Week 9 Syllabus: May 19
THERE SEEMS TO BE TWO ENDING TO HOMER’S Odyssey. In the first, Athena stays off the sun to allow Odysseus and Penelope time for their lovemaking and exchange of storytelling, to rebond as a married couple. In the second, Hermes escorts the newly dead suitors to the Underworld, whereupon their families set upon revenge for their bloody deaths. Only Zeus’s intervention and Athena’s stern warning stops his warring heart, forces the two sides to swear solemn oaths to peace and re-establishes order in Ithaca once and for all. What do you make of these seemingly “different” endings?
MONDAY, May 19
Watching the third part (35 minutes) of “The Greeks: Crucible of a Civilization,” the rise of Pericles and the golden age of Ancient Greece.
Small group analysis of books 21 and 22, the test of the bow and the slaying of the suitors.
HW: Complete the worksheet for class on Wednesday. Use these two nights to catch up on your annotations.
Wednesday, May 21
Discussion on books 21 and 22.
Passing out results from the STAR reading assessment.
Reviewing summer reading.
Reading and annotating books 23, thus finishing Homer’s epic poem.
HW: Read book 24. Annotations are due Friday, our anchor day! This should be an easy “A” at this point of the school year.
Friday, May 23
Collecting annotations for Homer’s Odyssey.
Watching the end of the Crucible of Civilization documentary. We will start at one hour and 35 minutes.
If we don’t finish the video, watch the last 10 minutes for homework.
HW: Use this link to revisit and finish your notes on the documentary. These will be due on Tuesday.
Week 8 Syllabus: May 12
ODYSSEUS SYMBOLIZES THE TRANSITION BETWEEN the warrior hero and the thinking hero. The warrior is concerned with forces of nature, right versus wrong, deals in brute force. The thinking hero is more concerned with forces of social order, strategy, issues of social justice. This is Odysseus’ essential transformation: the warrior must die, lose his ego and bravado, and the reasoned husband, father and king’s heart must be reborn if order is to exist on Ithaca. How will this be accomplished? Will Odysseus complete this transformation?
MONDAY, May 12
Watching the first part (45 minutes) of “The Greeks: Crucible of a Civilization,” wherein we will see the fall of Greek aristocracy and the founding of Athenian democracy. Keep notes on how the former comes to an end and the later comes into being as a result of Homer’s heroic poems and hero worship. Where is that played out in the common people in ancient Athens?
Starting book 19, wherein Penelope and Odysseus meet for the first time. Pay careful attention to whether or not she knows Odyssues’s true identity—there’s evidence that she does, AND evidence that she doesn’t recognize him.
HW: Read book 19. If you didn’t get your narrative posted, please submit it as a pdf into Canvas by tomorrow.
Wednesday, May 14
Taking the STAR reading assessment.
Here’s the link to the test: https://global-zone50.renaissance-go.com/welcomeportal/737639
Remember that your id is your login, your birthday your password:
● Username = Student ID
● Password = MMDDYYYY (Example: 07041776)
Thursday, May 15
Careful reading of book 20, the slaughter in the great hall. The helpers to Odysseus on his hero journey play a key role in this chapter. Pay attention to what the swineherd, cowherd, and the nurse do to help Odysseus rid his palace of the suitors and their ilk. Some questions that you will answer in small group:
How does Odysseus exhibit self-restraint? What is the meaning of his conversation with Athena? What do the visions and prophecies of Theoclymenos foreshadow for Odysseus? Telemachus and Penelope? The Suitors?
In small groups, answering the above questions.
Watching part two of Ancient Greeks: Crucible of Civilization. Take notes on how democracy led to the cultural flourish in 5th century bce Greece, and why this culture so valued Homer’s Odyssey and Odysseus as the idyllic hero.
HW: Read book 21 and 22, the slaughter of the suitors, this weekend.
Week 7 Syllabus: May 5
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, May 5
After reviewing the syllabus, we will watch the film version of Odysseus’s visit to Circe’s island.
In small groups, developing three paragraphs about the symbolism of Odysseus’s travels and the lesson learned on his island visits/encounters at sea..
In same small groups, working on two questions on books 13 and 14, as Odysseus returns to Ithaca.
HW: Read book 15. If needed, finish the aforementioned worksheet. Due Wednesday.
Wednesday, May 7
“A balance is best.” Short lecture on Menelaus’s comment to Telemachus about xenia and extremes, the ancient Greek view of women and hospitality.
Writing a 200-400 word narrative that has, at the center, the lesson, “Balance is best.”
It should contain character description, setting detail, conflict, and a symbol of some sort.
Highlight each of the above in some distinctive color, to indicate where it occurs in your narrative.
Remember, this is FICTION. Made up. And NOT connected to the Odyssey.
HW: Read book 16.
Thursday, May 8
In small groups, reading your narrative aloud for other scholars.
Vocabulary lesson on connotative and denotative words.
Using visualthesaurus.com and other thesaurus to develop imagery in your narrative.
HW: Revision is due Monday. You should also read books 17 and 18 over the weekend.
Week 6 Syllabus: April 28
THIS WEEK WE HIT THE HALF-WAY MARK IN ODYSSEUS’S JOURNEY. 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 describe his return to Ithaca: testing the loyalty, planning revenge, killing the suitors, reuniting with Penelope. 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.) After telling his tale to the Phaecians, we see Odysseus begin, in earnest, his return home.
MONDAY, April 28
Discussion: of the adventure-tales in Odysseus’s hero journey, which is most interesting to you, and why? Why is O and his men lured into this adventure? Does O clever, or cocky? Arrogant, or proud? Wise or foolish? Why do you suppose these tales have endured? What lesson should the leader learn?
Starting to listen to book 11, “The Dead.” This is the symbolic death and re-birth of Odysseus. Pay attention to the lesson each shade tells O.
HW: Read book 11 and 12 for class on Thursday.
3rd period has a one page writing assignment in lieu of the group discussion. Choose ONE adventure from book 9 or 10, and explain the temptation to Odysseus and/or his men, the thematic lesson for Odysseus, and the modern lesson of the tale. The one you may NOT choose is that of the lotus eaters.
Wednesday, April 30
Watching film clips of books 9-12, Hollywood’s presentation of the adventure tales.
HW: You should have read books 11 and 12 for class on Thursday.
Thursday, May 1
Close examination of Odysseus’s journey to the underworld. Brief lecture on ancient Greek worldview.
Overview of ritual, what O. must do to communicate with dead.
Encounter with Elpeanor.
Encounter with his mom, Eureclea.
Watching film version of the visit to Underworld.
Geography of the Underworld: snipped of documentary about the Ploutonian (Hell’s Gate) in Heirapolis, Turkey.
HW: Read book 13 and 14 for class on Monday.
Week 5 Syllabus: April 21
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, April 21
Starting with a google-sheet assignment, taking notes on Telemachus’s bildungsroman.
Include MLA citation using book and line numbers, like this: …foot” (Wilson 1.32-38)?
Theme: Symbolic death and rebirth, returning to land of living.
Reading book five together, after listening to Wilson’s introduction, and reading the summary on page 532, in endnotes.
Importance of Homeric epithet and simile\
HW: Read through book six for Wednesday’s class. Also, finish the spreadsheet on books one through four.
Wednesday, April 23
Reviewing the results of scholar’s postings in our Telemachus analysis.
Writing a paragraph in response to Canvas discussion posting on Telemachus’s pivotal bildungsroman moment.
Short lecture on book six meeting between Nausicaa and Odysseus, and homophrysene.
HW: Read the first HALF of book seven.
Thursday, April 24
Careful review of book seven and reading of book eight.
Short lecture on xenia, infidelity and the story of Hephaestus and Aphrodite.
Partner/small group re-annotation of 6-7-8, marking text for examples of xenia.
HW: Read books 9 and 10. For these chapters, pay attention to credibility of Odysseus’s story (as he is the only surviving member of the crew).
Week 4 Syllabus: April 14
BEFORE WE START THE ODYSSEY, WE WILL COVER FOUNDATIONAL Greek myths and a selection from Homer’s Iliad. But we’ll start with a brief introduction to understanding mythology. Additionally, remember that we are working with the Emily Wilson’s translation. There will be numerous resources to assist you in your reading, and immediately follow this posting. Some key, ancient Greek concepts we will review this week include: xenia, kleos, philia, hubris, and nostos. I’ll talk about the willing suspension of disbelief and “ embracing ambiguity and contradiction” as both apply to our study of myth.
MONDAY, April 14
Reviewing the structure of the epic poem:
1-4: Telemachia, bildungsroman of Telemachus.
5-10: Odysseus leaving Ogygia, re-telling adventure tales
11: Death/rebirth of Ody. in Underworld
12-15: Ody. returning to Ithaca
16-24: Re-establishing Ody’s relationships, revenge upon suitors
Theme: Recognition of self.
Importance of xenia, divine mantle
HW: Read through book three. Pay attention to what T. learns about a) a well run kingdom/society, and b) himself and his father
Wednesday, April 16
Watching a 30 minute lecture on Homer’s Odyssey.
Q&A on book three.
Discussion on what Telemachus learns on his journey, and how we know he learns it.
Greek term for today’s class is homophrosyne.
Time permitting, we will read book four together.
HW: Thursday night, read book four. We will pick up book five in class on Monday.
Week 3 Syllabus: April 7
BEFORE WE START THE ODYSSEY, WE WILL COVER FOUNDATIONAL Greek myths and a selection from Homer’s Iliad. But we’ll start with a brief introduction to understanding mythology. Additionally, remember that we are working with the Emily Wilson’s translation. There will be numerous resources to assist you in your reading, and immediately follow this posting. Some key, ancient Greek concepts we will review this week include: xenia, kleos, philia, hubris, and nostos. I’ll talk about the willing suspension of disbelief and “ embracing ambiguity and contradiction” as both apply to our study of myth.
MONDAY, April 7
Returning Shakespeare notebooks and performance rubrics, make up homework.
Lecture on mythology, and embracing ambiguity.
In small groups, reading the first few pages of book one from Homer’s Iliad.
HW: Read through page 58 in the Iliad handout, stopping at the “Pause & Reflect.”
Wednesday, April 7
Starting with a seven page packet providing background to the Trojan War. Ending with a four page summary of the entire Iliad.
Returning to small group reading of book one of Homer’s Iliad.
When done, we will review resources for your reading of the Odyssey, including: book marks, study guide questions, audio files, translator Instagrams, and online timelines.
HW: Watch the following documentary about the historical Troy (it’s about 90 minutes long). Read books one and two of Homer’s Odyssey. Use the study guide questions and the bookmarks to guide your annotations.
Odyssey Resources
Audio files for the poem.
Translator’s Instagram introductions to each book.
University of Penn’s Classics Dept. resources on Homer
Week 2 Syllabus: March 31
THERE ARE THREE PRIMARY INTERPRETATIONS of Shakespeare's tragedy, Romeo & Juliet: 1) scholars who see the play as an indictment of wealth and power, that the feuding families' hatred cause the tragic death of their children; 2) scholars who see individual responsibility and tragic character flaw within Romeo and Juliet themselves, whose lust and rash desire result in their downfall, and 3) scholars who view the play as an indictment against institutional failure--the family, the church, the political--that fails to protect the teens from life's consequences. These are only three, of course, but are common interpretations. What do YOU think the play is about? What do YOU learn from Shakespeare’s tragic play?
MONDAY, March 31
So…what does AI say about the play? Brief lecture.
Returning to the play, and writing for 15 minutes about the play, using the question above to complete a Canvas discussion thread. (Once written and submitted, students will read other scholars’ initial responses.)
Spending about 10 minutes working on vocabulary from the play, via a crossword.
Returning to and finishing the documentary on Romeo and Juliet, Shakespeare Uncovered.
HW: Re-read and annotate ONE act and have it ready to submit for an annotation grade, in class on Wednesday. You will want to select an act that provides evidence for the theme you’ve chosen in your in-class, written response.
Complete the discussion posting started in class. Once posted, read through other student responses, selecting TWO you agree with, and TWO you disagree with.
Click on the above link to review the results of our “Chat” on the themes within Romeo & Juliet.
WEDNESDAY, April 2
Reading through and identifying the claims of other scholars’ arguments. What is their main argument/claim? How might you ask, “So what?” or “Yes. And?” in order to improve that argument?
After reading through ALL arguments, choose three claims similar to yours and copy them down.
Then, revise YOUR claim, making it more specific and interesting.
HW: Finish revising your claim for class tomorrow. Also, identify which act you’re re-annotating. In class tomorrow, we will be re-reading for evidence for your new claim.
THURSDAY, April 3
Digging into the revision of your claim/paragraph about the play.
Re-revise your entire paragraph, making adjustments for the new claim;
Have two scholars read it aloud to you. They will point out what was done well (and give you a specific example) and what should be improved (and tell you exactly how to do that).
After re-re-revising, post your new paragraph as a comment to a DIFFERENT writer in the thread who shares a common theme (love, hate, family responsibility, etc…)
The second half of class, we will discuss “intersectionality,” watching a modern interpretation of Shakespeare’s R&J.
The working on the “Shakespeare and Art” spreadsheet, identifying your favorite quote, writing about that quote, and then locating an artwork from Google’s Art/Culture database that intersects with your favorite quote.
HW: Both the google spreadsheet and the revised paragraph are due by Monday.
Also, you will turn in your R&J annotations on Monday. We will start Wilson’s translation of Homer’s Odyssey on Monday as well!
Week 11 Syllabus: March 17
This week we will complete the unit of Romeo and Juliet with the performance on WEDNESDAY, March 19th.
MONDAY, March 17
Actor’s Notebook- Work on costume rehearsal and backdrop of the scene.
H. W. Complete any work that you may have from the Actor’s Notebook. You will turn in your Actor’s Notebook on Wednesday, March 19.
WEDNESDAY, March 19
Actor’s Notebook-Performance.
Turn in your Actor’s Notebook.
THURSDAY, March 21
Shakespeare Uncovered
Click on the image above to view “Shakespeare Uncovered: Romeo + Juliet”
Week 10 Syllabus: March 10
THIS WEEK WE ARE STARTING ACT 5 and will also continue working on the Actor’s Notebook assignment. As you re-read act five, think about the role of fate and free-will within the play. Shakespeare includes a lot of imagery around fate, implying that Romeo and Juliet are fated to meet, fall in love, and ultimately die. What should the audience think and feel about their love? And what of the lesson for their parents? For us, the play-goer?
MONDAY, March 10
Actor’s Notebook- Start working on blocking.
P1 Title Page- if time allows.
Hw: None.
WEDNESDAY, March 12
Actor’s Notebook-P1 Title Page
Presentation
HW: If you haven’t finished writing your interpretation of your scene (left hand page) and the actor’s performance notes (right hand page) of your blue-book script, finish that.
THURSDAY, March 13
Actor’s Notebook- The importance of your scene, P12.
Recap your project before the performance on Wednesday.
Work on sets and costumes.
Presentation if time allows.
Week 9 Syllabus: March 3
This week, we will continue working on Actor’s Notebook and start Act 4 of Romeo and Juliet.
MONDAY, March 3
Romeo and Juliet’s view of love. Act 1, Scene 5 close reading review.
Actor’s Notebook, P3, Storyboard of your scene.
H. W. Actor’s Notebook-P2(Interpretations)
WEDNESDAY, March 5
Actor’s Notebook, P 5, 7, 9-Due at the end of class period.
THURSDAY, March 6
Actor’s Notebook- Title Page/due at the end of the class period.
Fear- Write about the moments in your life when you were really frightened.
Read Juliet’s Soliloquy.
Who is responsible for Juliet’s “Death”?
HW: Storyboard 5.
Your Shakespearian Actor's Notebook
Read the scenes that Mr. Easton’s classes will perform this Spring.
The link above will take you to the scenes that scholars-turned-performers will study and stage for our class. There are also a few other handouts: here’s a link to an overview of the entire assignment.
3rd period scene assignments:
1.3: (Rose, Charlie, Elizabeth)
1.4: (Olivia, Violet, Michael)
3.1A: (Ana P., Julia M., Ellery, CJ)
3.1B: (Leander, Stephen, Jeevan)
3.5: (Isabel, Harper, Eve, Harris)
4.3: (Lizzy K., Lia)
4.4-5: (Ellen, Anais)
5.3: (Levi, Ryan, Kamran)
Week 8 Syllabus: February 24
THIS WEEK WE ARE STARTING ACT 3 and will also begin working on what will become our final project for the Shakespeare unit. In an Actor’s Notebook, scholars will keep notes on a specific scene from the play. While reading, you should be thinking about how YOU would perform each scene. What is the character’s motivation? Why do they say what they say, and do what they do? And how does that connect to the larger themes Shakespeare explores in the play?
MONDAY, February 24
Actor’s Notebook project introduction. The link to the assignment is here.
Start working on the project.
Read and complete the handout of Hatfield’s and McCoy’s.
Read Juliet’s Soliloquy as a class.
HW: Re-read and annotate Act 3, Scene 1.
Revisions to the Things Fall Apart essay are due no later than Thursday, in class.
WEDNESDAY, February 26
1st period is working on the Actor’s Notebook project with Ms. D.
3rd period is reviewing act three using audio for the play, along with the graphic novelization of the play.
One student should mirror his/her iPad to the right room projector, and play this audio file. (Turn your iPad volume all the way up; adjust the room audio down using the control panel next to the white boards)
ALL students should follow along using this graphic novel version of Act 3.
HW: If you have NOT met with Easton to review your TFA essay, do that. Revisions are due no later than Monday of next week.
THURSDAY, February 27
Continue working on the Actor’s Notebook.
Cut your scene into three equal chunks and glue each chunk on the left-hand pages (p4, p6, p8).
Company report handout. Brainstorming before the Company Poster.
Start the Company Poster.
Fight scene comparison if time allows.
HW: Reading Act 4 and creating storyboards. If you have NOT revised and turned in your revision to the TFA paper, get that done this weekend.
Week 7 Syllabus: February 18
THIS WEEK WE ARE WRAPPING UP ACT 1 and starting on Act 2 of Shakespeare’s Romeo & Juliet. We will also begin working on what will become our final project for the Shakespeare unit. Scholars will perform selected scenes from the play. As you are reading the play, think about how YOU would perform each scene. What is the character’s motivation? Why do they say what they say, do what they do? And how does that connect to the larger themes that Shakespeare’s exploring?
TUESDAY, February 18
Collect storyboard two and hand out graded storyboard one.
Recap of the Prologue and Act 1.
Close reading of Romeo and Juliet’s first meeting.
1st period will begin working on group activity/slideshow presentation.
3rd period will begin working on their presentations, and groups began presenting.
Watch the balcony scene Zeffirelli version (if time allows). There is a separate post with the entire film, should students want to re-watch any scene.
HW: Students are meeting with Mr. Easton outside of class this week. Bring TWO printed copies of your essay (I will write on one, while you read from the other.) You will leave with a first-grade on the essay, and our revision notes.
Revisions are due TWO school days after our conference (excluding weekends).
The Monday, Feb. 24 homework deadline in canvas is for the CONFERENCE with Mr. E.
THURSDAY, February 20
1st period will have time to meet in groups and create presentations based on themes of: marriage, fate, social roles of Elizabethan men, social roles of Elizabethan women, and medicine/herbs in Elizabethan society.
1st period will present the groups work.
3rd period will finish presentations.
3rd period will also practice hallway-projection reading of II.ii.
HW: After meeting with Mr. Easton, revise your essay on Nnromolele’s analysis of Achebe’s TFA. Remember, a PRINTED copy is due two days after the conference.
Read act three and complete the six storyboards.
Graphic Novel version of Romeo & Juliet
The above image is linked to a folder containing a modern graphic novel that features the actual script for Shakespeare’s tragedy. To use, or not, as needed.
Week 6 Syllabus: February 10
WE ARE OFFICIALLY STARTING SHAKESPEARE this week. Last week, scholars read and annotated the following handout. We also began watching the Baz Lehrman 1997 version of Shakespeare’s tragedy, “Romeo + Juliet.” This week, scholars begin analyzing the play’s themes: Why does it seem that Romeo and Juliet are fated to meet and fall in love? What forces are at work to keep them apart? What is Shakespeare saying about the role that parents play in deciding their teenager’s fate?
MONDAY, February 10
Finish the film.
Collecting storyboards.
Prologue: practicing reading one word at a time, in circle, aloud. The goal here is to attempt to read it as a professional Shakespeare performer, but each person reading one word at a time.
HW: If you have NOT finished the storyboards, finish those and bring to class on Wednesday. Also, finish your Things Fall Apart revision. Scholars will sign up for individual conferences with Mr. Easton on Wednesday.
Remember to use the audio version while reading your script. That will help you make sense of the Elizabethan language in the play.
Also, as needed, you may also use the graphic novel version of the play. It contains the ENTIRE script in Shakespeare’s Elizabethan English, so nothing is lost there (except the notes, and your ability to annotate).
WEDNESDAY, February 12
XXX
Audio for Romeo & Juliet
Click on the image above to access audio for play. You should use these files while reading R&J. In your annotations, pay attention to the following themes: love & hate, fate & freedom of choice, and light & dark.