Week 9 Syllabus: March 4

THE HERO ARRIVES HOME, AT ITHACA. In an almost textbook example of the symbolic transformation of self, death and rebirth, Odysseus returns in disguise, literally changed into an old, homeless beggar. No longer is he the boastful, arrogant general of the Trojan War. Tempered by suffering, Odysseus has learned to keep his cards close to his chest, will not reveal his true self until the suitors doom is sealed. Pay careful attention to the helpers on his hero journey: Telemachus, who is on a journey of his own; Penelope, who provides a nobler role-model for the returned king; Eumaeus and Philoetius, the swineherd and cowherd respectively, who supply the king and prince with information and weapons.

MONDAY, March 4

• Mr. Easton is out today to care for sick family. In his absence, students will begin watching a wonderful production of Homer’s Odyssey. Pay careful note of Hollywood’s careful re-creation of the epic poem, but also where they deviate from the story. For example, the script breaks out of the poem’s organizational structure, discarding en media res for a more convenient chronological story-telling. We see a very suitable portrayal of Ithaca from book one, but somehow the dialogue between Zeus and Athena is discarded—too costly to shoot? Keep track of both faithful renderings and deviations from the original.

• HW: Read and annotate book 20 for class on Wednesday.

WEDNESDAY, March 6

• We will watch the film, up to and including Odysseus’ journey to the Underworld and his meeting with Tiresias. We will leave off there, and watch the remining part after we’ve finished the poem.

• Lecture/Q&A about Odysseus’ return, up through and including book 20.

• HW: Reading book 21 tonight for class tomorrow.

Friday, March 8

• The dramatic ending before the actual ending, book 21, known as the test of the bow, or death in the great hall. We will read and annotate this together.

• HW: Review and complete annotations for any missing chapters in your book.

Week 8 Syllabus: February 26

THE HERO ARRIVES HOME, AT ITHACA. In an almost textbook example of the symbolic transformation of self, death and rebirth, Odysseus returns in disguise, literally changed into an old, homeless beggar. No longer is he the boastful, arrogant general of the Trojan War. Tempered by suffering, Odysseus has learned to keep his cards close to his chest, will not reveal his true self until the suitors doom is sealed. Pay careful attention to the helpers on his hero journey: Telemachus, who is on a journey of his own; Penelope, who provides a nobler role-model for the returned king; Eumaeus and Philoetius, the swineherd and cowherd respectively, who supply the king and prince with information and weapons.

MONDAY, February 26

• Reading aloud from three student answers to the “Odysseus: faceted or flawed?” essay question.

• We will discuss using the dual “What has the writer done well? What might the writer improve?” method, wherein we critically but constructively analyze three student responses.

• HW: Revise and re-post a new draft of this assignment to Canvas. I will begin grading these on Thursday.

WEDNESDAY, February 28

• Reading aloud from three student answers to the “Odysseus: faceted or flawed?” essay question.

• We will discuss using the dual “What has the writer done well? What might the writer improve?” method, wherein we critically but constructively analyze three student responses.

• HW: Revise and re-post a new draft of this assignment to Canvas. I will begin grading these on Thursday.

THURSDAY, February 29

• Starting with 20 minutes of silent reading in Homer’s Odyssey. This is a chance for students to either catch up, or get ahead on their reading.

• Remember, use your bookmarks and the reader’s questions handout to pre-read and post-check your comprehension. Your annotations will be worth twice as much for the Odyssey than Achebe’s Things Fall Apart.

• We will watch a second (and final) Star Trek episode. In “Who Mourns for Adonis?” Captain Kirk will meet and murder the Greek god Apollo, Athena’s brother.

• Reading book 18 together in class. A scholar will connect their iPad to the Apple TV and project/play the audio.

• HW: Read book 18 and 19 for class on Monday.

2 ¶s: Is Odysseus faceted or flawed?

Kindly post your two argumentative paragraphs here as a comment to this post. When you enter the comment, please include your first and last name, use your NT email address, and leave any other items blank.

Week 7 Syllabus: February 19

IS ODYSSEUS FACETED, OR FLAWED? The writing assignment this week will ask you to take a position on our ancient Greek hero and make an argument based upon the first twelve books in the epic poem. We will continue reading with the expectation of finishing the book before Spring Break. That way, students can use that time as an actual vacation from school. If you’re behind, you CAN use it to catch up. But that’s not the way I’d spend my time off.

TUESDAY, February 20

• Looking at a modern interpretation of book nine’s lotus eaters encounter, specifically the last episode of Star Trek’s first season, wherein Captain “Odysseus” Kirk must forcibly remove his enthralled crew from a planet under the lotus’ influence.

• In the last 10 minutes of class, returning to our small groups to share out research notes on book 11, “The Dead”

• HW: Haven’t finished reading books 13 or 14? Do that between now and Thursday.

THURSDAY, February 22

• Writing assignment, a character analysis of Odysseus. We will use AI to generate a response in class, and see how it does.

• HW: Reading books 15 for class on Monday. The writing assignment in Canvas is due Monday as well.

Week 6 Syllabus: February 12

THIS IS THE HALF-WAY POINT IN 3RD quarter. As it happens, we are also approaching the half-way point of Homer’s Odyssey. Books 1-4 cover the story of Telemachus (his bildungsroman); books 5-8 cover Odysseus journey to Scheria and meeting King Alcinous and Queen Arete; and books 9-12 detail Odysseus’ retelling of his core adventures/trials. The second 12 chapters will include his return to Ithaca, his planning for revenge, killing the suitors, reuniting with Penelope, and taking control of Ithaca., man of pain, on the island of Calypso the concealer. In respect to Campbell’s hero journey, the epic poem’s first half include Odysseus’ initiation and resurrection (death & rebirth). The second half is Odysseus’ final battle and his return. We never really see his departure per se, though he certainly crosses many thresholds, both accepts and refuses calls to adventure.

MONDAY, February 12

• Q&A lecture on books 9 and 10; these sheets will be collected as an exit slip.

• Watching the third installment of the Greeks: Crucible of Civilization.

• HW: Complete the writing assignment listed in Canvas, due by class on Wednesday

WEDNESDAY, February 7

• In-class reading of book 11, probably the creepiest in all literature. Odysseus will meet his dead family members, friends, comrades from the Trojan War. He will also meet significant women and divine figures. Each ghost represents some lesson for Odysseus. What are they?

• Finishing the Greeks documentary with the fall of Athens and the end of Greece’s golden age.

• HW: Reading books 12, 13, and 14 for class on Tuesday, Feb. 20.

Week 5 Syllabus: February 5

WE LEAVE TELEMACHUS BEHIND TO MEET Odysseus, man of pain, on the island of Calypso the concealer. Moving on from the bildungsroman, we now see Odysseus at his absolute lowest: defeated by monsters, disappointed by irresponsible crew, and abandoned by all Greek gods. No longer the hero of Troy, nor the king of Ithaca, Odysseus will arrive at Scheria, the Phaecian island of King Alcinous and Queen Arete naked, insane with fear, and practically dead. How will Odysseus be reborn as husband, father, and ruler?

MONDAY, Febraury 5

• Because of the late-start, our time will be limited. Today we will experiment with a new structure for sharing of your questions.

• We will shift from small-group brainstorming of questions to individual listing of annotated questions, to small group stand-and-shares, to “ambassador” style of reporting, and then end with an old-fashioned Q&A.

• Our focus will be books 5, 6 and 7.

• HW: Read book 8. Here, Odysseus is entertained by the Phaecian king, and we’ll see Odysseus get the chance to demonstrate some of his athletic prowess. But we will also see him break down in tears at Domodokous’ song about the Trojan War.

WEDNESDAY, February 7

• We are going to watch clips from The Greeks: Crucible of Civilization to better understand the context of ancient Greek hero-culture.

• During the documentary, take notes on the fall of aristocratic rule and the development of democratic government.

• HW: Read book 9 for class tomorrow.

Thursday, February 8

• Picking up on our Q&A on books 8 and 9.

• Time permitting, we will return to the documentary “Crucible of a Civilization.”

• HW: Read book 10. Then, this writing assignment: Demodocus sings a song at the request of King Alcinous to entertain Odysseus. He tells a story about Aphrodite and Ares, who are caught in the act (naked) by Aphrodite’s husband, Hephaestus. What is the purpose of this tale, told at this moment, while Odysseus recovers from his lengthy ordeal in Scheria, about to return home to Ithaca? Write this paragraph and post it to Canvas by class on Monday. The assignment is called, “Demodocus’ song.”

Week 4 Syllabus: January 29

AS YOU READ THROUGH HOMER’S ODYSSEY, pay attention to key Greek themes, particularly xenia (hospitality) in the first four books. Why is the suitors behavior so egregious? Now that Telemachus is a young man, how should he behave in response to their transgressions? Note that our story does NOT begin with the key hero, Odysseus, but rather his progenitor. What does this tell us about the importance of lineage to the future survival of Ithaca and Odysseus & Penelope’s kingdom?

MONDAY, January 29

• Questions: How asking the right question is the only way to get to the right answer.

• Brainstorming questions for books one and two of the Odyssey.

• Lecture answering students’ questions, covering divine mantle, xenia, the suitors behavior and Telemachus & Penelope’s dilemma.

• Second part of class, watching part of lecture on Heracles’s role in Greek myth, while students finish Heracles cartoon panel.

• HW: read and annotate book three, Telemachus’s visit with Mentor.

WEDNESDAY, January 31

• Listening to book four together as a class.

• Make sure you’re reading the questions/notes prior to reading the chapter. You should review those same questions AFTER reading, checking your annotations.

• HW: Revisit your annotations for books one through four.

• Revisions to your short story essay are due tomorrow. Finish those!

Thursday, January 25

• What are the key take-aways from the Telemachia? Class wide discussion/lecture.

• Notes on homeric similie (nature based, compares action of poem); anthropormorphic; libations/hekatombs—ritual sacrifice to gods); suppliant—one who asks/begs in a servile manner

• Meeting Odysseus for the first time.

• HW: Finish reading book five. Also, read books six and seven for class on Monday.

Mini-Performances of/by Emily Wilson

Watch short overviews of each book, performed by our translator.

Audio for Wilson's Odyssey

Click on the image above to access mp3 files of the Wilson translation.

Week 3 Syllabus: January 22

WE WILL COVER FOUNDATIONAL, GREEK myths and other information about the Trojan War, Hesiod’s “Theogany,” and Homer’s Iliad in order to prepare for The Odyssey, which we’ll begin formally this week. Remember, we are working with Emily Wilson’s translation. Some key, ancient Greek concepts reviewed include: xenia (from last week) and kleos, philia, hubris, and nostos. We will discuss “willing suspension of disbelief” and “ embracing ambiguity and contradiction” as that applies to studying mythology.

MONDAY, January 22

• Key concepts for Homer’s Iliad.

• Question/answers about the pre-Trojan War readings.

• How to reconcile the complexity of Greek myth.

• Reading handout on “Creation of the Titans and the Gods” by Donna Rosenberg

• HW Finish reading the aforementioned handout. Also read “Translation & Homer’s Odyssey.”

WEDNESDAY, January 24

• Watching a documentary on Greek mythology: “Greek Myths and Monsters”

• Exploring the myth of Heracles, the earliest and greatest of ancient Greek heroes.

• Sample “cartoon” version of the Heracles myth.

• HW: Based on the Hamilton reading on Heracles, create an illustration of ONE of Heracles’s feats/stories, using the comic panel provided, adding: a) narration, b) spoken word(s)/dialogue, c) illustration, and d) color. Due Monday.

Thursday, January 25

• Watching and taking notes on a second documentary, this one on the female Olympian gods: “Complex Goddesses: Athena, Aphrodite, & Hera”

• Starting Homer’s Odyssey, reading and annotating book one in class. Because of the shortened day, we won’t read the entire chapter, but we’ll get through Athena’s conversation with Zeus about helping Odysseus.

• HW: Read book two for class on Monday.

Week 2 Syllabus: January 15

THIS WEEK WE ARE FINISHING ACHEBE’S TFA and starting our work on Greek mythology and Homer’s Odyssey. This week, we will start background on the Trojan war and the Olympian deities. We will start by finishing a short essay that summarizes and explains the argument made in a longer, academic essay. Then, I will begin to introduce the Greek gods and Homer’s Odyssey. Don’t have your copy of the Emily Wilson translation of Homer’s Odyssey? Get it from either our bookstore or elsewhere by Monday.

MONDAY, January 15

• No school for Martin Luther King, Jr. Day

WEDNESDAY, January 17

• Small group peer-editing.

• Students will read your abstract that summarizes the writer’s argument about Achebe’s Things Fall Apart.

• After reading essays, students should write in changes to their work. Essays collected by end of period.

• HW: If you have not finished revising, do so, and turn in a printed copy of your one page abstract

Thursday, January 18

• Introduction to translations and the differences between them.

• Xenia: loosely translated as “hospitality,” it also means the guest-host relationship, AND our responsibility to: welcome travelers/strangers, eat together, share background and stories, exchange gifs of value, build bonds for lifelong relationships

• Watching documentary, “Troy: Ancient Myths and Unsolved Mysteries”

• HW: Reading handout, background on Trojan war: “Before Troy.” Due Monday.

Welcome to Week 1, Semester Two

I HOPE YOU EXPERIENCED A HAPPY AND HEALTY WINTER BREAK, and that you’re returning refreshed and ready to work on your writing and reading skills. Second semester will be primarily different in content. First semester we focus on short stories and a novel; second semester we will focus on an epic poem (Homer’s Odyssey) and a play (Shakespeare’s Romeo & Juliet). We will, however, continue to read essays and other non-fiction materials related to these works, and you’ll additionally read a novel of your own choice. But first we must close up our work on Achebe.

MONDAY, January 8

• Shortened day—classes are only 20 minutes long.

• Reviewing results from the final for semester one. Results from the annotation (pretty good) and the paragraphs (not bad—but we need to work on evidence selection).

• Preview of the week—closing our work on Achebe’s TFA by completing a google sheet analysis of Nnoromele’s argument about the novel. We will soon begin reading and annotating Emily Wilson’s translation of Homer’s epic poem, “The Odyssey.” Obtain that! Finally, we will complete a discussion of Dorris Lessing’s short story, “Through the Tunnel.” In fact, we will likely do that BEFORE tackling the Nnoromele analysis.

• HW: Locate and make sure you have finished reading and analyzing “The Plight of the Hero in Achebe’s Things Fall Apart.” You were to read that and annotate for the good professor’s argument (claims/reasons/evidence).

Tuesday, January 9

• Completing the STAR reading re-assessment. Here’s the link. Remember, you user name is your id, and your password is your birthdate—8 digits.

• Handing back finals and discussing “Through the Tunnel.” What argument is Lessing making about Jerry? Which quotes BEST illustrate that argument? Students will identify their claim and evidence (What is Jerry’s transformation> Which Q, best illustrates that idea?) and then think about wording (eloquence) and insight (nuance).

• Time permitting, students will begin completing the Nnoromele google-sheet analysis.

• HW: Spend 30 minutes completing the first two column’s of the aforementioned analysis. What argument is the professor making? Type out the EXACT wording of that claim, and then write it out in your own words.

Thursday, January 11

• Starting by working on the ““Nnoromele’s Argument” spreadsheet, completing both the reasons and evidence columns for “The Plight of the Hero” essay.

• Planning writing conferences that will run through next week.

• Period 1B: Dance Day, sitting stage right, rows F and G.

• Period 4B: Dance Day, sitting in the balcony, stage left, rows L-S (to the left of Ms. Schindler’s class—they are along the wall).

• HW: Write a >1 page abstract that uses two direct quotes (and two of the following: claim, reason, evidence). Typed, printed on paper. Be mindful to NOT use AI or other resources other than the article itself and the google spreadsheet to write this abstract.

Week 9 Syllabus: finals

THE LAST ASSIGNMENTS FOR FIRST SEMESTER include your revision of the “Paper on Short Story” paragraphs, a revision that should have been posted onto Canvas. You can RESUBMIT the new draft right over the already graded version. The second assignment is your annotations of Things Fall Apart. See Mr. Easton with questions about those assignments, after the final.

MONDAY, December 18

• Small group work, revising and re-posting the short story paragraphs.

• HW: None

TUESDAY, December 19

• 1ST PERIOD will take their final at 2 pm in room C-224.

• 4TH PERIOD will also take the final at 2 pm, but they will meet in B-313

• Bring pens, a pencil, water and a snack (as needed).

• The final is broken into three parts:

  • Reading and annotating a very short story (there will be audio);

  • Writing a paragraph about that same story (on paper)

  • 10 multiple choice, reading comprehension questions.

• When done with the final, students cannot leave the testing room. Bring something to read quietly when finished.

• Students with extended time will finish that in the official “extended-time” room in D Building starting at 3:35, after the final ends.

FOR NEXT SEMESTER (OVER WINTER BREAK)

• The next book we’re reading is the abridged epic poem, Homer’s Odyssey.

• YOU MUST ORDER THIS VERSION: Emily Wilson’s translation of Homer’s Odyssey, ISBN# 9780393356250 (paperpack ed) . Note: You need this edition, none other, and YES it matters. It looks like this:

.

Week 8 Syllabus: December 11-15 (last week of semester 1)

OKONKWO IS A MAN OUT OF TIME, A MAN sworn to uphold the ideals, religion and culture of Umofia at a time when the Ibo people were confronted with white, European colonists bent on staking their human, material and cultural capital. Okonkwo chooses his own fate, when his family, people, culture and country has no choice but to either adapt or perish in the face of British colonialism. Is his choice the brave one? The right one? What does Achebe say about Okonkwo’s life, via the novel?

FINALS: 1ST period will take the final at 2 pm on Tuesday, Dec. 19th in room C-224. 4th period will take it in room B-313, same Bat-time, same, Bat-channel.

MONDAY, December 11

• Preparing by finals by revising your paragraphs on the short story of your choosing.

• In particular, we will review subject/predicate, and then revise paragraphs to minimize being verbs (linking/helping verbs) and changing some of them to action verbs.

• When done, posting paragraphs to Squarespace.

• Reading all BUT the last chapter to TFA.

• Time permitting, we will start the last section of the documentary on Nigeria (at least, the last one we will watch), this one on “The Women’s Uprising.”

• HW: Finish reading TFA.

• Check your annotations. They are due Wednesday.

WEDNESDAY, December 13

• I will collect and grade your copy of TFA.

• Small group reading of article by Nnromole, “The Plight of a Hero in Achebe’s Things Fall Apart.”

• HW: Finish reading and annotating the article for class tomorrow.

THURSDAY, December 14

• Reading and discussing the paragraphs posted on Squarespace.

• Finishing the documentary on Nigeria.

• HW: Revise and post your FINAL draft of the short story paragraphs by the end of advsiery on Monday. This, along with your annotations of TFA, are the LAST assignments of semester one.

Second Draft of Short Story Paper

Now that you have revised your paragraphs, cutting down the “to be” verbs and adding action verbs to your paper, post this new revision as a comment to this post.

Remember to add the following heading to your paper:

Your Name
”Title of Short Story”
Date

Skip one line and then post your paragraphs. Please proofread BEFORE posting. Some RTF will not translate cleanly when you copy and paste into HTML format.

Week 7 Syllabus: December 4-8

HOW ARE THINGS IN UMOFIA FALLING APART? And what is the connection between W.B. Yeats’ poem “The Second Coming” and Okonkwo? This week we will analyze the poem, study in more detail British imperialism in Africa, and read about Okonkowo’s world “falling apart” as white, European, Christian missionaries’ influence grows among the Ibo people.

MONDAY, December 5

• Overview of finals.

• Watching part three of the documentary on Nigeria.

• Reading chapters 17 and part of 18 in class today.

• HW: Finish reading chapter 18 for homework tonight. Remember to annotate for how Achebe portrays the Christian missionaries and the changing perception that Okonkwo has of his son, Nwoye.

WEDNESDAY, December 6

• Passing back last papers and reviewing missing assignments.

• Small group review of study guide questions, up through chapter 18.

• HW: Read chapter 19 and 20 for class tomorrow.

THURSDAY, December 7

• Lecture on writing multiple-paragraph written responses, how to organize and structure these while cutting out redundant language.

• Writing two paragraphs about your chosen short story in preparation for the final.

• Returning to TFA, reviewing chapters 20.

• HW: Writing your first draft of the short story essay (two paragraphs only!)

• Read chapters 21 and 22 for class on Monday.

Week 6 Syllabus: November 27-December 1

HOW ARE THINGS IN UMOFIA FALLING APART? And what is the connection between W.B. Yeats’ poem “The Second Coming” and Okonkwo? This week we will analyze the poem, study in more detail British imperialism in Africa, and read about Okonkowo’s world “falling apart” as white, European, Christian missionaries’ influence grows among the Ibo people.

MONDAY, November 27

• Studying Yeats’ poem “The Second Coming” as a class, and in small groups.

• HW: Read chapter 12 in TFA tonight. How is Okonkwo behaving as a father in this (and the last) chapter?

Wednesday, November 29

• Close, group reading of a textbook selection on British imperialism and colonialism: “Building Overseas Empires” and “ The Partition of Africa.” Circle vocabulary and keep notes as indicated by the headings and sub-headings.

• HW: Finish your notes on the textbook reading for class tomorrow.

Thursday, November 30

• Lecture on Yeats’ poem, providing context for chapters 12 and 13.

• Re-reading chapter 12 (wedding ceremony) and reading chapter 13 (funeral).

• We will start chapter 14, Okonkwo’s punishment for the death of a young Umofian man.

• HW: Finish chapter 14, and then read chapters 15 and 16 for class on Monday.

Week 5 Syllabus: November 20

HOW IS THE UMOFIAN SOCIETY STRUCTURED? In which institutions do you see the Ibo people celebrating their culture—in song? In religion? In dance? Where do you see them educating their children—via storytelling? By parents? And elders? How does Umofia establish law and serve justice? What role do the Umofian elders and titled people play in their society? And how does the arrival of British missionaries/colonists impact these institutions of Umofia?

MONDAY, November 20

• Part one of class, students will be completing another google sheet that collects and analyzes quotes relating to the social institutions of Umofia as described in TFA. Make sure you select quotes that demonstrate the strengths or positive aspects of these institutions.

• In part two, we will a) watch two clips from a documentary about the beginnings of and the establishment of Thanksgiving as an American, national holiday. We will read Lincoln’s proclimation as well as Sarah Hale’s editorial about the holiday.

• HW: If you are behind in your reading in TFA, catch up.

• Write a poem, at least 20 lines, about “giving thanks.” The topic itself can be about anything you are thankful for, but do use some poetic devices (rhyme, rhythm, structure—not ALL devices, of course, just some). Typed. Due one week from today.

Week 4 Syllabus: November 12-16

UNOKA DIES A POOR MAN, YET HE IS CULTURED nonetheless. He is a drunkard, yet he also is talented, and his musical abilities are appreciated in his village. Unoka is likewise lazy, but he knows how to greet his guest, offering him kola nut and welcoming him into his home. In contrast, Okonkwo has great physical prowess, but words fail him when he becomes angry. He is respected as a leader, yet he struggles to show affection to his children. It seems nobody is perfect according to Achebe…but because these men are flawed, does it follow that they are failures? Achebe notes in The Novelist as Teacher “that [Africa’s] past—with all its imperfections—was not one long night of savagery from which first Europeans acting on God’s behalf delivered them (Achebe 45). Where is there good in Unoka? And in Okonkwo?

MONDAY, November 13

• Starting with small group review of the annotations questions for chapters one through four. Are you noting the essential moments in the novel?

• Completing a google sheet in which students identify three quotes that illustrate Okonkwo’s greatness, AND write some short analysis, explaining HOW Okonkwo is thus great (according to Achebe and Ibo culture).

• Watching a documentary and keeping notes, an interview between Bill Moyers and Achebe.

• HW: Read chapters 5 and 6 for class on Wednesday.

WEDNESDAY, November 15—BSAD

• Reading chapters seven and eight together in class.

• HW: Review the annotation questions for chapters 5-8 tonight, clarifying your notes as needed.

Thursday, November 16

• Reading an article on the Festival of the Yam.

• Discussion of chapter three’s visit to the oracle, the brotherhood of Nwoye and Ikemefuna in chapter four, and the misfortune of chapter five.

• Returning to and watching the end of part two, the Nigerian documentary, “Journey of an African Colony.”

• Vocabulary Friday!

• HW: Read chapters 9-11 for homework. Pre-read and post-review the annotation guide questions.

Audio for Achebe's Things Fall Apart

Click on the image above to access audio files for the novel.