theory: “Happiness as a byproduct of living your life is a great thing . . . [b]ut happiness as a goal is a recipe for disaster.”<br />
In a well-developed essay, take a position on the claim that pursuing happiness as a goal has detrimental effects. Support your argument with appropriate evidence from your experience, observations, or reading.<br />
<br />
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<br />
<b><br /></b>
<b>Quiz:</b><br />
<br />
For ten points, after reading the Nietzsche, give me five examples of Apollonian people and five examples of Dionysian people. They can be fictional, historical, or currently alive, famous or local. You must give a brief explanation with each one.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-344152738868547442018-02-09T17:47:00.002-05:002018-02-09T17:58:35.340-05:00Reading Period 16: February 9-15: Medea<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read:</b><br />
<br />
Euripedes' <i>Medea</i>, the rest of the play.<br />
<b><br /></b>
<b>Poem:</b><br />
<br />
Excerpt from "Medea in Athens," a long poem by Augusta Webster, 1879.<br />
<br />
Man, man,<br />
Wilt thou accuse my guilt? Whose is my guilt?<br />
Mine or thine, Jason? Oh, soul of my crimes,<br />
How shall I pardon thee for what I am?<br />
Never. And if, with the poor womanish heart<br />
That for the loving's sake will still love on,<br />
I could let such a past wane as a dream<br />
And turn to thee at waking – turn to thee!<br />
I, put aside like some slight purchased slave<br />
Who pleased thee and then tired thee, turn to thee!<br />
Yet never, not if thou and I could live<br />
Thousands of years, and all thy years were pain<br />
And all my years were to behold thy pain,<br />
Never could I forgive thee for my boys;<br />
Never could I look on this hand of mine<br />
That slew them and not hate thee. Childless, thou,<br />
What is thy childlessness to mine? Go, go,<br />
Thou foolish angry ghost, what wrongs hast thou?<br />
Would I could wrong thee more. Come thou sometimes<br />
And see me happy.<br />
Dost thou mock at me<br />
With thy cold smiling? Aye, can I not love?<br />
What then? am I not folded round with love,<br />
With a life's whole of love? There doth no thought<br />
Come near to Aegeus save what is of me:<br />
Am I no happy wife? And I go proud,<br />
And treasure him for noblest of the world:<br />
Am I no happy wife?<br />
Dost mock me still?<br />
My children, is it? Are the dead so wise?<br />
Why, who told thee my transport of despair<br />
When from the Sun, who willed me not to die<br />
Nor creep away, sudden and too late came<br />
The winged swift car that could have saved them, mine,<br />
From thee and from all foes? Tush, 'twas best so.<br />
If they had lived, sometimes thou hadst had hope:<br />
For thou wouldst still have said 'I have two sons'<br />
And dreamed perchance they'd bring thee use at last<br />
And build thy greatness higher: but, now, now,<br />
Thou has died shamed and childess, none to keep<br />
Thy name and memory fresh upon the earth,<br />
None to make boast of thee, 'My father did it.'<br />
Yes, 'twas best so: my sons, we are avenged.<br />
Thou, mock me not. What if I have ill dreams,<br />
Seeing them loathe me, fly from me in dread,<br />
When I would feed my hungry mouth with kisses?<br />
What if I moan in tossing fever-thirsts,<br />
Crying for them whom I shall have no more,<br />
Here nor among the dead, who never more,<br />
Here nor among the dead, will smile to me<br />
With young lips prattling 'Mother, mother dear'?<br />
What if I turn sick when the women pass<br />
That lead their boys; and hate a child's young face?<br />
What if —<br />
Go, go; thou mind'st me of our sons;<br />
And then I hate thee worse; go to thy grave<br />
By which none weeps. I have forgotten thee.<br />
<br />
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<b>Creative Assignments:</b><br />
<br />
After reading the except above, and in the spirit of Valentine's Day, write a love poem from Medea to Jason. Then, in honor of Singles Appreciation Day, write another one that takes place after their divorce (but not necessarily after her flight into exile). Make it bitter or make it pleading; make it deadly in its sweetness or blunt in its outrage and indignation. The poems together must total at least 28 lines. This is not meant to be a satire or parody, but it would be appropriate to employ the wit that Medea often uses.<br />
<br />
<i>OR</i><br />
<br />
Consider our upcoming marathon read event. Using whatever artistic medium you choose, design a concept image for our flier and for a banner to be used in the Livestream. Your art will involve choosing which colors to use for the event in all design elements, what font to use, and a general "feel" for the visuals we display. If you would like to create a full flier, go ahead! If you're making it digitally, make sure you keep your layers so that it can possibly be edited as the group collaborates on a name and the wording.<br />
<br />
<b>Writing Assignments:</b><br />
<br />
As we discussed in class, spectators at Medea were shocked by the feminist message. However, some took his villainous depiction of Medea (and other female characters) to be an attack on the female gender. In a organized essay of 300 words, illustrate the duality of Medea - how do we reconcile the amazingly ahead-of-its-time message of Medea's earlier monologues with the play's villainous depiction of the tragic heroine? Was Euripedes a protofeminist or was he putting these words in Medea's mouth only to set her up for a fall?<br />
<br />
OR<br />
<br />
Write a press release for our upcoming marathon read event. Take a look at this article, <a href="https://www.cbsnews.com/news/how-to-write-a-press-release-with-examples/" target="_blank">How to Write a Press Release With Examples</a> from CBS News, or recall the lessons of last year's guest speaker. The press release will need a tagline; information about the venue, time, and place; instructions on how to participate; a description of what will be happening; a message about the reason for and purpose of the event; and anything else you feel will attract media attention to our project. Remember that the purpose is to invite contact, and make sure to include information on us and how to get in contact with us. Write at least 300 words, being aware that it's better to write more material than needed and edit it down.<br />
<br />
<b>Quiz</b><br />
<br />
The quiz will take place orally in class on Tuesday, closed book. It will test your reading comprehension of the text of the play <i>Medea</i>, and also these videos:<br />
<br />
<br />
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/O7sdZQ1BDs0" width="560"></iframe><br />
<br />
<br />
<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/ZZyQNOkLfNE" width="560"></iframe>Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-71671060071741004652018-02-02T13:04:00.000-05:002018-02-02T13:04:00.676-05:00Reading Period 15: February 2-8: Medea<div class="separator" style="clear: both; text-align: center;">
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<b>Reading:</b><br />
<br />
Read the first half of Medea (lines 1-762, when Aegeus exits).<br />
<b><br /></b>
<b>Creative Assignments: </b><br />
<br />
Sketch or paint a family picture of Jason, Medea, and their two sons before they were separated, in the style of a Victorian family portrait. A quick search of "Victorian family painting" will give you an idea of the style. Here's one of the most famous instances, <a href="https://d9y2r2msyxru0.cloudfront.net/sites/default/files/collection-online/e/5/56613-1401894547.jpg" target="_blank">depicting Queen Victoria, Prince Albert, and the royal family in 1846</a>. While your picture may seem cozy and wholesome from the outside, on the inside all is not well. Perhaps Jason is already beginning to regret his marriage to Medea. Try to signify this, whether through cleverly placed symbolism, facial expressions, or other artistic methods. As an (albeit not very subtle) example of this sort of subtext, study and read about the painting <a href="http://www.tate.org.uk/art/artworks/egg-past-and-present-no-1-n03278" target="_blank">in this article</a>. Now, imagine that it is five minutes before the events depicted in the above painting - a seemingly pure and familial gathering, soon to be irreparably wrecked forever.<br />
<br />
<i>OR</i><br />
<br />
During the course of the play, Medea never gets to meet Jason's new princess bride face-to-face. Write a monologue from the point of view of Medea in which she addresses the princess upon seeing her for the first time. Imagine that this is the first thing either has said to the other in the play. The monologue must have at least twenty lines, with ten syllables in each line. If you want to go hardcore, make it iambic pentameter.<br />
<br />
<b>Writing Assignment:</b><br />
<br />
Throughout the first half of the play, Medea delivers lengthy monologues to the chorus (215-271), Jason (467-519), Creon (292-323), and Aegeus (707-718). In an essay of at least 500 words, analyze the different tones she adopts in each of these. In addition, identify her objective in each monologue and explain what is revealed about her character in each successive monologue. How are her speeches meant to affect those to whom they are directed? Do they succeed in doing so? How are they meant to affect us, the readers and audience? Do NOT merely summarize her speeches. Dig deep. Read them out loud to yourselves - it is a play after all. Go into your room, where nobody will judge you, and read them. Play with the lines. Imagine you yourself are Medea - what do you hope to accomplish by this? When you reference a specific line with a quote (and you should do so), use an in-text citation thus: (540-541).<br />
<br />
<b>AP Students:</b><br />
<br />
IN ADDITION TO your writing assignment for this week, write a second essay in which you examine Jason’s monologue in lines 522-576. Then, using the techniques you have learned in class, analyze Jason’s rhetorical style and strategies, identifying as many as you can. Do not express an opinion on whether or not he is justified or right (because we all know he’s not). The essay must be at least 250 words. When you reference a specific line with a quote (and you should do so), use an in-text citation thus: (540-541).<br />
<br />
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<b>Quiz:</b><br />
<br />
1. Why is Medea upset?<br />
2. Who are the first characters with speaking roles we see in Medea? How are they different from almost all the other characters we studied last semester in Oedipus the King and Antigone? (Hint: Consider their rank and social status, and how many lines they get)<br />
3. Medea rants about three cultural issues affecting women, specifically married women. What are these issues?<br />
4. What trait does Medea possess that, due to the inequalities and injustices of her culture, brand her a troublemaker?<br />
5. On which three people does Medea swear vengeance?<br />
6. In line 160, to which two goddesses does Medea pray? Why does she pray to them specifically?<br />
7. Why does Creon, King of Corinth, want to exile Medea?<br />
8. Why has Jason come to speak to Medea?<br />
9. What four favors does Medea list that she has performed for Jason?<br />
10. Medea was, of course, written by Euripides. Therefore, how many (non-chorus) actors could we have expected to see when it was first performed?<br />
11. What connection does the chorus have with Medea that makes them sympathize with her?<br />
12. What does Medea offer Aegeus?<br />
Send your quiz directly to Nathan for grading.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-1011825576716016232017-12-15T18:53:00.002-05:002017-12-15T18:53:16.844-05:00Reading Period 14: December 15-21: The Odyssey<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-0tbezpSXuXU/WjRgQ6--BFI/AAAAAAAAHWk/ZYPgE3uBqf8bwQKSFUDfyjTfZfvI-q4ywCLcBGAs/s1600/odysseuspenelope.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="629" data-original-width="901" height="278" src="https://4.bp.blogspot.com/-0tbezpSXuXU/WjRgQ6--BFI/AAAAAAAAHWk/ZYPgE3uBqf8bwQKSFUDfyjTfZfvI-q4ywCLcBGAs/s400/odysseuspenelope.jpg" width="400" /></a></div>
<b>Long Read: </b><br />
<br />
The Odyssey by Homer, books 20-24<br />
<br />
<b>Poem:</b><br />
<br />
"Ulysses" by Alfred, Lord Tennyson<br />
<br />
It little profits that an idle king,<br />
By this still hearth, among these barren crags,<br />
Match'd with an aged wife, I mete and dole<br />
Unequal laws unto a savage race,<br />
That hoard, and sleep, and feed, and know not me.<br />
I cannot rest from travel: I will drink<br />
Life to the lees: All times I have enjoy'd<br />
Greatly, have suffer'd greatly, both with those<br />
That loved me, and alone, on shore, and when<br />
Thro' scudding drifts the rainy Hyades<br />
Vext the dim sea: I am become a name;<br />
For always roaming with a hungry heart<br />
Much have I seen and known; cities of men<br />
And manners, climates, councils, governments,<br />
Myself not least, but honour'd of them all;<br />
And drunk delight of battle with my peers,<br />
Far on the ringing plains of windy Troy.<br />
I am a part of all that I have met;<br />
Yet all experience is an arch wherethro'<br />
Gleams that untravell'd world whose margin fades<br />
For ever and forever when I move.<br />
How dull it is to pause, to make an end,<br />
To rust unburnish'd, not to shine in use!<br />
As tho' to breathe were life! Life piled on life<br />
Were all too little, and of one to me<br />
Little remains: but every hour is saved<br />
From that eternal silence, something more,<br />
A bringer of new things; and vile it were<br />
For some three suns to store and hoard myself,<br />
And this gray spirit yearning in desire<br />
To follow knowledge like a sinking star,<br />
Beyond the utmost bound of human thought.<br />
<br />
This is my son, mine own Telemachus,<br />
To whom I leave the sceptre and the isle,—<br />
Well-loved of me, discerning to fulfil<br />
This labour, by slow prudence to make mild<br />
A rugged people, and thro' soft degrees<br />
Subdue them to the useful and the good.<br />
Most blameless is he, centred in the sphere<br />
Of common duties, decent not to fail<br />
In offices of tenderness, and pay<br />
Meet adoration to my household gods,<br />
When I am gone. He works his work, I mine.<br />
<br />
There lies the port; the vessel puffs her sail:<br />
There gloom the dark, broad seas. My mariners,<br />
Souls that have toil'd, and wrought, and thought with me—<br />
That ever with a frolic welcome took<br />
The thunder and the sunshine, and opposed<br />
Free hearts, free foreheads—you and I are old;<br />
Old age hath yet his honour and his toil;<br />
Death closes all: but something ere the end,<br />
Some work of noble note, may yet be done,<br />
Not unbecoming men that strove with Gods.<br />
The lights begin to twinkle from the rocks:<br />
The long day wanes: the slow moon climbs: the deep<br />
Moans round with many voices. Come, my friends,<br />
'T is not too late to seek a newer world.<br />
Push off, and sitting well in order smite<br />
The sounding furrows; for my purpose holds<br />
To sail beyond the sunset, and the baths<br />
Of all the western stars, until I die.<br />
It may be that the gulfs will wash us down:<br />
It may be we shall touch the Happy Isles,<br />
And see the great Achilles, whom we knew.<br />
Tho' much is taken, much abides; and tho'<br />
We are not now that strength which in old days<br />
Moved earth and heaven, that which we are, we are;<br />
One equal temper of heroic hearts,<br />
Made weak by time and fate, but strong in will<br />
To strive, to seek, to find, and not to yield.<br />
<br />
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<b>Creative Assignment:</b><br />
<br />
In the end, Odysseus slaughters all the suitors and is reunited with his father. But what happens then? Read the poem "Ulysses" and consider Tennyson's interpretation of how unsatisfying Odysseus might have found old age. Choose an image from the poem to illustrate in color, and use your piece of art to show the longing and restlessness that Odysseus feels (in Tennyson's interpretation) after the adventure is over.<br />
<br />
<i>OR</i><br />
<br />
Write a poem using one of the whimsical chapter titles from Robert Fitzgerald's translation of The Odyssey. For example, "The Grace of the Witch" "Blows and a Queen's Beauty" "Recognitions and a Dream" "The Trunk of the Olive Tree" "Gardens and Firelight" "Warriors Farewell" etc. Your poem doesn't have to do anything with the story of the Odyssey -- just be inspired by one of the titles.<br />
<br />
<b>Writing Assignment: </b><br />
<br />
We discussed in class how the Iliad and the Odyssey reflect the pursuit of different values. The Iliad demonstrates the human desire for glory and fame, adventure, war, violence, and the world of men, and the Odyssey demonstrates the human desire for homecoming, the hearth, safety, family, and the world of women. There are two vocabulary words to know, connected with this idea: <i>Kleos </i>and <i>Nostos</i>. The Greek word <i>Kleos </i>means the glory achieved through war. <i>Nostos </i>means homecoming, and all the complications and difficulties associated with it -- the way you've changed, the way your home has changed, and the hard journey you take to get there (the root for the word nostalgia). Usually a choice needs to be made between achieving one or the other, but Odysseus manages to gain both. In a 300 word essay, define <i>Kleos </i>and <i>Nostos </i>in terms of the events of the Odyssey, and give examples from the Odyssey that show how Odysseus achieved both a glorious career as a soldier and a successful homecoming.<br />
<br />
<i>OR</i><br />
<br />
(AP KIDS CHOOSE THIS ONE) Having read Aristotle's "The Aim of Man" in your reader, write a 500 word essay answering the following question: Are you happy? Aristotle's chief rhetorical strategy in this essay is definition, and that's the strategy you'll be primarily practicing as well. You'll need to define what is meant by "you" (you personally or your demographic?) and "happy" (happy like joyful? happy like satisfied? happy like busy?) and whatever other terms pop up. You'll also be practicing using quotes, with techniques exemplified by the Stephen Jay Gould essay. Include at least one meaningful block quote and several shorter quotes you can embed in your paragraphs. This essay needs to be turned in on paper in the first week we meet in January -- one copy for me and one copy for a critique partner. We will be revising it.<br />
<br />
<b>Quiz:</b><br />
<br />
No quiz. Happy holidays. Finish reading <i>The Odyssey</i> so you can say you did.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-78774598981387578272017-12-08T21:31:00.001-05:002017-12-08T21:31:12.669-05:00Reading Period 13: December 8-14: The Odyssey<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-IdiDIbAb6gQ/WitB-lqjaaI/AAAAAAAAHVs/GNj6ecvn3YwkeUg53-pSQhJObtmta9ROACLcBGAs/s1600/waterhousepenelope.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="408" data-original-width="600" height="217" src="https://4.bp.blogspot.com/-IdiDIbAb6gQ/WitB-lqjaaI/AAAAAAAAHVs/GNj6ecvn3YwkeUg53-pSQhJObtmta9ROACLcBGAs/s320/waterhousepenelope.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">John Waterhouse, again.</td></tr>
</tbody></table>
<b>Long Read:</b><br />
<br />
Homer's Odyssey, Books 15-19<br />
<br />
<b>Poem:</b><br />
<br />
"<a href="https://www.poetryfoundation.org/poetrymagazine/poems/32778/siren-song" target="_blank">Siren Song</a>" by Margaret Atwood<br />
"<a href="http://www.bu.edu/agni/poetry/print/2002/56-gluck.html" target="_blank">Telemachus' Fancy</a>" by Louis Gluck<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Use the web site "<a href="https://www.storyboardthat.com/storyboard-creator" target="_blank">Storyboard That</a>" to create a visual storyboard for part of the story in books 15-19. You might show Odysseus revealing himself to Telemachus, or begging from the suitors, or meeting his old dog, or getting his feet washed by his old nurse. You do not have to use time-period specific ancient looking people or settings, but you should make clear who is who and what is happening in your storyboard. If you like the site and you'd like to do more than one storyboard, you can show other scenes from the poem too.<br />
<br />
<i>OR</i><br />
<br />
The suitors of Penelope are so important to the story that they get their own special name: <i>Proci</i>. The three most prominent ones in the plot are Antinoos (the stool-thrower), Eurymachus (the big shot), and Ampinomus (the nice guy). Write a personal ad for each of them to place in the Ithaka Times, so they can find love if they escape the wrath of Odysseus (against Athena's wishes). Each suitor should describe himself including hobbies and personal appearance, and describe the type of woman he's looking for and what an ideal date might be like. Use each ad to reveal something about the character's personality as demonstrated by the way he goes after Penelope and the way he treats the disguised Odysseus.<br />
<br />
<b>Writing Assignments:</b><br />
<br />
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The Coen Brothers movie "O Brother Where Art Thou?" and the Tim Burton movie "Big Fish" both take elements from the Odyssey. Watch either movie and write a 300 word essay comparing it to the original. How does George Clooney's character Ulysses Everett McGill compare to Homer's Odysseus? What, in that movie, represents the Trojan war? Where do the escaped convicts encounter the sirens? How is Edward Bloom like Odysseus? How is Sandra like Penelope? How do the commitment to home and family motivate the father and son in "Big Fish"? Both of these movies are PG-13 but make sure you get your parents' permission before you watch them.<br />
<br />
<i>OR</i><br />
<br />
Loyalty and faithfulness are important themes in the Odyssey. Using quotes from the epic, write a 300 word essay about characters who demonstrate loyalty. Write an interesting intro to hook the reader, and a conclusion that takes the reader to a new place.<br />
<i><br /></i>
<i>OR</i> (AP STUDENTS CHOOSE THIS)<br />
<br />
Are you a person inside a body, motivated by your own free will, or are you a body inside an environment, responding to stimuli and behaving according to contingencies of reinforcement? Using B.F. Skinner's essay "What is Man?" as a point of reference, and using quotes from the essay to represent that point of view, either agree with or disagree with Skinner by answering this question one way or the other in a 500 word essay. No "it depends." Which feels more right to you? Which interpretation that Skinner defines do you personally respond to -- traditionalism or environmentalism? Type it and post it as usual, and print to turn in.<br />
<br />
AP: For next week, Read Stephen Jay Gould's "Nonmoral Nature."<br />
<br />
<b>Quiz:</b><br />
<br />
1. Zeus sends two signs that amount to a dead thing in the talons of a bird of prey, which are interpreted as various omens. If you were Zeus, what would you send in the talons of a bird of prey, and how should the omen be interpreted?<br />
2. Helen gives Telemachus a gift to take back for his future wife. If you were Helen, what would you give Telemachus to take back to Ithaka?<br />
3. Eumaios was the son of a Syrian lord who ended up being sold to Laertes as a child. Make up your own origin story, though. How did Eumaios come to Ithaka?<br />
4. If you were Odysseus parading around as a beggar, how would you reveal yourself to Telemachus?<br />
5. If you were one of the suitors, how would you impress Penelope and rise to the top of the pile?<br />
6. Odysseus' dog Argos is 20+ years old. In the story, Argos recognizes his master and almost immediately dies happy, which is very sad. Write an alternate ending for Argos.<br />
7. Odysseus as a beggar asks for food from each of the suitors, and in doing so can figure out who is a nice guy and who is not. If you were Odysseus as a beggar, what test would you create to sort out the bad suitors from the good ones?<br />
8. Write a good insult for Odysseus to hurl at Antinoos.<br />
9. Odysseus can't let his nurse see the scar on his thigh that he got by being gored by a wild boar. Invent another identifying mark that Odysseus might have, that his nurse would know about.<br />
10. Penelope has a dream that an eagle comes along to kill a bunch of geese, which signifies that Odysseus will come along to kill a bunch of suitors. Invent a different dream for Penelope, that could be interpreted in the same way.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-10275374299858259582017-11-29T13:32:00.001-05:002017-11-29T13:32:08.213-05:00Reading Period 12: December 1-7: The Odyssey<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read: </b><br />
<br />
The Odyssey of Homer, Books 11-14<br />
<br />
<b>Poems: </b><br />
<br />
"<a href="https://www.youtube.com/watch?v=uC8cpXMl4LM" target="_blank">Calypso</a>" by Suzanne Vega<br />
<br />
My name is Calypso<br />
And I have lived alone<br />
I live on an island<br />
And I waken to the dawn<br />
A long time ago<br />
I watched him struggle with the sea<br />
I knew that he was drowning<br />
And I brought him into me<br />
Now today<br />
Come morning light<br />
He sails away<br />
After one last night<br />
I let him go.<br />
<br />
My name is Calypso<br />
My garden overflows<br />
Thick and wild and hidden<br />
Is the sweetness there that grows<br />
My hair it blows long<br />
As I sing into the wind<br />
My name is Calypso<br />
And I have lived alone<br />
I live on an island<br />
I tell of nights<br />
Where I could taste the salt on his skin<br />
<br />
Salt of the waves<br />
And of tears<br />
And though he,pulled away<br />
I kept him here for years<br />
I let him go<br />
<br />
My name is Calypso<br />
I have let him go<br />
In the dawn he sails away<br />
To be gone forever more<br />
And the waves will take him in again<br />
But he'll know their ways now<br />
I will stand upon the shore<br />
With a clean heart<br />
<br />
And my song in the wind<br />
The sand will sting my feet<br />
And the sky will burn<br />
It's a lonely time ahead<br />
I do not ask him to return<br />
I let him go<br />
I let him go<br />
<br />
"Circe" by Olga Brou<br />
<br />
THE CHARM<br />
The fire bites, the fire bites. Bites<br />
to the little death. Bites<br />
till she comes to nothing. Bites<br />
on her own sweet tongue. She goes on. Biting.<br />
<br />
THE ANTICIPATION<br />
They tell me a woman waits, motionless<br />
till she’s wooed. I wait<br />
spiderlike, effortless as they weave<br />
even my web for me, tying the cord in knots<br />
with their courting hands. Such power<br />
over them. And the spell<br />
their own. Who could release them? Who<br />
would untie the cord<br />
with a cloven hoof?<br />
<br />
THE BITE<br />
What I wear in the morning pleases<br />
me: green shirt, skirt of wine. I am wrapped<br />
in myself as the smell of night<br />
wraps round my sleep when I sleep<br />
outside. By the time<br />
I get to the corner<br />
bar, corner store, corner construction<br />
site, I become divine. I turn<br />
men into swine. Leave<br />
them behind me whistling, grunting, wild.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Odysseus and the Sirens by John Waterhouse</td></tr>
</tbody></table>
<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Read <a href="https://www.ngv.vic.gov.au/essay/j-w-waterhouses-ulysses-and-the-sirens-breaking-tradition-and-revealing-fears-2/" target="_blank">this essay about the John Waterhouse painting</a>, "Odysseus and the Sirens." Now that you understand the controversy over whether the Sirens should be portrayed as beautiful women or shrieking monsters, create your own illustration of the Sirens, in which you portray them in a completely different way. Maybe they are cheeseburgers, or new releases of video games, or surfboards, or TV remotes, or something else enticing. You don't have to mimic the Waterhouse painting (although that would be amusing) but you need the familiar elements -- the ship, Odysseus tied to the mast, and the Sirens in whatever form you imagine they would appear.<br />
<br />
<i>OR</i><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-iGcNa2BNOhg/Wh78aheez5I/AAAAAAAAHUc/5U2KmkG-0UsE03LM3AaJdMelqvm4ejN3wCLcBGAs/s1600/circeindividuosa.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1449" data-original-width="670" height="400" src="https://2.bp.blogspot.com/-iGcNa2BNOhg/Wh78aheez5I/AAAAAAAAHUc/5U2KmkG-0UsE03LM3AaJdMelqvm4ejN3wCLcBGAs/s400/circeindividuosa.jpg" width="183" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Circe Invidiosa by John Waterhouse</td></tr>
</tbody></table>
Read the two poems assigned for this week. The first one, about Calypso, gives a rather traditional interpretation of the mythical figure, and includes the standard Mediterranean island setting. The second one, about Circe, is a modern reinterpretation, with an urban setting. Write a poem about one of the figures in the Odyssey: Penelope, Circe, Calypso, Telemachus, Polyphemus, or Odysseus himself. Your poem must have two stanzas -- one that places your character in the traditional "Ancient Greece" role and setting, and one that updates your character to a modern place -- a board room, or a video arcade, or a boxing ring -- something like that.<br />
<b><br /></b>
<b>Writing Assignment:</b><br />
<br />
Your writing assignment is a 500 word essay. In your essay, analyze <a href="https://docs.google.com/document/d/1ZtWuS410fSXdRlSpS8pCJxYf9JLYiNJGzrTDpndccPg/edit?usp=sharing" target="_blank">the essay we read in class</a>, "What's Happened to Disney Films" by John Evans, and its use of the Toulmin model. This means you'll need to find the claim, the support, the warrant, the backing, the rebuttal, and the qualifier. All of these were discussed in class, so really what you're practicing here is how to form an essay to delivery this analysis. After you've analyzed the Toulmin structure, argue against the essay using your own rhetoric.<br />
<br />
<b>Quiz:</b><br />
<br />
1. What is the recipe for bringing the shades to life?<br />
2. What does Elpenor want?<br />
3. What warning does Teiresias give to Odysseus? What should he NOT do?<br />
4. What advice does Teiresias give to Odysseus about after he gets rid of the suitors?<br />
5. Which dead person updates Odysseus on the doings back in his hometown?<br />
6. How does Achilles feel about being dead?<br />
7. How does Circe tell Odysseus he should deal with the Sirens?<br />
8. What two monsters must Odysseus pass between to get home?<br />
9. How does Circe tell Odysseus to get through them with the least damage?<br />
10. How does it happen that Odysseus' men eat Helios' cattle after being strictly forbidden to do so?<br />
<br />
<br />
<br />Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-18543374546985744862017-11-24T12:49:00.002-05:002017-11-24T12:49:13.497-05:00Reading Period 11: November 24-30: The Odyssey<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-MP6eTKqubmU/WhhbaYfQp4I/AAAAAAAAHS8/GlK18iTIZyAfjN8kQbknIz3dAvivQQzBACLcBGAs/s1600/odysseyships.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="360" data-original-width="480" height="240" src="https://1.bp.blogspot.com/-MP6eTKqubmU/WhhbaYfQp4I/AAAAAAAAHS8/GlK18iTIZyAfjN8kQbknIz3dAvivQQzBACLcBGAs/s320/odysseyships.jpg" width="320" /></a></div>
<b>Long Read: </b><br />
<br />
The Odyssey, books 5-10<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Choose a setting to build either in Lego or Minecraft. You might portray Kalypso and her island Ogygia, or the palace of Queen Arete and King Alkinoos, the island of the Lotus-Eaters, the cave of Polyphemus (or the harbor where Odysseus made his retreat), or the island Aieia where Circe lives (Minecraft pigs, y'all!). You can use any resource packs or mods you like, but no collaborating unless each person in the collaboration has a discrete, separate part of the project which can be screenshotted individually. Post photos or screenshots to show what you made.<br />
<br />
<i>OR</i><br />
<br />
Take any 20 line section of the Odyssey and create a 10 line poem from it which changes the meaning of the original. You can use any words or phrases you find in the original section, rearranged in whatever way you like, but ONLY words you find in the original section. Include both the original 20 lines and your new 10. <br />
<br />
<b>Writing Assignments:</b><br />
<br />
Book 8 introduces the blind Demodokos, a bard who some believe to represent Homer himself. But who is Homer? Do some online research and write a 300 word essay to present the reasons people have for believing two of the following theories: The Odyssey was written by a woman, who put herself in the story as Nausicaa. The Odyssey was written by Homer, who put himself in the story as Demodokos. The Iliad and the Odyssey were written by two different people. The person who "wrote" these epics was just transcribing what he was hearing from the many poets who actually "wrote" them. Take your reader to a new place in the conclusion by asking and answering the question: Does it really matter who wrote the epics?<br />
<a href="https://2.bp.blogspot.com/-0aZEw4n7MdQ/WhhbaZnaLhI/AAAAAAAAHTA/mcriBiGdymUYpj8PZhhxNcm6zy5x1UA-QCLcBGAs/s1600/odysseycyclops.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1345" height="214" src="https://2.bp.blogspot.com/-0aZEw4n7MdQ/WhhbaZnaLhI/AAAAAAAAHTA/mcriBiGdymUYpj8PZhhxNcm6zy5x1UA-QCLcBGAs/s320/odysseycyclops.jpg" width="320" /></a><br />
<i>OR</i><br />
<br />
As we have learned from reading the Iliad, Homer's heroes are glorious and noble, but they are also flawed. Achilles, for example, suffered from his own pride, and in the Odyssey we find Odysseus demonstrating the same traits. Write a 300 word essay giving one or more examples from the text that show Odysseus being prideful, and how these actions negatively affected him and his compatriots.<br />
<br />
<b>AP Lang:</b><br />
<br />
Read in <i>A World of Ideas</i>, read the excerpt from <i>Narrative of the Life of Frederick Douglass, an American Slave</i> and also <a href="https://www.politico.com/story/2017/09/06/hillary-clinton-what-happened-book-excerpts-242372" target="_blank">this article</a> which contains excerpts from Hillary Clinton's book <i>What Happened</i>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-i4a_Pis8MPo/Whhbae6sbNI/AAAAAAAAHS4/n0vdNuEqrGoQPN7295TcAWDz3IUXoY7QwCEwYBhgL/s1600/odysseyships2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="270" data-original-width="480" height="180" src="https://2.bp.blogspot.com/-i4a_Pis8MPo/Whhbae6sbNI/AAAAAAAAHS4/n0vdNuEqrGoQPN7295TcAWDz3IUXoY7QwCEwYBhgL/s320/odysseyships2.jpg" width="320" /></a></div>
<b>Quiz:</b><br />
<br />
1. How does Kalypso prepare Odysseus for his journey away from her?<br />
2. Does Alkinoos promise Odysseus his daughter's hand or safe passage home before or after he finds out Odysseus' name?<br />
3. Why does Odysseus cry during the songs?<br />
4. What does Odysseus tell the Kyklops his name is, when asked, and how is that a clever trick?<br />
5. Why is the Kyklops able to aim at Odysseus' ships even though he's blinded?<br />
6. Why does Odysseus yell his real name at the Kyklops?<br />
7. After visiting Aiolos, Odysseus gets within sight of his own land, but ends up back at Aiolia. Why?<br />
8. They Laestrygonians are glad the Greeks have come to visit. Why? What do they want?<br />
9. What did Kirke the witch do to Odysseus' men?<br />
10. According to Kirke, where does Odysseus have to visit, if he ever wants to get home?<br />
BONUS: What two magical foods appear in these books?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-78090086853268018092017-11-10T09:26:00.003-05:002017-11-10T09:38:28.582-05:00Reading Period 10: November 10-16: The Odyssey<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-V7msmlsArAU/WgWnBhP0CPI/AAAAAAAAHQU/Vk9hZAHuXUsiR0GZVbURemmRd1xwXQ17wCLcBGAs/s1600/odyssey.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="499" data-original-width="315" height="320" src="https://1.bp.blogspot.com/-V7msmlsArAU/WgWnBhP0CPI/AAAAAAAAHQU/Vk9hZAHuXUsiR0GZVbURemmRd1xwXQ17wCLcBGAs/s320/odyssey.jpg" width="202" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Good luck, Odysseus!</td></tr>
</tbody></table>
<b>Long Read: </b><br />
<br />
The Odyssey by Homer, books 1-4 (The Telemacheia)<br />
<br />
<b>Poem:</b><br />
<br />
"Odysseus to Telemachus"<br />
Joseph Brodsky<br />
<br />
My dear Telemachus,<br />
The Trojan War<br />
is over now; I don’t recall who won it.<br />
The Greeks, no doubt, for only they would leave<br />
so many dead so far from their own homeland.<br />
But still, my homeward way has proved too long.<br />
While we were wasting time there, old Poseidon,<br />
it almost seems, stretched and extended space.<br />
<br />
I don’t know where I am or what this place<br />
can be. It would appear some filthy island,<br />
with bushes, buildings, and great grunting pigs.<br />
A garden choked with weeds; some queen or other.<br />
Grass and huge stones . . . Telemachus, my son!<br />
To a wanderer the faces of all islands<br />
resemble one another. And the mind<br />
trips, numbering waves; eyes, sore from sea horizons,<br />
run; and the flesh of water stuffs the ears.<br />
I can’t remember how the war came out;<br />
even how old you are--I can’t remember.<br />
<br />
Grow up, then, my Telemachus, grow strong.<br />
Only the gods know if we’ll see each other<br />
again. You’ve long since ceased to be that babe<br />
before whom I reined in the plowing bullocks.<br />
Had it not been for Palamedes’ trick<br />
we two would still be living in one household.<br />
But maybe he was right; away from me<br />
you are quite safe from all Oedipal passions,<br />
and your dreams, my Telemachus, are blameless.<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Read "Odysseus to Telemachus" by Joseph Brodsky. In it, Odysseus addresses Telemachus from the island of Calypso, where he is losing track of time and his identity. Write a poem from one character mentioned in the Odyssey to another. You don't have to choose a central figure. It might be from Clytemnestra to Helen, for example. As with Brodsky's poem, make sure your poem clarifies the rhetorical moment. Who is speaking, who is being addressed, what the constraints of time and place might be, and what is the exigence or reason for writing in this moment.<br />
<br />
<i>OR</i><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-ECrVC9g7E4E/WgWzd6JHKtI/AAAAAAAAHQk/hNykJhZ1058DhSocFLuV9JdDk-C70JAqQCLcBGAs/s1600/Telemachus_and_Mentor1.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="500" data-original-width="416" height="320" src="https://3.bp.blogspot.com/-ECrVC9g7E4E/WgWzd6JHKtI/AAAAAAAAHQk/hNykJhZ1058DhSocFLuV9JdDk-C70JAqQCLcBGAs/s320/Telemachus_and_Mentor1.JPG" width="266" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mentor: "I'm not short, I'm a goddess." </td></tr>
</tbody></table>
<br />
In book 2, Athena appears to Telemachus in the disguise of Mentor, Odysseus' old friend and Telemachus' mentor. Yes, mentor means "mentor" because of Mentor! This image is a famous illustration of the very popular French book <i>Les aventures de Télémaque</i>, written in 1699 by François Fénelon, archbishop of Cambrai. At the time, it was a political criticism of Louis XIV, and earned Fénelon some nice tasty exile. However it was a best-seller and even Thomas Jefferson loved it and read it multiple times. In this exciting tale, Telemachus and Mentor have wondrous adventures, until Mentor is actually revealed to be the goddess Minerva. Poor Mentor -- did he ever get a chance to just be himself? For your assignment, reproduce this illustration as accurately as you can.<br />
<br />
<i>OR</i><br />
<br />
FRENCH STUDENT OPTION: Attempt a translation of the following bit from <i>Les aventures de Télémaque:</i><br />
<br />
<blockquote class="tr_bq">
Calypso ne pouvait se consoler du départ d’Ulysse. Dans sa douleur, elle se trouvait malheureuse d’être immortelle. Sa grotte ne résonnait plus de son chant ; les nymphes qui la servaient n’osaient lui parler. Elle se promenait souvent seule sur les gazons fleuris dont un printemps éternel bordait son île : mais ces beaux lieux, loin de modérer sa douleur, ne faisaient que lui rappeler le triste souvenir d’Ulysse, qu’elle y avait vu tant de fois auprès d’elle. Souvent elle demeurait immobile sur le rivage de la mer, qu’elle arrosait de ses larmes, et elle était sans cesse tournée vers le côté où le vaisseau d’Ulysse, fendant les ondes, avait disparu à ses yeux.<br />
Tout à coup, elle aperçut les débris d’un navire qui venait de faire naufrage, des bancs de rameurs mis en pièces, des rames écartées çà et là sur le sable, un gouvernail, un mât, des cordages flottant sur la côte ; puis elle découvre de loin deux hommes, dont l’un paraissait âgé ; l’autre, quoique jeune, ressemblait à Ulysse. Il avait sa douceur et sa fierté, avec sa taille et sa démarche majestueuse. La déesse comprit que c’était Télémaque, fils de ce héros. Mais, quoique les dieux surpassent de loin en connaissance tous les hommes, elle ne put découvrir qui était cet homme vénérable dont Télémaque était accompagné : c’est que les dieux supérieurs cachent aux inférieurs tout ce qu’il leur plaît ; et Minerve, qui accompagnait Télémaque sous la figure de Mentor, ne voulait pas être connue de Calypso.<br />
Cependant Calypso se réjouissait d’un naufrage qui mettait dans son île le fils d’Ulysse, si semblable à son père. Elle s’avance vers lui ; et, sans faire semblant de savoir qui il est :<br />
— D’où vous vient - lui dit-elle - cette témérité d’aborder en mon île ? Sachez, jeune étranger, qu’on ne vient point impunément dans mon empire.<br />
Elle tâchait de couvrir sous ces paroles menaçantes la joie de son cœur, qui éclatait malgré elle sur son visage.<br />
Télémaque lui répondit :<br />
— O vous, qui que vous soyez, mortelle ou déesse (quoique à vous voir on ne puisse vous prendre que pour une divinité), seriez-vous insensible au malheur d’un fils, qui, cherchant son père à la merci des vents et des flots, a vu briser son navire contre vos rochers ?<br />
— Quel est donc votre père que vous cherchez ? — reprit la déesse.</blockquote>
Here's <a href="https://fr.wikisource.org/wiki/Les_Aventures_de_T%C3%A9l%C3%A9maque" target="_blank">the entire thing, from Wikisource</a>, if you want to try a different passage.<br />
<br />
<b>Writing Assignments:</b><br />
<br />
Your writing assignments this week are from the midterm. They're due on Tuesday in class. <a href="https://docs.google.com/document/d/1W3S8QPNcwCHsrQPZn9uwb5r08sM8nk6WTHguu-nFOow/edit?usp=sharing" target="_blank">Here's a link to the midterm</a> so you can look back over the essay in which you identified the 12 elements.<br />
<br />
<b>MIDTERM: </b>Now you write an essay (at home) of 500 words in which you <i>utilize and label</i> all twelve of these elements yourself. (36 pts) Description, Narration, Warrant, Cause/Effect, Induction, Analogy, Common Ground, Example/Illustration, Process Analysis, Classification, Definition, Policy claim. Remember to label your work -- you can do this after printing it, with a pencil or pen, or you can label it within the document. You may choose one of the following topics:<br />
<blockquote class="tr_bq">
Production and sale of tobacco must be made illegal.<br />
Monarchy is better than democracy.<br />
Comments should be eliminated from YouTube videos. </blockquote>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-18dToMm5jj8/WgW2730XI8I/AAAAAAAAHQw/lqL7eNFkq_EypdsmVCwzGGrufWjv_X4pQCLcBGAs/s1600/penelope.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1122" data-original-width="1600" height="224" src="https://2.bp.blogspot.com/-18dToMm5jj8/WgW2730XI8I/AAAAAAAAHQw/lqL7eNFkq_EypdsmVCwzGGrufWjv_X4pQCLcBGAs/s320/penelope.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Penelope: "I'm just a REALLY slow weaver!" </td></tr>
</tbody></table>
<b>AP LANG:</b> Write an <i>additional </i>essay of 500 words in which you take a clear position on the following issue: Does the author’s identity and biographical info validate or invalidate the content of the essay, or is it possible for the writing to stand on its own? As examples, use “Civil Disobedience” and “Letter from Birmingham Jail.” Does King’s identity make his writing more valid? Does Thoreau’s identity invalidate his?<br />
<br />
OR<br />
<br />
Oedipus, Antigone, and Creon all break laws. Write an <i>additional </i>essay of 500 words in which you identify which laws they break. Explain who made the laws and analyze the respective characters’ reasons for disobeying them. What do the characters think of these laws? What does Sophocles think? Are these laws still applicable today? Is there still controversy over these laws?<br />
<br />
So, to clarify: All of the students need to write a midterm essay, as assigned above, to be turned in on Tuesday in class. AP kids need to write the midterm essay to turn in to me on Tuesday, and an <i>additional essay</i> done in blue or black pen in your composition books (or looseleaf, whatever) chosen from one of the two AP options above. Time yourself at 40 minutes.<br />
<br />
<b>Paper:</b><br />
<br />
Due Thursday November 16:<br />
1. Outline Draft<br />
2. Outline Revision<br />
3. Half Draft with comments<br />
4. First Draft with comments<br />
5. Peer revision worksheet and marked up copy from your partner<br />
6. Final draft<br />
<br />
Please put everything in a folder or binder or in some way hold it all together, and make sure the folder and every individual element are all labeled clearly with your name.<br />
<br />
<b>Quiz:</b><br />
1. When the Odyssey opens, how many years have passed since the end of the Trojan war?<br />
2. How old was Telemachus the last time he saw his father, and how old is he now?<br />
3. What goddess visits Telemachus disguised as Mentes, and what does she tell him to do?<br />
4. Penelope is tricking the suitor into being more patient. How?<br />
5. What sign appears from the gods during the assembly, and how is it interpreted?<br />
6. According to Nestor, why did the Greeks split up after the fall of Troy?<br />
7. Which brother did Odysseus go with?<br />
8. According to Nestor, what happened to Agamemnon when he got home from the war?<br />
9. What happy couple does Telemachus find in Sparta?<br />
10. What news does he receive there about his father Odysseus?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-68130044561140147852017-10-27T07:56:00.000-04:002017-10-27T12:55:47.682-04:00Reading Period 9: October 27 - November 2: The Iliad<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-9nR-eLrTxck/Wc2MLPh9X0I/AAAAAAAAHF0/U09e_c6s3RgqSILyZaXVFIuRCam_fj7XACLcBGAs/s1600/iliadhomer6.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="413" data-original-width="900" height="182" src="https://3.bp.blogspot.com/-9nR-eLrTxck/Wc2MLPh9X0I/AAAAAAAAHF0/U09e_c6s3RgqSILyZaXVFIuRCam_fj7XACLcBGAs/s400/iliadhomer6.jpg" width="400" /></a></div>
<b>Long Read:</b><br />
<br />
The Iliad of Homer, books 21-24<br />
<br />
<b>Midterm: NOVEMBER 9</b><br />
<b>Final: DECEMBER 14</b><br />
<br />
<b>Creative Assignments:</b><br />
<br />
We are going to create a "monster manual" for a role-playing game involving heroes of the Trojan war. Choose ten characters from the war, and then choose whether you want to illustrate them graphically, or figure out their character stats. Don't limit yourself to just mortals. Remember, the river Skamandros becomes a character in book 21, and then there are the gods.<br />
<br />
If you choose graphic illustrations, create square drawings or paintings of the sort you might find on card games like Magic: The Gathering. Heroic pose, action shot, or portrait. No stick figures, please.<br />
<br />
<i>OR</i><br />
<br />
If you choose to write the stats, consider the following elements: size, alignment, stats (STR, DEX, INT, WIS, CON, CHR) hit points, skills, special senses, languages, special attacks, what weapons/armor/money/items they drop when killed, and a useful description of how they would behave in battle or negotiations. Don't get TOO wordy, but give whatever info would be needed. If you're stumped, <a href="https://i1.wp.com/www.strangeassembly.com/wp-content/uploads/2014/09/UmberHulk.jpg" target="_blank">here's an example of a Monster Manual entry from D&D</a>. If you aren't familiar with RPG gaming, do the best you can. :)<br />
<br />
<b>Writing Assignments:</b><br />
<br />
The Iliad is a popular subject for adaptations, such as the poem by Alice Oswald. Consider <a href="https://sites.google.com/a/longmeadow.k12.ma.us/jfaulkner/home/latin-4/trojan-war-novels" target="_blank">this list of novels and plays that have been written using The Iliad as source material</a>. If you were to create a novel about some aspect of the story, for any audience, what would you choose to write about? You could pitch a children's book based on Xanthos, Achilles' horse. You could pitch a novel that focuses on the relationship between Zeus and Hera, with the Trojan war as a backdrop. Write a 300 word "pitch" in which you tell what your story would be about, what audience it would appeal to, who the main characters would be, any key scenes you can imagine, and your title. Make it sound great, as if you are trying to convince a publisher to buy it.<br />
<br />
<i>OR</i><br />
<br />
Achilles' behavior throughout the Iliad is pretty questionable, but nothing is more questionable than his treatment of Hektor before, during, and especially after his death. Choose a side and argue persuasively whether Achilles is an arrogant jerk for mocking Hektor in death and defiling Hektor's body, or whether his actions are justified either by revenge or the emotions surrounding losing Patroklos. If you had to stand up in court and either defend or accuse Achilles, what would you say? Write a 300 word persuasive essay in which you definitively choose a side, and argue with recognizable rhetorical strategies.<br />
<br />
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<a href="https://2.bp.blogspot.com/-2T41c4uIAFk/WfNf1BeJcSI/AAAAAAAAHOw/otOwPaypbzI75rugMarf0u8bSS08giSdwCLcBGAs/s1600/trojanhorse.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://2.bp.blogspot.com/-2T41c4uIAFk/WfNf1BeJcSI/AAAAAAAAHOw/otOwPaypbzI75rugMarf0u8bSS08giSdwCLcBGAs/s320/trojanhorse.jpg" width="320" /></a></div>
<b>Paper</b>:<br />
<br />
Your first draft is due next Tuesday, October 31. Bring two copies printed out to class. If you do not bring two copies printed out to class, you will not only lose points for not having a first draft, but you will also lose points for not being able to do peer editing. Partners will be assigned based on who shows up with a paper in their hand. If you're concerned that your printer might break on Tuesday morning, finish it and print it on Monday, or even Sunday.<br />
<br />
<b>AP Lang:</b><br />
<br />
Read "Civil Disobedience" by Henry David Thoreau and come ready to discuss. Also do "Drill 2" that was passed out in class, giving yourself 12 minutes to complete it.<br />
<br />
<b>Quiz: </b><br />
<br />
1. Why does Patroklos say 3 people killed him?<br />
2. How does Achilles react to Patroklos' death? Give two specific things he does.<br />
3. Even though Achilles wants to fight Trojans after Patroklos dies, what problem does he have that means he can't fight?<br />
4. Achilles' horse Xanthos gets to talk briefly. What does he say?<br />
5. Why does the river Skamandros get ticked off at Achilles?<br />
6. Hektor has been boasting about what he'll do to Achilles, but what does he actually do when they finally face off?<br />
7. How does Achilles defile Hektor's body, and what is the reaction of his family members?<br />
8. What does the ghost of Patroklos want to happen to his ashes?<br />
9. Who goes to retrieve Hektor's corpse?<br />
10. Which book of the Iliad contains the story of the Trojan horse?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-75320276735893031022017-10-20T07:55:00.000-04:002017-10-20T21:07:09.076-04:00Reading Period 8: October 20-26: The Iliad<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-SBMBB2FteCM/Wc2L3aUydNI/AAAAAAAAHFw/jxZk0_ni9tsAyfhg8QaYJp5hxrjKxE3JACLcBGAs/s1600/iliadhomer5.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="941" data-original-width="1600" height="188" src="https://4.bp.blogspot.com/-SBMBB2FteCM/Wc2L3aUydNI/AAAAAAAAHFw/jxZk0_ni9tsAyfhg8QaYJp5hxrjKxE3JACLcBGAs/s320/iliadhomer5.jpg" width="320" /></a></div>
<b>Long Read:</b><br />
<br />
The Iliad, by Homer, books 16-20<br />
<br />
<b>Poem: </b><br />
<br />
"<a href="https://books.google.com/books?id=f7w8AAAAYAAJ&pg=PA227&lpg=PA227#v=onepage&q&f=false" target="_blank">Hector and Andromache</a>" by Elizabeth Barrett Browning. She called this a "paraphrase" and if you flip around in this book, you'll find other paraphrases, including one of Anacreon, whose poem we read the other day.<br />
<b><br /></b>
<b>Creative Assignment:</b><br />
<br />
Create a portrait of one of the female gods mentioned in the Iliad: Hera, Aphrodite, Athena, etc. Use unlined paper and some sort of color medium (no digital!). You can imagine them in a traditional Greek goddess sort of way, or you can imagine them in business attire, or as part animal, or as an abstraction, or whatever you like, but tie in visuals from the nature of their godliness. Of beauty, or wisdom, or war, or whatever.<br />
<br />
<i>OR</i><br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-dVmmXyi8Qvw/WeqdFSa7MpI/AAAAAAAAHME/RfvUreMnnIIRBOrAfY7cvkOx_We5BMSVQCLcBGAs/s1600/hectorandromache.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="400" data-original-width="259" height="320" src="https://2.bp.blogspot.com/-dVmmXyi8Qvw/WeqdFSa7MpI/AAAAAAAAHME/RfvUreMnnIIRBOrAfY7cvkOx_We5BMSVQCLcBGAs/s320/hectorandromache.jpg" width="207" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Hector and Andromache<br />by Georgio de Chirico</td></tr>
</tbody></table>
Write a short first-person personal essay from the point of view of one of the Trojan women in The Iliad. Start with the word "I" and include confessions, thoughts, emotions, demands, and/or explanations. You can "place" your essay at any point in the story, but make sure you indicate in the title at what point it would have been written.<br />
<br />
<b>Writing Assignment:</b><br />
<br />
In the ancient world, motherhood was a matter of survival, as the population was dependent on each woman having lots of kids so a few could survive and the state could flourish. In the world of Homer, women are treasured and respected, and while Zeus is a male, female gods are powerful too. On the other hand, women lead mostly separate lives from men, and though equal under the law, they could be passed around as war loot, or disappear into their husbands' identities. Consider one of the mortal Trojan women in the book, either Chryseis, Briseis, Andromache, Helen. With evidence from the poem, and possibly a bit of research into the roles of women in Ancient Greece, write a 300 word essay explaining her role in the novel. Use quotes, give plot summaries, and bring in your research as needed. Was she just a pawn, or did she have power? Was her personality or opinion important to the plot, or could she have been replaced by a treasure chest? If you do use any research, include a citation at the end of the essay.<br />
<br />
<i>OR</i><br />
<br />
Given the following pieces of evidence, construct a 300-500 word argument that the Ancient Greeks and Romans actually made contact with the Americas well before Columbus. You don't have to use all these things. NONE of these things are universally accepted as truth, by the way.<br />
<br />
1. A small terracotta head sculpture with a beard and European features, similar to 2nd century Roman sculptures, was found in an archeological site under a building that was built in 1476.<br />
2. Pineapples, a new world plant, show up multiple times in Roman sculptures and art.<br />
3. In the <a href="http://www.nytimes.com/1982/10/10/world/rio-artifacts-may-indicate-roman-visit.html" target="_blank">Bay of Jars in Brazil</a>, ancient clay storage jars resembling Roman amphorae were found.<br />
4. In 1513, mapmaker Piri Reis accurately mapped much of South America, and claimed that Columbus had a book that told him about lands on the western side of the Atlantic, which inspired him to explore there.<br />
5. Pliny the Elder reports that a ship full of Indians washed up in Germany, having been blown off course by a storm.<br />
6. The Olmec heads have African features.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-JYizJEZjfC0/Weqdaau2JZI/AAAAAAAAHMI/39bI5ZgxEz0P5G01AQZJFYJCTywdoJtnQCLcBGAs/s1600/aphrodite.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="695" data-original-width="905" height="245" src="https://2.bp.blogspot.com/-JYizJEZjfC0/Weqdaau2JZI/AAAAAAAAHMI/39bI5ZgxEz0P5G01AQZJFYJCTywdoJtnQCLcBGAs/s320/aphrodite.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Aphrodite, as a subject, has been done before. </td></tr>
</tbody></table>
<b>Quiz:</b><br />
<br />
No quiz. Spend the time you would have spent on a quiz on writing your half draft, due Tuesday.Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-54058449969165627492017-10-13T07:49:00.000-04:002017-10-13T14:36:24.316-04:00Reading Period 7: October 13-19: The Iliad <div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-4IapY9rRz_A/Wc2KjlaE5yI/AAAAAAAAHFk/tuy39rY2YYo661XJeuWBcTLAheNskCI8QCLcBGAs/s1600/iliadhomer3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="516" data-original-width="347" height="320" src="https://4.bp.blogspot.com/-4IapY9rRz_A/Wc2KjlaE5yI/AAAAAAAAHFk/tuy39rY2YYo661XJeuWBcTLAheNskCI8QCLcBGAs/s320/iliadhomer3.jpg" width="215" /></a></div>
<b>Long Read: </b><br />
<br />
The Iliad by Homer, Books 11-15<br />
<br />
<b>Creative Assignments:</b><br />
<br />
While the hoards of Greek and Trojan fighters are compared in their number to swarms of bees, a lot of that swarm gets left on the field, dead. Write a elegy for one of the dead warriors. Use bold metaphors and stark imagery like Homer, and follow Homer's mood and tone as closely as you can.<br />
<br />
For brave souls who would like to suffer formal constraints, write your elegy in the form of elegiac couplets. (Note: Not all elegiac poems are elegies for the dead, but yours will be.) Dactylic meter, in couplets of a line in hexameter followed by a line in pentameter. Good luck.<br />
<br />
<i>OR</i><br />
<br />
The artist <a href="http://www.matt-kish.com/" target="_blank">Matt Kish</a> is currently at work on creating a collection of images representing all the people who died in The Iliad. You might remember Matt Kish from his illustrations of <i>Heart of Darkness</i> that we studied last year. You can see <a href="https://www.facebook.com/matt.kish1/media_set?set=a.1401482699918929.1073742074.100001716371326&type=3" target="_blank">this ongoing project, called "Only the Dead," in this public Facebook album</a>. He was inspired by Alice Oswald's version of <i>The Iliad</i>, which is called <i>Memorial </i>and boils down the poem to only the deaths. You can read more about <i>Memorial </i><a href="http://www.nytimes.com/2012/12/23/books/review/memorial-alice-oswalds-version-of-the-iliad.html" target="_blank">in its NYT Review</a>, which calls it "a poem that blooms out of slaughter" and I will bring my copy of this book to class for you to examine and read.<br />
<br />
Here is Matt Kish's statement about his work: "My aim with these has been to juxtapose images of death and violence with text from comic books which promote a kind of toxic adolescent male power fantasy and to hopefully create visual tension between what the imagery communicates and the collaged text conveys. It's a kind of propaganda that will hopefully encourage the viewer to consider what is promised by those who want our young men and women to go to war, what the reality of war is, and the vast gulf between the two." Your assignment is to create an image in the style of Matt Kish, memorializing one of the dead in <i>The Iliad</i>, using newspaper clippings or other found words to augment your illustration. Here are a few examples of his work from "Only the Dead."<br />
<br />
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<a href="https://1.bp.blogspot.com/-OHQfSziV4XU/WeD5px_gaiI/AAAAAAAAHJg/CPN-pJ20jGk62-XqJ5LtdsqJ7knwTyv7ACLcBGAs/s1600/onlythedead1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1086" height="320" src="https://1.bp.blogspot.com/-OHQfSziV4XU/WeD5px_gaiI/AAAAAAAAHJg/CPN-pJ20jGk62-XqJ5LtdsqJ7knwTyv7ACLcBGAs/s320/onlythedead1.jpg" width="217" /></a></div>
<br />
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<br />
<div class="separator" style="clear: both; text-align: center;">
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<br />
<br />
<b>Writing Assignments:</b><br />
<br />
Consider our civilization's fascination with war stories. The Iliad is one of the goriest, with the highest death count, and is by certain metrics the most popular of all time. Movies like Saving Private Ryan, Dunkirk, and Apocalypse Now, books like Catch-22, The Things They Carried, and War and Peace are among the most popular books and films ever created. Write a 500-word persuasive essay in which you answer the question: <i>Why are war stories so enduringly popular?</i> To answer this you will need to establish a warrant: what makes stories popular with readers? You don't need to specifically identify your warrant in the essay, but you should know what it is. You can use The Iliad as an example, or any other specific book or movie that you have read or seen. If you use other essays or articles to get ideas, make sure you reference your sources clearly. Your task is primarily to argue your own position, not to reference others. Figure out what you think about this question, and then construct an essay to support that idea.<br />
<br /><i>OR</i><br />
<br />
Same as above, but answer the question: <i>How should war stories be told? </i>You can find movies and books that gloss over the harsh realities of war, and you can also find movies and books that show war with gritty realism. In arguing this point, you will have to establish a warrant: what is the purpose of war literature? Should it be to glorify and ennoble warfare, or to warn against it? You don't need to clearly state your warrant in your essay, but you should know what it is. You can use <i>The Iliad</i> as an example, or any other specific book or movie that you have read or seen. If you use other essays or articles to get ideas, make sure you reference your sources clearly. Your task is primarily to argue your own position, not to reference others. Figure out what you think about this question, and then construct an essay to support that idea.<br />
<br />
<b>AP Lang:</b><br />
<br />
Print out and fill out as much as you can of the data sheet for "Letter from Birmingham Jail" by MLK. Please make sure you've ordered the practice book, as we are soon going to begin tackling multiple choice questions in class.<br />
<br />
<b>Quiz</b>:<br />
<br />
1. What do Bienor, Oileus, Pisander, Hippolochos, Iphidamas, and Koon have in common, and what is different about Koon?<br />
2. At the end of book 11, Nestor gives a big speech to Patroclus to inspire him to get the Myrmidons fighting. Give an example of one rhetorical strategy he uses.<br />
3. When an eagle flies on your left, carrying a snake, what does this mean? (According to the Trojans)<br />
4. Before Hektor smashes the gates of the wall the Greeks have built, another Trojan rips a hole in it. Who?<br />
5. What god takes on various disguises to try and inspire the Greeks to battle in book 13?<br />
6. When an eagle flies by on your right, what does this mean? (According to the Greeks)<br />
7. Agamemnon, Odysseus, and Diomedes are all wounded. Agamemnon wants to leave, Odysseus thinks there's no way to get out safely. What does Diomedes think?<br />
8. Why is Zeus sleeping through the battle, at the end of book 14?<br />
9. Hektor leads the Trojans to fight the Greeks all the way back to what location?<br />
10. What god is helping the Trojans make this furious attack?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-80931347950014657942017-10-06T07:48:00.000-04:002017-10-06T19:47:03.394-04:00Reading Period 6: October 6-12: The Iliad<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-tPe_OC8nfaM/Wc2KPQ-hooI/AAAAAAAAHFg/-8CZU4C4-UQXleT4gN2K9mLlD3W9f7auACLcBGAs/s1600/iliadhomer2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1121" data-original-width="800" height="320" src="https://4.bp.blogspot.com/-tPe_OC8nfaM/Wc2KPQ-hooI/AAAAAAAAHFg/-8CZU4C4-UQXleT4gN2K9mLlD3W9f7auACLcBGAs/s320/iliadhomer2.jpg" width="228" /></a></div>
<b>Long Read:</b><br />
<br />
<i>The Iliad</i>, by Homer, Books 6-10<br />
<br />
<b>Short Read:</b><br />
<br />
1. Letter from Mo Willems, Lisa Yee, and Mike Curato to the Springfield Children's Literature Festival, October 5, 2017. Available linked from <a href="https://twitter.com/The_Pigeon/status/915958589398962177" target="_blank">this Tweet from Mo Willems</a>. You may also find it interesting to read the replies to the Tweet.<br />
2. The response from Seuss Enterprises, embedded in <a href="http://www.masslive.com/news/index.ssf/2017/10/controversial_dr_seuss_mural_t.html" target="_blank">this blog post</a> (scroll down to "The full statement read:")<br />
3. Responses of the authors, <a href="https://twitter.com/The_Pigeon/status/916114536154968066" target="_blank">linked from this Tweet</a>.<br />
4. "<a href="http://www.hbook.com/2017/09/blogs/family-reading/dear-mrs-trump/" target="_blank">Dear Mrs. Trump</a>" by Liz Phipps Soeiro.<br />
5. A <a href="https://www.washingtonpost.com/news/arts-and-entertainment/wp/2017/10/05/dr-seuss-museum-under-fire-over-mural-depicting-jarring-racial-stereotype-of-a-chinese-man/?utm_term=.c6888cfca628" target="_blank">Washington Post story</a> that links all of these items together.<br />
<br />
<br />
<b>Creative Assignment:</b><br />
<br />
The Iliad is full of excellent and exciting fight scenes between heroically epic characters. It's almost like a comic book about superheros, where you can hear the POW! and WHOOSH! and ZAP! Illustrate one of the fights (identify by book and line number which fight you are working on) in comic book style, including sound effects.<br />
<br />
<i>OR</i><br />
<br />
A Pindaric Ode is a poetic form named after the Greek poet Pindar. (Read more about him <a href="https://www.poetryfoundation.org/articles/69111/and-the-winner-is-pindar" target="_blank">here</a>.) While Pindar wrote most of his work about victorious athletes at the various Olympic-style games in Ancient Greece (example <a href="https://www.youtube.com/watch?v=W4CAv5hGejg" target="_blank">here</a>), you can write a Pindaric Ode praising anything. Try your hand at this form, taking for your topic any of the Greek or Trojan warriors with their flowing hair, godlike character, warlike demeanor, etc. Write as Homer would have approved, with exciting metaphors and thunderous sounding words. Your poem, like a good Pindaric Ode, should have a three-part structure: a strophe, an antistrophe, and an epode. (Read more about that <a href="http://penandthepad.com/strophe-antistrophe-literature-2350.html" target="_blank">here</a>.) Dactylic hexameter not required.<br />
<br />
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<b>Writing Assignment: </b><br />
<br />
After reading all the materials in the "Short Read" list, write a 500 word paper in which you analyze the rhetoric of any or all parts of this exchange around the offensiveness of Dr. Seuss. You might dissect each one of these documents, or you might compare the successful letter from the three authors from the widely criticized letter from the librarian. Note: This is NOT a paper where you argue a point or respond to the ideas in these letters. This is a paper where you analyze the rhetoric of the letters and responses. However, your intro should demonstrate that you have an understanding of the controversy and the events surrounding it, and the writers of the various documents. Words you might want to use: consensual/adversarial. Text, reader, author, constraints, exigence. Narratio, exordium, confirmatio, refutatio, peroratio. Ethos, logos, pathos.<br />
<br />
<i>OR</i><br />
<br />
<b>AP Lang Choice: </b>In a 500 word essay, answer the prompt for the argumentative paper from the 1999 test that you were given in class on a piece of paper. You can also find it <a href="https://secure-media.collegeboard.org/apc/eng_lang_99_6909.pdf" target="_blank">here </a>-- it's question 3. Don't worry about the time limit right now, but do try to hit 500 words, and please write it by hand. If you have a composition book from AP Lit, please use that to write and turn in. If you don't, any paper will do.<br />
<br />
<b>AP Lang: </b>Read "The Communist Manifesto" by Karl Marx in your textbook, <i>A World of Ideas</i>.<br />
<br />
<b>Quiz:</b><br />
<br />
Book 6<br />
1. On what point do Menelaus and Agamemnon disagree, in the beginning of book 6?<br />
2. How are Diomedes and Glaucos related?<br />
3. What strategy does Andromache urge Hektor to adopt?<br />
<br />
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Book 7<br />
4. We have another one-on-one fight! Who are the combatants this time and what weapons do they use?<br />
5. Priam sends a message to the Trojans offering something and asking for something? What is he offering and for what is he asking?<br />
6. Nestor has a clever idea for building fortifications. How will they be built, and who do they irritate by doing so?<br />
<br />
Book 8<br />
7. Zeus forbids the gods to meddle in the war any further, then almost immediately does what?<br />
8. What sign does Zeus send to the Achaians when they're losing the battle?<br />
9. How will the Trojans make sure the Greeks don't flee or raid them at night?<br />
<br />
Book 9<br />
10. What rhetorical strategy does Odysseus employ to get Achilles to come back to the war?<br />
11. Does Achilles take the Greeks up on their offer?<br />
12. Who stays behind with Achilles in his tent after the others leave and why?<br />
<br />
Book 10<br />
13. What trick do Diomedes and Odysseus play to capture the Trojan scout Dolon?<br />
14. What do they do to him after they get their info?<br />
15. What prizes do they bring back from their raid?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-12988135060634089702017-09-29T07:47:00.000-04:002017-09-29T17:17:27.656-04:00Reading Period 5: September 29 - October 5: The Iliad<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read:</b><br />
<br />
<i>The Iliad of Homer</i>, Books 1-5<br />
<br />
Note: Don't read the intro. We'll read it later. Let's read the actual thing first. You can read the translator's note if you like -- it's only two pages.<br />
<br />
<b>Poems</b>:<br />
<br />
"On First Looking Into Chapman's Homer" by John Keats<br />
<br />
Much have I travell'd in the realms of gold,<br />
And many goodly states and kingdoms seen;<br />
Round many western islands have I been<br />
Which bards in fealty to Apollo hold.<br />
Oft of one wide expanse had I been told<br />
That deep-brow'd Homer ruled as his demesne;<br />
Yet did I never breathe its pure serene<br />
Till I heard Chapman speak out loud and bold:<br />
Then felt I like some watcher of the skies<br />
When a new planet swims into his ken;<br />
Or like stout Cortez when with eagle eyes<br />
He star'd at the Pacific—and all his men<br />
Look'd at each other with a wild surmise—<br />
Silent, upon a peak in Darien.<br />
<br />
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From Chapman's translation of <i>The Iliad of Homer</i>, Book 1<br />
<br />
ACHILLES’ baneful wrath resound, O Goddess, that impos’d<br />
Infinite sorrows on the Greeks, and many brave souls los’d<br />
From breasts heroic; sent them far to that invisible cave<br />
That no light comforts; and their limbs to dogs and vultures gave:<br />
To all which Jove’s will gave effect; from whom first strife begun<br />
Betwixt Atrides, king of men, and Thetis’ godlike son.<br />
What god gave Eris their command, and op’d that fighting vein?<br />
Jove’s and Latona’s son: who fir’d against the king of men,<br />
For contumély shown his priest, infectious sickness sent<br />
To plague the army, and to death by troops the soldiers went.<br />
Occasion’d thus: Chryses, the priest, came to the fleet to buy,<br />
For presents of unvalu’d price, his daughter’s liberty;<br />
The golden sceptre and the crown of Phœbus in his hands<br />
Proposing; and made suit to all, but most to the commands<br />
Of both th’ Atrides, who most rul’d. “Great Atreus’ sons,” said he,<br />
“And all ye well-greav’d Greeks, the gods, whose habitations be<br />
In heav’nly houses, grace your pow’rs with Priam’s razéd town,<br />
And grant ye happy conduct home! To win which wish’d renown<br />
Of Jove, by honouring his son, far-shooting Phœbus, deign<br />
For these fit presents to dissolve the ransomable chain<br />
Of my lov’d daughter’s servitude.” The Greeks entirely gave<br />
Glad acclamatións, for sign that their desires would have<br />
The grave priest reverenc’d, and his gifts of so much price embrac’d.<br />
The Gen’ral yet bore no such mind, but viciously disgrac’d<br />
With violent terms the priest, and said:— “Dotard! avoid our fleet,<br />
Where ling’ring be not found by me; nor thy returning feet<br />
Let ever visit us again; lest nor thy godhead’s crown,<br />
Nor sceptre, save thee! Her thou seek’st I still will hold mine own,<br />
Till age deflow’r her. In our court at Argos, far transferr’d<br />
From her lov’d country, she shall ply her web, and see prepar’d<br />
With all fit ornaments my bed. Incense me then no more,<br />
But, if thou wilt be safe, be gone.”<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Choose one of the thunderously beautiful images in the first five books of The Iliad to sketch in pencil and then illustrate in color. Use watercolor or acrylic paint. Some options:<br />
the lines about the army being like bees, lines 87-92<br />
"the shadowy mountains and the echoing sea"<br />
"the rose fingers of dawn"<br />
the description of Athene, lines 733-747<br />
"the dark of the deep forest"<br />
Helen's embroidered robe, lines 125-129<br />
"within his shaggy breast the heart was divided two ways"<br />
<br />
<i>OR</i><br />
<br />
Choose one of Achilles' angry speeches (like the one in lines 149-171, or 225-244) and think about Achilles' frustration with Agamemnon's judgment. How is that reflected in the text? Achilles is the last person to make concessions or try to appear neutral -- in fact words like "must" and "never" and nothing" tell us how absolute is his thinking. Write a poem that expresses undiluted passion such as this using this kind of vocabulary (never, always, must, nothing, etc) to make a defiant statement. You might start with one of the following lines, taken from The Iliad:<br />
<br />
So I must be called<br />
You shall take nothing<br />
Never once have you<br />
<br />
<b>Writing Assignments:</b><br />
<br />
The Iliad begins ten years into the siege of Troy. In a succinct essay of 300 words, give the backstory up to this point. You'll want to talk about Helen, Paris, Menelaus, Agamemnon, and Achilles. You'll want to explain who the Achaians are, and the Danaans. In short, catch yourself and then your reader up on the action so far. You'll maybe need to do a bit of research for this -- at least look it up to confirm your information, even if you know. Cite one source.<br />
<br />
<i>OR</i><br />
<br />
Compare the beginning of Chapman's translation with the beginning of Lattimore's translation. The lines quoted above correspond to lines 1-33 in the Lattimore. Write a 300 word essay in which you compare the two translations on specific points of language -- word choice, diction, meter -- and also general impressions or mood/tone. Think of an interesting intro to hook in your readers, maybe referring to the Keats poem or to the events referred to in the passage. Remember to take your reader to a new place in the conclusion -- this could be an opinion/judgment in this case.<br />
<br />
<b>AP Lang:</b><br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/-UJlgGbNhgg" width="560"></iframe><br />
<br />
Read "Letter from Birmingham Jail" by Martin Luther King Jr., in your textbook. Then watch the above video and read the letter referenced therein, from Francois Truffaut to Jean-Luc Godard. You can read the letter <a href="http://filmcinemamovie.proboards.com/thread/32/truffauts-letter-godard" target="_blank">here</a> in a version that has some of the french words in parentheses.<br />
<br />
These two letters are obviously quite different. Be prepared to discuss in class the rhetorical differences between the two letters, and connect them to the author's purpose and the author's intended audience. No writing assignment for this week -- just make sure you're ready for a robust discussion on Tuesday.<br />
<br />
<b>Quiz</b>:<br />
<br />
1. Who is the son of Atreus, and who is Atreides, and who is Agamemnon?<br />
2. What has Agamemnon done to upset the priest of Apollo, and what did Apollo do in retaliation for this?<br />
3. Kalchas is a "bird interpreter" who see the future, present and past by observing flights of birds. What is the name for this practice? (You'll have to look it up)<br />
4. What are hecatombs?<br />
5. When Achilles says that Agamemnon "has taken away my prize and keeps it," to what prize is he referring? (line 356)<br />
6. What do you notice about line 22 and like 376?<br />
7. What favor does Thetis ask from Zeus?<br />
8. Why did Hera get annoyed with Zeus for talking to Thetis?<br />
9. Who comforted Hera?<br />
10. Who did Zeus send down to deliver a message to Agamemnon, and what was the message?<br />
11. What hero takes up the cause of arguing for staying to fight, urged on by Athene?<br />
12. What two metaphors are used to describe the marching army of the Achaians, after the feast in book 2?<br />
13. What message did Iris bring to the Trojans, and what metaphors did she use?<br />
14. What does Hektor propose to the Achaians, in lines 86-87 of book 3?<br />
15. What is Helen's response to Paris, after the duel?<br />
16. The gods are wondering whether to keep the peace or start up war again. Who advocates for starting up the war?<br />
17. How do the gods get the fighting going again, and what is the result?<br />
18. Which gods are on the Greek side and which are on the Trojan side?<br />
19. What special help does Athene give to Diomedes in the battle, and how does he use it?<br />
20. What is ichor?Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-79071618037051080362017-09-22T17:15:00.001-04:002017-09-22T17:20:03.129-04:00Reading Period 4: September 22-28: Oedipus the King<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read: </b><i>Oedipus the King</i>, rest of the play.<br />
<br />
<b>Short Read:</b><br />
<br />
"<a href="http://www.excelsior.edu/media/oels/owl/RogerianArgument.pdf" target="_blank">Safety and Structure: The Debate About Homeschooling</a>" by Charles St. Martin<br />
<br />
"<a href="http://www.excelsior.edu/media/oels/owl/ToulminArgument.pdf" target="_blank">Every Little Girl Wants to Be a Princess, Right</a>?" by Mariah Jackson<br />
<br />
"<a href="http://www.excelsior.edu/media/oels/owl/AristotelianArgument.pdf" target="_blank">Time for a Change: Legalizing Marijuana in the State of Texas</a>" by Ronald Cummings<br />
<br />
Please note: you should watch the play on YouTube whether you choose to write a creative assignment about it or not.<br />
<br />
<b>Paper</b>:<br />
<br />
Your topic is due on Tuesday in class!<br />
<br />
Write a paragraph telling me what article or essay you intend to argue against, and what your position will be. Give me as much detail as you have about your plan of attack -- Rogerian, Toulmin, Aristotelian? Fill me in on the cunning rhetorical strategies you intend to use to win the argument against this article you've chosen. You don't have to give the article in full, but do link to it. If you can't link to it, describe it well including the publication in which it appears.<br />
<br />
<b>Creative Assignments:</b><br />
<br />
Draw Oedipus' family tree and, below each person's name, do a little drawing to illustrate how they were killed/mutilated/plunged into the depths of despair. This tree should include Laius, Oedipus, Jocasta, Creon, Antigone, Ismene, Polynices, Eteocles, Haemon, and Eurydice. If you feel extra confident you can even include other figures not dealt with in the plays, like Oedipus' grandfather Labdacus.<br />
<br />
<i>OR</i><br />
<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/TonLOAkc1OY?rel=0" width="560"></iframe><br />
<br />
Watch the Oedipus Rex film version by the BBC, 1957. Please write a short response addressing at least three aspects which really struck you about the performance. Hopefully the visual and auditory presentation will accentuate certain elements of the play which couldn’t be expressed with a simple reading of the text. After all, this is theatre!<br />
<br />
<b>Writing Assignments:</b><br />
<br />
The three essays you've been assigned as short reads are examples of the Toulmin, Rogerian, and Aristotelian argument structures. Read them carefully and think about the steps in creating arguments that we discussed. Create an outline for each one, labeling your outline with the vocabulary we discussed, and explaining the purpose of each paragraph in all three essays.<br />
<br />
<i>OR</i><br />
<br />
Is Oedipus’ hamartia, or “tragic flaw,” his incestuous marriage and parricide? If not, what is his hamartia, if he has one? Aristotle said a tragic hero like Oedipus is one “not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty.” Does this hold true for Oedipus? Explain why or why not.<br />
<br />
<b>AP Lang:</b><br />
<br />
Logical fallacies are bad rhetoric! You have had 5 logical fallacies assigned to you. Your job is to look up what the logical fallacy is, and give an example of it. Make sure you do your part so we can learn to recognize all the logical fallacies on this heinous list. You don't have to be super serious about your logical fallacy examples as long as the example teaches us what the fallacy is.<br />
<br />
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Evan:<br />
Ad Hominem<br />
Appeal To False Authority<br />
Appeal To Emotion<br />
Appeal to Fear<br />
Appeal To Force<br />
<br />
Benny:<br />
Appeal To Majority<br />
Appeal To Novelty<br />
Appeal To Numbers<br />
Appeal To Tradition<br />
Complex Question<br />
<br />
Nicholas:<br />
Argumentum Ad Nauseam<br />
Begging The Question<br />
Burden Of Proof<br />
False Dilemma<br />
False Premise<br />
<br />
Martina:<br />
Gambler's Fallacy<br />
Guilt By Association<br />
Non Sequitur<br />
Post Hoc/False Cause<br />
Red Herring<br />
<br />
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Jasper<br />
Relativism<br />
Slippery Slope<br />
Special Pleading<br />
Appeal to Flattery<br />
Appeal to Pity<br />
<br />
Rachael:<br />
Bandwagon Appeal<br />
Biased Sample (Texas Sharpshooter)<br />
Appeal to Ignorance<br />
Division<br />
Equivocation<br />
<br />
Sarah:<br />
False Analogy<br />
Hypostatization (personification)<br />
Denying the Antecedent<br />
Affirming the Consequent<br />
Straw Man Argument<br />
<br />
Nathan:<br />
Tu Quoque<br />
Ambiguity<br />
Anecdotal<br />
Loaded Question<br />
Genetic<br />
<br />
<br />
<b>Quiz:</b><br />
<br />
1. How does Jocasta kill herself?<br />
2. What does Oedipus do to himself?<br />
3. Why does he do that specifically? Why is it ironic?<br />
4. What is Oedipus' punishment?<br />
5. Why does Oedipus have a limp?<br />
6. Who found Oedipus in the wilds?<br />
7. What is Oedipus' reaction when the chorus tells him it were better he had died?<br />
8. What good news does the messenger bring from Corinth?<br />
9. Why does the messenger's news at first seem to be such good news for Oedipus?<br />
10. What does Jocasta think of the oracle's prophecy?<br />
<br />Lydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0tag:blogger.com,1999:blog-8775923053200529161.post-32312768054855241132017-09-15T10:37:00.003-04:002017-09-15T10:37:49.766-04:00Reading Period 3: September 15-21: Oedipus the King<div class="separator" style="clear: both; text-align: center;">
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<b>Long Read: </b><br />
<br />
"Introduction" essay by Fagles, pages 131-153.<br />
<i>Oedipus the King</i> by Sophocles, lines 1-705<br />
<b><br /></b>
<b>Poems:</b><br />
<br />
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.<br />
<br />
"<a href="https://www.soas.ac.uk/baplar/recordings/ammi-ditnas-hymn-to-itar-read-by-k-hecker.html" target="_blank">Hymn to Ishtar</a>"<br />
"<a href="https://www.soas.ac.uk/baplar/recordings/incantation-for-dog-bite-read-by-michael-streck.html" target="_blank">Incantation for Dog Bite</a>"<br />
"<a href="https://www.soas.ac.uk/baplar/recordings/tooth-worm-incantation-read-by-alex-barker.html" target="_blank">Tooth Worm Incantation</a>"<br />
<br />
<b>Creative Assignments:</b><br />
<br />
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:<br />
<br />
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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.<br />
<br />
<i>OR</i><br />
<br />
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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.<br />
<br />
<b>Writing Assignment:</b><br />
<br />
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 "<a href="https://www.soas.ac.uk/about/" target="_blank">About SOAS University of London</a>" 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.<br />
<br />
<b>AP Lang:</b><br />
<br />
Read "The Qualities of the Prince" by Niccolo Machiavelli, in <i>A World of Ideas</i>, pages 35-51.<br />
<br />
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:<br />
<br />
"For example, in the <i>New York Times</i>, David Brooks calls a manipulation of willpower "Machiavellian," implying that it's crafty trickery, not honest character building."<br />
<br />
"In 2002, psychologists Paulhus and Williams coined the term "Dark Triad," including Machiavellianism with Psychopathy and Narcissism as negative personality traits."<br />
<br />
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. <br />
<br />
<b>Quiz:</b><br />
<br />
1. Name at least three of the natural calamities afflicting Thebes at the play's beginning.<br />
2. What two crimes has Oedipus committed before the play's beginning?<br />
3. What monster did Oedipus defeat when he came to Thebes?<br />
4. What was the monster's riddle, and what was the answer?<br />
5. Name the five Olympian gods the chorus PRAYS TO in the first scene.<br />
6. What does Oedipus swear he will do to the murderer of Laius?<br />
7. What does Oedipus accuse Tiresias of? Whom does he implicate with Tiresias?<br />
8. What does Tiresias prophesy will happen to Oedipus?<br />
9. What relation is Creon to Oedipus?<br />
10. What city does Oedipus come from (not Thebes)?<br />
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?<br />
12. Define the following terms:<br />
<br />
Hamartia<br />
Anagnorisis<br />
Peripeteia<br />
CatharsisLydia Netzerhttp://www.blogger.com/profile/11448861273955788158noreply@blogger.com0