2017-2018 Mythology & Folklore - Plans
*** Dates in the past are what we did those days. Dates in the future are what we have planned, and the plans may change. ***
SECOND SEMESTER
January 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
Pre-test: Mythology & Folklore
Edith Hamilton's Mythology: Introduction (just got through most of p. 13)
January 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
January 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
January 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
January 12 (snow day)
SECOND SEMESTER
January 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- If you're in another class with Mr. Bulgrien, you can choose which class this assignment counts toward.
Pre-test: Mythology & Folklore
Edith Hamilton's Mythology: Introduction (just got through most of p. 13)
- Are we really that much less connected to nature than the ancients? Probably.
- How many of us purely or heavily rely on food we have killed/grown?
- Consider how much scientific knowledge we have -- even if we just have a rudimentary understanding -- and how much that changes what we think about our world.
- Snow, thunder/lightning, mirages, genetics, germs, etc., just to name a tiny amount.
January 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- We picked it up where we left off yesterday, and I added some more things to think about.
- Consider how the unscientific mind would think about the following:
- an eclipse, a tornado, drought, a flood, a plague, a meteor, etc.
- The difference between astronomy and astrology.
- This prompted a viewing of Weird Al's song "Horoscope" at the end of the hour.
January 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- We spent some time talking about the list of terms for notes (where to find it, how it's a work in progress, etc.), and we talked about a bunch of the terms that are on it already.
- We talked about how the ancient myths were really more closely related to science, literature, and history than they were to any kind of "Greek bible."
January 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- We talked about the development of myths over time (e.g. how Zeus changed from being a rain god to being considered the king of the gods, associated with justice, etc.).
- We talked about what the author says (and what Mr. B. says) about some of the ancient writers:
- Ovid, Homer, Hesiod, Pindar, the tragedians (Aeschylus, Sophocles, Euripides), the writer of Greek comedies (Aristophanes),
- The basic story line of the Iliad.
- Not about the ten-year-long Trojan War. This story line is just a few weeks long.
- A term very important to the Greeks and connected to Zeus's concerns: xenia (and a modern word related to it, xenophobia).
- The concept of centuries, and how many people confuse the years.
- e.g. the first century was not the 100's. It was the years from 0-100.
- We're living in the 21st century (the 2000's).
- It works the same way B.C. The first century B.C. was from 0-100 B.C. The second was the 100's B.C.
- Therefore, the 9th century B.C. was the 800's B.C.
- We also talked about the common misperception that A.D. means "after death." It really stands for the Latin phrase "Anno Domini."
January 12 (snow day)
January 15 (no school)
January 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
January 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
January 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
January 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
January 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Apuleius (who wrote one of Mr. Bulgrien's favorite books, The Golden Ass -- inspiration for the Disney movie The Emperor's New Groove).
- Lucian
- Pausanias
- Virgil (The Aeneid)
- The Titans and the Twelve Great Olympians (overview)
- Read Zeus (p.27) for tomorrow
January 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
- Stories about Zeus's infidelities as (oral) history of the conquests by the Greek people (Zeus worshipers) over others (worshipers of other gods)
- This took a lot longer than expected due to having books from multiple libraries. We had to record 14-digit bar code numbers as well as 5-character library codes.
- Next time, I'll take this into consideration and have something for the class to read/work on while doing it.
- Take notes on Zeus (p.27)
- For tomorrow, read p. 28-29: Hera, Poseidon, and Hades.
January 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
- Stories about Zeus's infidelities as (oral) history of the conquests by the Greek people (Zeus worshipers) over others (worshipers of other gods)
- Took notes on Hera, Poseidon, Hades, and started Athena (p.28-30)
- For tomorrow, read p. 30-32: Apollo and Artemis
January 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Finished notes on Athena, then took notes on Phoebus Apollo, Artemis, and Aphrodite (didn't quite finish her -- still have to do related words)
- Other things that came up:
- A lot of famous artwork was inspired by mythology, such as the painting The Birth of Venus, based on what they believed about Aphrodite's birth.
- For Monday, read p.33-35: Hermes and Ares
January 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Finished notes on Aphrodite (related words), then took notes on Hermes and Ares.
- Other things that came up:
- Why the Romans felt differently about Ares/Mars: They were conquerors (the Roman Empire), enjoyed gladiatorial games, practiced other forms of oppression (crucifixion, etc.).
- For tomorrow, read p.35-36: Hephaestus and Hestia
January 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Took notes on Hephaestus and Hestia, then on Eros, Hebe, Iris, and the Graces.
- Other things that came up:
- The practical and also symbolic significance of having a community hearth.
- Many homes today don't have hearths, but they used to be a central part of a home, literally, because of the cooking but also heating the house; it was best to have the hearth in the center of the home.
- It was a great honor to serve as a Vestal Virgin.
January 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Took notes on the Muses, Ocean, the Underworld (including the rivers), the Furies, Pan, Castor & Pollux, satyrs, the winds (focus on N and W), centaurs, gorgons, the Graiae, and the sirens.
- Other things that came up:
- The ancient view of the world
- Aurora Borealis (Norther Lights), as seen here.
- The nymphs and related words.
- What the Graiae looked like.
- The constellation Gemini, which does look like the twins Castor and Pollux in this picture.
January 25
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Took notes on the Lares, the Penates, Saturm, Janus, and Demeter; start notes on Dionysus.
- Other things that came up:
- Why believing in the abduction and return of Persephone would be reassuring.
- Saturnalia as a possible precursor to some of our practices at Christmas (ctrl+f "Christmas" on that page to find evidence), such as the time of year and giving gifts.
- Was Hades a good husband?
January 26
QUIZ: The Olympians and the Lesser Gods
- The quiz took longer than expected. Taking it and talking about it afterwards took up all but a couple minutes.
January 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Reviewed notes on Demeter, reviewed some of the notes on Dionysus, and then finished the coverage of Dionysus.
- Other things that came up:
- The belief that the gods walked among us influenced their practice of being kind to strangers (who could be gods in disguise).
- We also talked about this idea as present today: Angels walking among us (as seen in TV and movies), or the song "One of Us."
- Imprisoning or banishing Dionysus as a metaphor for prohibition.
- The long-lasting impact of the worship of Dionysus: Greek Theater, which is still relevant today, as seen by this Spike Lee movie made a couple years ago based on Aeschylus's play Lysistrata.
January 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Students were allowed to work with alone or in groups of two or three students.
- Most weren't able to finish, but they were close. We'll spend some time tomorrow finishing this up.
January 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Edith Hamilton's Mythology: p. 65-77: took notes on Greek creation myths using this reading guide.
- Students had about 20 minutes to finish this and turn it in.
- We talked about it some as a class after they were all done. Some of what we talked about included the following:
- How the ancient Greeks tried to explain the creation of the world, even though no one was there to witness it.
- Other cultures have done exactly the same things, and there are many similarities between their accounts.
- Even today, there's a similarity with our scientific explanations, such as the Big Bang theory.
- I noted that even our scientists can't explain everything. We still call that a theory, for one thing. Also, no one can explain where the matter came from, why it exploded, or exactly how life developed on its own after that.
- We talked in more detail about the way Cronus defeated Uranus.
- This was also connected to how Aphrodite was created out of "sea foam."
- How Prometheus tricked Zeus with the sacrifices.
- It makes sense that people would sacrifice something to the gods to make them happy.
- And it makes sense that they would try to keep the best things for themselves.
- This story may be a justification of why humans offered the worst parts of the animals to the gods as a sacrifice.
- We talked briefly about the many things that fire allowed primitive man to do, including stay warm, survive in colder climates, protect ourselves from animals, have light during the night, cook meat, bake bread, shape metal, etc.
- We talked about the two versions of Pandora and noted how the woman is blamed for humanity's problems.
- I pointed out that the Greeks were a patriarchal society, so this is not surprising. For comparison, we talked briefly about the Hebrew version of the first sin, which involved Eve eating from the forbidden fruit first, another woman blamed by another patriarchal society.
- And we talked about the flood. I noted that the ancient Hebrews had a flood story (Noah), as did the ancient Sumerians (Gilgamesh).
- I pointed out how some people believe this common story of a flood and a small number of survivors is proof that there was indeed a devastating flood (or at least a common story or legend about a flood) in the distant past.
- How the ancient Greeks tried to explain the creation of the world, even though no one was there to witness it.
February 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- We'll compare this to the Greek version.
- Consult this guide to help you fill in at least 10 details on this diagram -- minimum of 2 in each region.
- We noted the similarity with these rivers in the real world as well as the Garden of Eden and how the Greeks spoke of Mt. Olympus, a real mountain, as the home of the gods.
February 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Narcissus (and some paintings that go along with this myth: painting 1, painting 2, and a couple more modern ones: painting 3, painting 4)
- Students mostly agree with me that selfies are a type of narcissism, especially the more selfies a person takes.
- This study agrees with me, too.
Adonis
It's interesting that all three of these flower myths have origins in the death of handsome men. (The narcissus is a partial exception, because there's another version of it's creation: Zeus made it to help Hades abduct Persephone.)
February 05
Learning Target: CCSS.ELA-LITERACY.W.11-12.3
Here's an explanation of the assignment.
February 06
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
SIP #1: "Now You Take 'Bambi' or 'Snow White' -- That's Scary," by Stephen King.
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 09 (school cancelled)
Learning Target: CCSS.ELA-LITERACY.W.11-12.3
- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
- the creation of or the change of something,
- what it was like without the item, or what the item was like before,
- a god, gods, God, nature, or mysterious power that does the act,
- an explanation of why and how this happened.
Here's an explanation of the assignment.
February 06
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SIP #1: "Now You Take 'Bambi' or 'Snow White' -- That's Scary," by Stephen King.
- Prior to reading the article, we talked about movies and video games students know of that have been criticized for being too violent or scary
- Human Centipede, Saw, Mortal Kombat, Grand Theft Auto, Manhunt, etc.
- Then we talked about typical complaints about such movies and video games
- nightmares, influence children to be violent, desensitize young people to violence, etc.
- After they finished reading it, we talked for a bit about the use of rhetorical questions and how they are a persuasive technique.
- Students don't have to write about rhetorical questions in their responses if they don't want to.
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 07
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
SIP #1 is due Tuesday, Feb. 13 (by midnight).
February 09 (school cancelled)
February 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
Edith Hamilton's Mythology: p. 78-89 (The Earliest Heroes): took notes using this reading guide.
February 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
We'll talk about plot elements in this story using this handout.
February 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
Students had time (and the freedom to work in groups) to examine the plot elements in this story using this handout.
February 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
February 16 (half day)
QUIZ: Mythology part 1, chapters 2-4 (Demeter and Dionysus, creation, the earliest heroes)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Edith Hamilton's Mythology: p. 78-89 (The Earliest Heroes): took notes using this reading guide.
February 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- It's due by the beginning of class on Wednesday.
- In class, I talked about how this story only reached us through one source: The Golden Ass, by Apuleius.
- Here's a lot more information about this story, if you care.
- I also pointed out how an author many students are familiar with, C. S. Lewis, wrote a version of this story called Till We Have Faces.
We'll talk about plot elements in this story using this handout.
February 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- We talked about how one of the purposes of this story (perhaps the main point) was to illustrate the importance of trust when it comes to love.
- We also talked about conflict between wives and their mothers-in-law.
- This article talks about a study into the matter that suggests there's a lot of truth behind the conflict in this story.
- We also noted similarities to the story of Rumpelstiltskin (specifically how in that story the young woman couldn't spin straw into gold and so needed someone else's help).
Students had time (and the freedom to work in groups) to examine the plot elements in this story using this handout.
February 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Soon, you'll get to write your own lovers' myth.
- Either a.) two lovers who have complications or b.) someone who loves someone else without being loved in return.
February 16 (half day)
QUIZ: Mythology part 1, chapters 2-4 (Demeter and Dionysus, creation, the earliest heroes)
February 19 (no school)
February 20 (had a sub this hour due to orthodontist appt.)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Soon, you'll get to write your own lovers' myth.
- Either a.) two lovers who have complications or b.) someone who loves someone else without being loved in return.
February 21
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Stopped at the top of p. 130.
February 22
Finish Edith Hamilton's Mythology: p. 123-135: The Quest of the Golden Fleece (Jason and the Argonauts) using this reading guide.
February 23 (no class due to Snow Fest assembly)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
February 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
February 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
March 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
March 02 (school cancelled)
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Time to finish the other three.
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- I read the story about Phaethon aloud.en.wikipedia.org/wiki/Phaethon
- We spent some time looking at artwork based on this story and also talked about the following:
- how such a story may have been inspired (exceptionally hot day, wildfires)
- and other lessons or "real life" that we see: a young son who won't listen to reason
- We spent some time looking at artwork based on this story and also talked about the following:
- Also talked about hither, thither, whither / hence, thence, whence since the first paragraph includes the word thither.
February 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Students had time to finish the other three stories.
February 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- This stemmed from the recent death of a former student whose funeral was today.
- I read the first half with the class. We stopped in the middle of p. 149.
- Throughout the reading, we stopped fairly often to talk about how the stories of other heroes are so similar in many ways:
- Harry Potter, Luke Skywalker, Katniss Everdeen, Percy Jackson (obviously, since he's based on Perseus), etc.
- The heroes are important people (even connected to major figures, events), but they don't know it.
- Living out of the way
- Having a lot of help, and from the least likely places, in some cases.
- Harry Potter, Luke Skywalker, Katniss Everdeen, Percy Jackson (obviously, since he's based on Perseus), etc.
- We also talked about features of this story that are similar to other well-known stories:
- A step-parent who wants to abuse or even kill a step-child.
- A person who wants to kill a family member or a guest but can't due to legal/religious restrictions, so instead he imprisons or imperils the victim.
March 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- I also read the second half with the class.
- Throughout the reading, we stopped fairly often to talk about how the stories of other heroes are so similar in many ways:
- Harry Potter, Luke Skywalker, Katniss Everdeen, Percy Jackson (obviously, since he's based on Perseus), etc.
- Help from others, but also items (in this case, the sandals, sword and shield)
- Cloak of invisibility, light saber, etc.
- Saving innocent victims along the way.
- Revenge/justice against the Big Bad.
- Help from others, but also items (in this case, the sandals, sword and shield)
- Harry Potter, Luke Skywalker, Katniss Everdeen, Percy Jackson (obviously, since he's based on Perseus), etc.
March 02 (school cancelled)
March 05 (had a sub)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
March 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
If time, study for tomorrow's quiz.
March 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Edith Hamilton's Mythology: p. 166-179: Hercules
- I started reading it aloud, and we got to p.169. Tomorrow we'll pick it up from there.
March 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- We started where we left off on p.169 and used this reading guide.
March 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Students worked alone or in small groups and used this reading guide.
March 12 (no school)
March 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- I started out reading with them and talking about various parts of the Iliad as well as famous parts of the story of the Trojan War that are not included in the Iliad (e.g. the girl's sacrifice before the Greeks set sail, the Trojan Horse itself, Achilles' death, etc.).
- Students worked alone or in small groups and used this reading guide.
March 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Students worked alone or in small groups to complete the reading guide for The Trojan War (part 1, p.185-194)
- Next, they got started on The Trojan War (part 2, p.194-200) using this other reading guide.
March 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Students had until 2:00 to complete both parts of the chapter over The Trojan War (see above for reading guides).
- At 2:00, we discussed many of the details, including the following:
- The three goddesses who desired the golden apple: perhaps there's something to the different sides of women here?
- Paris is destined to bring about destruction or death. This cursed child myth is very common (Oedipus, Perseus, Paris, and many others).
- Is Zeus a coward for not choosing the fairest goddess? Or is he smart? :)
- Is there a lesson here about Paris's choice? Perhaps men may want political power and to be a hero, but many men have a weakness of lust. (Consider famous politicians...)
- The importance of xenia, and what happens when it is breached -- a ten-year war, in this case.
- Agamemnon and Achilles -- the destruction caused by both of their pride.
- It's not that they just wanted the women.
- Agamemnon took Achilles' woman because he didn't want to seem inferior to him.
- Achilles stayed out of the battle because his pride was wounded as well. (If you're going to disrespect your MVP, then I'll just sit out...)
- Achilles' interesting metaphor when asked by Hector to return his body for a funeral if Achilles should win.
- Achilles' wrath -- how he takes his revenge on Hector for killing Patroclus WAY too far.
- The gods don't mind that he killed his enemy. But what Achilles did with his enemy's body is over the line.
- The gods didn't allow any harm to come to Hector's body even though it was dragged around the city over and over.
- How the nine-day-long funeral shows how much the Trojans respected their great hero Hector.
March 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
March 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Trying something new:
- I read this aloud with the class as they took notes on their own rather than using a reading guide.
- The goal here is to practice taking good notes (write down important details that you may forget) rather than "looking for the answers."
- Virgil wrote The Aeneid in order to praise the greatness of the Roman Empire.
- It is intentionally connected to the Greek myths in order to show how the Greek Empire was great, but Rome is better / replaced it.
- The Punic Wars and Hannibal
March 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Same as yesterday as far as the format goes.
- We also talked a good amount about the belief in reincarnation, especially with regard to some interesting news reports of children solving mysteries they say they knew about because of a previous life, such as this example.
- NBC News did an investigation about some of this stuff fairly recently.
- Here's another article about this belief.
- This article starts out talking about a claim that one can google "died on" followed by his birthday to find out who he was in a past life.
- An interesting game, perhaps. I wonder: What about twins?
- The point I was trying to make is that there are many things that science cannot tell us (at least not yet), but that doesn't stop religions from trying to explain them. The belief in reincarnation has persisted since the beginning of history, and we see an example of it here in the story of Aeneas.
March 21 (had a sub)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Read on your own and take basic notes on lined paper.
- Complete the reading guide. (Able to work in groups on this.)
March 22
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- We covered the basics, including the family tree and the background information on this reading guide together.
- Then I read the first couple pages with the class before leaving them to read the rest and complete the reading guide (due Monday).
March 23 (had a sub)
Write 10 of your own test questions from the material in parts 3, 4, 5. (If you work in a group, write 10 questions per group member.)
- This is designed to be a review of the material, but good questions certainly may end up on the test.
- It's nice to have a better idea of what's going to be on it this way.
March 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- This will be due at the end of class tomorrow.
- We'll need to return MEL books then as well.
March 27
Complete Edith Hamilton's Mythology: p. 273-280: The Royal House of Thebes (Antigone, The Seven Against Thebes) using this reading guide.
- Return MEL books.
March 28
TEST: Edith Hamilton's Mythology parts 3-5
March 29 (half day)
Go over the most-missed questions on the test
Distribute The Princess Bride so students can get a head start on it.
March 30 (no school -- Spring Break)
April 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- Quiz over first section on Thursday, April 12.
April 10 (SAT day, which means most seniors were absent)
Time to read The Princess Bride.
- Quiz over first section on Thursday, April 12.
April 11
Read and discuss some articles to introduce the idea of fairy tales and our modern perceptions of the older versions vs. some modern versions.
- I talked about how the changes in the stories reflect changes in society (e.g. women who need saving or women who save themselves)
- We also talked about the popularity of fairy tales and how we see them all the time in recent movies (Tangled, Frozen, etc.) and TV shows (Grimm, Once Upon a Time, etc.)
- We had an interesting conversation about this -- many disagree, saying they're not too scary.
- We talked about how fairy tales (like myths) reveal what a culture cares about. Examples:
- From myth: We see how important the concept of xenia was to the ancient Greeks because of how often it was a factor in their myths.
- From fairy tales: We can see how gender roles have changed through the years.
- More specifically, we talked about how fairy tales have changed even in our own experience.
- We brought up examples of early Disney movies that include a beautiful but somewhat helpless young woman who needs a man to save her (Snow White, Cinderella, Sleeping Beauty).
- Then we compared those to more recent movies that include young ladies saving themselves, or at least playing a much more active role (Tangled, Frozen, Moana).
- More specifically, we talked about how fairy tales have changed even in our own experience.
- We also checked out this list of movies and TV shows based on fairy tales.
- Many students had already seen these or had at least heard of them.
- I pointed out how many were made recently.
- Notably not on this list are the shows Grimm and Sleepy Hollow.
April 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
We discussed a few things, such as
- how the author plays around with our expectations (a love story -- they're madly in love) by making major twists, such as how Westley responded when Buttercup first told him she loves him. And then his death! And she's going to marry someone else!
- we all know how this story is going to end -- they all lived happily ever after. But it's these twists that keep it interesting.
- compare to Disney stories to which we already know the ending (Snow White, The Little Mermaid, Cinderella, Sleeping Beauty). The fun is in the problems, the twists and turns along the way before the happy ending.
- the running jokes (e.g. "this was before ________" and keeping score between Buttercup's parents' arguments)
- Students had time to work on this in class.
April 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Looked up and explored
- Charles Perrault
- Carl Jung (originator of terms "introvert" and "extrovert," among other things)
First, we checked out some of the basics about Red Riding Hood here.
I noted that there are a lot of variations, but there are some things that are in all or most of the versions
- going to grandmother's house
- going through the woods
- the wolf usually sees Red before she gets to grandma's house
- there's a question and answer session or an exclamation and explanation session between the girl and the wolf (what big ears / to hear you)
- the wolf's request to get into bed with him
Next, we did a Google image search for "little red riding hood" to see what came up. The point was to show the wide variety of images to reflect the wide variety of stories -- and to note the similarities.
The Story of Grandmother:
- terms: bzou, making cables
- other oddities: cannibalism (unknown?), possible sexual interpretation (Red's removal of her clothes, the request to get in bed) and crude humor (the cat's comment, wet the bed, making cables)
- For this one to be really funny, one must be familiar with the original story.
- We talked about whether girls have changed over the centuries -- whether they really are not so easy to fool, as this version suggests.
April 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
Little Red Riding Hood (Perrault):
April 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
The Chinese Red Riding Hoods (Chang)
April 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
In order to start getting ready to shift into the Sleeping Beauty stories, we talked a little bit about what we know already from that story.
April 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
The Princess Bride: Quiz over ch. 04, ch. 05 until it says “Inigo paced the cliff edge, fingers snapping.”
Time to read the next section of The Princess Bride.
April 20
Read the remaining version of Sleeping Beauty, one by Charles Perrault.
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Little Red Riding Hood (Perrault):
- Note: this version was intended for wealthier families. Does this make a difference in the telling?
- Also, this version has a moral that is pretty clearly not about wolves but about men (specifically, men who act nice but really are predators)
- Note: this version was intended for all children.
- This one doesn't have a moral at the end, but it's pretty clear what it is, based on the mother's directions and Red's comment that "Never again will I leave the path... when my mother tells me not to."
- We also noticed how Red not only talks to a stranger, but she gives a lot of detailed information about how to find grandma's house.
- It's interesting how in this version, Red and her grandmother are saved. We think it's because the main character's death may seem too harsh for small kids in the audience.
- This last paragraph -- about another story about Red and a different wolf -- goes on to show that she learned her lesson. When she follows her mom's advice and is wary of stranger, she's safe.
- We speculate that Perrault's warning to girls from noble families serves as a warning to them that if they are taken advantage of by a wolf -- and that doesn't necessarily mean raped; it could mean a consenting relationship -- there is no going back after that, meaning their prospects of marriage during that time period were very low.
- The harshness of the ending would serve a different purpose here than the Grimm version -- to scare girls into being more careful.
- Right away we noticed that there are three girls (duh) but also that they are older -- old enough to work apart from their mother.
- This one has a "Three Little Pigs" feel to it -- the third one gets it right.
- Again, the girl and her mother are saved, this time by the whole town.
- We speculated, therefore, that this version was meant for the general populace, including young kids.
- Another modern take on the famous story (similar to Thurber's).
- We agree that it wouldn't be as funny if one didn't know the older versions of the story.
- It's a parody.
April 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- A few days ago, I overheard someone say under his/her breath something about how we're reading these children's stories in high school.
- I pointed out how many college students read these stories this way.
- Look at Feb. 6, Feb. 8, and Feb. 22 as examples from this syllabus.
The Chinese Red Riding Hoods (Chang)
- We had clues as to how old these three girls are -- plus, it's interesting that there are three of them.
- Where's the red? Or the hood?
- We considered the audience and talked about why children would like this version: kids are trusted home alone, kids outsmart the wolf, kids save themselves, the wolf is made to look like a fool by falling for the same trick three times.
- Many of us have seen cartoons similar to this.
- girl(s)
- wolf (always just one wolf)
- the wolf is always crafty, sneaky, lying, etc.
- woods
- someone going to grandma's house
- a reason to go to grandma's house (basket, etc.)
- the wolf in disguise
- getting in bed with the wolf
- questions and answers with the wolf
- either the death or the rescue of Red
- either the death or the escape of the wolf
- Theories included gender stereotypes and expectations about vulnerability, naivety, independence, etc.
- Additionally, audiences usually sympathize more with a female in trouble rather than a male (pretty much every movie ever).
- I showed what flax is used to make.
- And we watched a quick video about spinning wool on a distaff to see how it basically works so it'll make sense when we read about that kind of stuff.
April 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
In order to start getting ready to shift into the Sleeping Beauty stories, we talked a little bit about what we know already from that story.
- What do you know about the story of Sleeping Beauty? Brainstorm and try to write down at least 10 things -- the more the better.
- I showed what flax is used to make.
- And we watched a quick video about spinning wool on a distaff to see how it basically works so it'll make sense when we read about that kind of stuff.
- Try to get at least three things in each segment.
- First, we took a brief look at the author, Giambattista Basile.
- We talked about how we expect these versions to be less familiar to us (at least compared to the Grimm fairy tales).
- We found something else interesting: A movie was recently made based on this guy's story collection. It's called Tale of Tales.
- We figured this version isn't really for kids...
- This seems a lot more familiar to us, thanks to the Disney movie.
- Still, we noticed quite a few differences from the Disney version.
- e.g. the number of fairies (here, 13 -- unlucky), the lack of Maleficent by name (and therefore no fight with her), living off in the woods until her 16th birthday.
April 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
The Princess Bride: Quiz over ch. 04, ch. 05 until it says “Inigo paced the cliff edge, fingers snapping.”
- (green cover: p.081-124; blue cover: p.075-113)
Time to read the next section of The Princess Bride.
April 20
Read the remaining version of Sleeping Beauty, one by Charles Perrault.
- (This took quite a while to read.)
- Next time we will fill out a three-circle Venn diagram based on what these stories have in common and what makes each one unique.
- Try to get at least three things in each segment.
April 23
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Read a version called Cap o' Rushes (the last one here) for comparison.
We found that it's very different:
- no fairy godmother
- no step-mother or step-sisters
- no glass slipper
- no prince
- a girl treated unfairly who perseveres and is rewarded
- a hidden identity at a ball
- an object used to identify her
- someone else who claims to be her (sort of)
- a happy ending
- While most of the class didn't vote for calling it the same story, most of the class thought it was similar enough that the average person who knows even just Disney's Cinderella will recognize the parts that are the same.
- So I talked for a tiny bit about oral tradition, which one way how different versions of the same story emerged.
- It's also why parts of early stories are often very repetitive, which makes them easier to remember.
Back to the different versions of Sleeping Beauty.
- Fill out a three-circle Venn diagram based on what these stories have in common and what makes each one unique.
- Try to get at least three things in each segment.
April 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- Fill out a three-circle Venn diagram based on what these stories have in common and what makes each one unique.
- Try to get at least three things in each segment.
Upcoming assignment: Write about what you liked or disliked about these three versions of Cinderella.
- An easy place to start might be to write about which one you liked or disliked most.
- Write about at least five specific things, and write about at least one thing from each story.
- For example, you could write about 2-2-1 or 3-1-1.
- Each version should be written about in a new paragraph.
April 25
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
- Here's a trailer for the movie. And here's its page at IMDB.
- I talked a bit about the concept of the sacred feminine in fairy tales.
- You can read some about that idea here.
- This concept is also a major part of one of the best-selling books of all time, Dan Brown's The Da Vinci Code.
- Here's a link that has an interesting quote from that book (scroll down to quote #9).
- It makes the connection between some famous stories (Cinderella, Sleeping Beauty, Snow White) and Eve from the Garden of Eden.
- (For more details, see April 24 above.)
April 26
The Princess Bride: Quiz over ch. 05b (until it says “Westley, indeed, had not the least idea that he was racing…”)
- (green cover: p.124-168; blue cover: p.113-151)
- Why Westley spares the lives of Inigo and Fezzik but not Vizzini
- How we sympathize with Inigo and Fezzik because of their backstories -- notice there is no backstory for Vizzini...
- How many of us figured the man in black was Westley -- what clues were there?
- 7'4"
- 520 lbs.
- This stuff about his being "the greatest drunk on Earth" is interesting, too. 1 beer every 3 minutes for 6 hours!
- This movie called My Giant is interesting, too. Billy Crystal (Miracle Max) was inspired by Andre the Giant to write this movie.
April 27
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Time to work on the Cinderella writing assignment (due by Monday at midnight).
Time to work on SIP #4 (due by May 11 at midnight).
April 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
We spent some time reading and talking about an article called "The Poisoned Apple: The Story of Snow White," which is about different versions of Snow White.
- This took quite a while, and after our beginning discussions about the weekend and The Princess Bride, some didn't finish reading the article yet.
- There will be a little bit of time tomorrow to finish.
May 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- As part of that, students completed a "5 things" assignment to come up with things they thought were interesting, things they noticed, or things they didn't understand.
- The discussion ended up taking the rest of the hour. Among some other things, we touched on the following:
- unfamiliar terms: macabre, solipsism
- The thought of waking up and marrying (a stranger) immediately.
- There is cannibalism in some versions of Snow White, as well as polygamy in at least one version.
- What kills her is different depending on the version (and some versions have multiple things)
- cf. Sleeping Beauty and the spindle.
- How beauty is what gets her in trouble but also gets her rescued / married.
- How the dwarfs live with her but never seem to be attracted to her, at least sexually.
- How the princes in some versions are at least bordering on necrophilia when kissing a corpse.
- In one version, it sounds like the guy refers to her as his wife for a while before she wakes up, which begs the question...
- There's even a version where Snow White just gets sent back to her parents.
- Sons are off to win fortune -- end up finding Snow White, who is an outcast. Something to do with patriarchal societies?
- It's interesting how quite a few of these poems discussed in the article are fairly recent (late 1900's).
- And many of the recent novels and even TV shows are intended for adults.
- A few things about the Disney version, such as changes made (how the prince meets Snow White in the beginning, the personalities of the dwarfs, etc.) and how it's usually the only version of the story people remember these days.
- And why isn't there ever an evil step-FATHER?
May 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Afterwards, we talked some about things that stood out to us.
- How young she was: 7 at the start; unclear how old at the end...
- Similar elements to Goldilocks and the Three Bears when Snow White is found in the dwarfs' house.
- How naive Snow White is, over and over (which is easier to explain if she's so young).
- The prince's offer to buy the body of Snow White
- How he treats it as a possession, and what he plans to... do with it...
- Upcoming assignment: How do you feel about an author "twisting" an old and beloved fairy tale this much?
- This author is an interesting guy. He seems to be involved in a lot of writing: comics, novels, screenplays, radio shows, plays, etc.
- Some students had seen the movie Coraline, based on Neil Gaiman's novel.
May 03 (senior skip day)
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- SIP #4, due next Friday
- response to "Snow, Glass, Apples," due on Tuesday (just a paragraph)
May 04
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- (green cover: p.168-222; blue cover: p.151-200)
Other than that, we spent time working on a reading guide to this section of The Princess Bride.
May 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- We talked about quite a few words in the context of this story: hen-pecked, shrew, termagant, approbation, junta, etc.
- One of the first American authors to be widely read in other parts of the world.
- First American author to make a living as a writer.
- Wrote using a pseudonym (in this case, Diedrich Knickerbocker).
- I pointed out how the Hudson River is where US Airways Flight 1549 landed back in 2009.
- Tom Hanks was in a movie (Sully, 2016) about the water landing and the investigation.
- I also pointed out how there is a bridge named after the title character in today's story: The Rip Van Winkle Bridge.
- Here's an audio version of it.
May 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- Here's an audio version of it.
May 09
(a fire drill took up some of our time)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- how many things have been inspired by this story
- how there are places named after the location and characters in this story
- how it's always brought up around Halloween
- The plan was to get around halfway today.
- If you can't wait to get going, it starts at 0:45.
- We read as a class up until 5:17 and then used the remainder of the hour to get as far as we could individually.
May 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
We spent time talking about how the author is toying with our knowledge of conventional stories and twisting them to tell this story. Examples:
- having Westley killed by the Dread Pirate Roberts earlier, and now he's dead again because of the machine.
- comments similar to how there have been 5 kisses in all time that are ranked as the most loving, the most pure -- this one was even better.
- his interruptions that explain why things are left out
- this way, he doesn't have to write "the best reunion scene ever" -- he can just claim that it was, but he can't publish it.
- similar to writing a song about the best song in the world, but forgetting the best song in the world...
- Including the first chapter to the sequel -- another fake claim, apparently.
- Westley has been nursed back to health, right when The Machine is finished.
- The dog they tested it on gave out the most intense cry ever heard when it died.
- Westley has proven he can ignore pain (burning his hands in oil).
- He is going to be tortured by The Machine -- will he be able to ignore that?
- His ultimate goal is to start a war between his country of Florin and the neighboring country of Guilder.
- He originally hired Vizzini to kidnap and kill Buttercup while making it look like Guilder had done it as a pretense for war.
- When the man in black ruined that plan, he had to improvise,
- but he's still going to try that.
Finish "The Legend of Sleepy Hollow."
Here is the assignment.
May 11
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
May 14
QUIZ: The Princess Bride #6 (last one)
Other than that, we spent time working on a reading guide to this section of The Princess Bride.
- Students also had time to work on previous assignments (e.g. "Rip Van Winkle," "The Legend of Sleepy Hollow")
May 15 (seniors' last day -- it was a bit hectic with their post-test and then getting ready for their walk through, and then the walk through)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- the color black or other dark colors
- ugliness (although there are exceptions, both male and female), including scars, wearing an eye patch, etc.
- selfish (greedy, power hungry, etc.)
- Uuing or manipulating others
- at least a touch of insanity, paranoia, obsession, or the desire to corrupt others or things.
- also very common: sociopath (no conscience) to some degree -- justifies what he does.
Bluebeard:
- Curiosity -- can't resist even something so small as that closet compared to all the other wealth in all the houses she now owns.
- Notice how the wife rationalizes the deformity away by saying the beard really isn't all that blue... after she sees how wealthy he is.
- And even though she's literally looking his deformity (symbolic of his evil) right in the face.
Rumplestiltskin:
- Notice how he's always described as a "little" man -- not short, but little. Perhaps he's 1/2 size or thereabouts.
- His overconfidence and the desire to gloat.
- Notice how he doesn't help her for nothing -- each time, he has a price, and he builds up to the greatest price.
- What does he want with a child, anyways...?
May 16 (had a sub)
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Assignment: keep a record of your reactions to and reflections on the movie.
This can be your reactions to anything that has to do with the movie, such as (but not limited to) the following:
- the script (how it's the same as or different from the book)
- the acting (whether it is particularly good or not so good)
- the music
- other things that were different from the book
- things that they remember from the book / were glad to see in the movie
May 17 (seniors' exam)
Continue watching The Princess Bride (stopped at 1:23:20, right before the fight between Inigo and the Count)
- See yesterday's notes for the assignment details.
May 18
Finished watching The Princess Bride and turned in the response.
Able to at least start (if not finish) the writing assignment about typical villains (assigned on Google Classroom), which is due Tuesday, May 24.
May 21
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- We looked at slides about the distinguishing features of different types of folklore: myths, fables, fairy tales, and legends.
- about 600 years before Christ
- supposedly very ugly
- supposedly a slave who was given his freedom because of his wisdom and good advice
- The Crow and the Pitcher
- Belling the Cat
- The Lion and the Mouse (compare with Aslan and the mice at the end of The Lion, the Witch and the Wardrobe.)
- The Wind and the Sun
- The Oak and the Reeds (these last two show how fables aren't just about animals)
- The Fox and the Stork
- The Fox and the Grapes (we talked about the saying "sour grapes")
- The Fox and the Crow (we talked about why foxes are chosen as characters quite often -- what kind of people they represent)
- The Ant and the Grasshopper (we talked about the characteristics of ants that everyone is familiar with -- same for honey bees)
May 22
Learning Target: CCSS.ELA-LITERACY.W.11-12.3
- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
More of Aesop's Fables.
- The focus today will be to try to come up with different possible "morals" that still fit the story.
- Start with a "moral" in mind, and write a story that illustrates that moral.
- Possible morals include the following:
- Don’t make promises you can’t keep.
- Good deeds make even better things happen.
- Treat others the way you would have them treat you.
- Never give up.
- You can become nicer by learning from good examples.
- Be nice to nature and it will be nice to you.
- Don’t be selfish.
- You can’t keep doing the same thing forever.
- Treat nature kindly.
- Face your fears.
- It should be short, but it should be a complete tale.
- Use the ones we read and discussed in class as examples.
- It should include animals and/or natural objects (trees, Sun, etc.)
- Note: it may include people only if the people are minor characters (such as in the story of the Wind and the Sun)
- Read it in front of the class, and we will try to determine the moral (or at least a possible moral).
- ants, bees, squirrels (industrious, preparation)
- elephants (good memory)
- donkeys (stubborn)
- dogs (faithful, friendly)
- cats (selfish, independent, curious)
- hyenas (pranksters, mean)
- armadillos, turtles (slow, but also thick skin)
- owls (wise)
- eagle, hawk (keen eyesight)
- butterfly (transformation)
- sheep (followers)
- sloths (lazy)
- wolves (predators)
May 23
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- the writing assignment about villains (due tonight by midnight)
- an original fable (read for the class this week).
May 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- We started out by talking about hyperbole and why/how we use it (we noted its relation to exaggeration, understatement, etc.)
- We paid attention to the exaggerations and hyperbole throughout the story, which led us to believe the intended audience is more adult than children (it takes a certain amount of understanding to see the jokes in these exaggerations).
- We found this story to be similar to exaggerated tales and statements today, especially Chuck Norris Facts, the Most Interesting Man in the World, and Saturday Night Live's Bill Brasky.
If there's time, this video is amusing.
- Many of the things we read about are depicted in this Disney cartoon.
May 25
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
First, we discussed what we already know about Paul Bunyan.
- Everyone knew that Paul Bunyan was a giant lumberjack, and he had a blue ox for a friend.
- Some knew that he supposedly dragged his ax behind him and accidentally created the Grand Canyon that way.
- A couple knew about the Paul Bunyan trophy, awarded to (or kept by) the winner of the UofM-MSU football game every year.
- African-American, worked on something involving the railroad (steel driving, which involved drilling holes for explosives).
If there's time, these videos are OK.
- Paul Bunyan
- John Henry (a video with a read-aloud of award-winning author Jack Ezra Keats's book about John Henry)
May 28 (Memorial Day)
May 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- Why the author uses "A. Oakley" instead of her full name.
- It's important to note that this is a real person, and her story hasn't been embellished (at least not much).
- She began shooting and hunting (on her own, it seems) by age 8.
- The bet placed in this story ($100 to beat Frank Butler -- over $2,200 in today's money) was real.
May 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.7
- Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Compare that to an older (if not the original) version of the poem.
Here's a lot more information about the poem, including its appearances in popular culture (at least one video game).
Assignment: students can work on these questions alone or in small groups.
May 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Optional: If you want to watch another Disney cartoon, here's a decent one about Johnny Appleseed.
June 01
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
After that, students had time to work on the final writing assignment, this one about heroes.
- This is due by 11:59 on Tuesday night.
June 04-06
EXAMS