Agenda 8-12

Today's Objectives
* identify grammatical errors including capitalization, punctuation, and spelling
* identify literary devices in songs and poetry

Indiana Standards
10.3.3, 10.3.6, 10.3.7, 10.6.1, 10.6.2, 10.6.3

Activities
* Complete bellringer
* Discuss literary devices and "Raining in Baltimore"
* Discuss literary devices and "The River"

Announcements
* Homework: find and label 2 literary devices in one of the remaining songs (do not use repetition or stanza)
* Syllabus slip & book money due by Friday

Final Exam Study Guide, Spring 2008

The format of the final exam will mirror that of the first semester final. The final will contain seven sections, one for each of the Indiana State Academic Standards for English 10. Each question will value one point, 100 questions total.

I. Word Recognition, Fluency, and Vocabulary Development. 30 questions.
acquittal, antiquity, archaic, autonomy, bestride, closure, defunct, disconcerting, enjoin, facilitate, grimace, hieroglyphic, imposition, indignant, insipid, insolence, naïve, paradox, pastoral, pertinent, plausible, prelude, prevalent, protocol, redundant, rendezvous, rift, stamina, transition, transitory

II. Reading: Comprehension and Analysis of Nonfiction and Informational Text. 5 questions. Read a nonfiction selection and answer questions based on the content provided.

III. Reading: Comprehension and Analysis of Literary Text. 40 questions.

• Literary devices: allusion, ambiguity, dialogue, epithet, extended metaphor, flashback, foreshadowing, Homeric simile, hyperbole, imagery, irony, metaphor, omen, paradox, repetition, simile, soliloquy, speaker, symbolism, synecdoche, theme, tone, understatement, verbal cue
• Literature selections: The Odyssey, “The Metamorphosis,” To Kill a Mockingbird, two poems

IV. Writing: Processes and Features. 10 questions.

• Thesis statement, what it is, where it’s located in a paragraph, parts of
• Paraphrasing and direct quoting, proper format of each
• In-text citation, proper format
• MLA style, requirements for headings, title pages, works cited entries, work cited pages
• Be verbs, recognize in context

V. Writing: Applications. 4 questions.

• Best practices for a response to literature
• Best practices for a research paper
• Best practices for a compare and contrast / analytical essay

VI. Writing: English Language Conventions. 10 questions.

• 1st and 2nd person pronouns
• Fragments and run-ons
• Semi-colons
• Misspellings
• Commonly confused words

VII. Listening and Speaking: Skills, Strategies, and Applications. 1 question.

• Best practices for interviews

"The Monkey's Paw" by W. W. Jacobs

What would you do with three wishes?

About the Author:

• born / died: b. 1863; d. 1943
• nationality: British
• mainly known for: humorous works / macabre works

Literary Focus: Plot and foreshadowing; using prior knowledge to make predictions

• recall that plot concerns the "sequence of related events in a story"
• a typical plot concerns a conflict, or a "struggle between opposing forces"
• conflicts can be either internal (person versus self) or external (person versus person, society, nature/environment, supernatural, or machine[s])
• foreshadowing adds tension to a narrative; it concerns "giving details that hint at upcoming events"

Indiana Standards: 10.2.4, 10.3.3, 10.3.6

Resources:

• full text in literature book, pages 32-41
• full text online, e-text link
• full text online, e-text link
• Wikipedia entry, including plot summary, adaptations, and additional links
• full text audio .mp3, approximately 1 hour, as read by actor John Lithgow (story begins at approximately 29:30)

Vocabulary: maligned, furtively, apathy, alter, evaluate, complicate, intervene

Before You Read:

Consider the following statements by agreeing or disagreeing:

• One should be content with his or her life as it is.
• People should not play games with fate.
• You should never be afraid to be the master of your own destiny.
• There is no such thing as a free lunch.

During Reading:

• Infer: What is significant about the chess game at the beginning of the story? How might it be interpreted as symbolic?
• Interpret: Pay attention to the members of the White family. How can they be described?
• Interpret: Who is Sergeant Major Morris? What role does he play throughout the story?
• Infer: How might the first two of the White's wishes turn out bad in the end?
• Infer: What was the White's third wish?

After You Read:

• Return to the "before you read" statements and agree or disagree again, based on the new knowledge obtained from the short story. Reflect on why answers may have changed.
• Response to literature: Write a brief sequel to this tale in which someone else finds the paw. (1) Use a plot line, story model, or story map to plan the details for your story. (2) Use descriptive words to create a spooky atmosphere of horror. Use foreshadowing to build suspense.

Daily Agenda 4/10

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Finish Oral response to literature presentations
• Reflections for portfolio; receive grade sheets; compare grades on grade sheets with graded papers returned
• Review "Metamorphosis" through "Kafka" game

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due Tuesday, lessons 25-26
• Speeches begin Tuesday and end on today
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/9

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due yesterday, lessons 25-26
• Speeches begin Tuesday and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/8

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Oral response to literature
• Watch Kafka video, if time allows

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due today, lessons 25-26
• Speeches begin today and end on Thursday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Daily Agenda 4/7

Today's Objectives:

• Students will reflect on the use of symbols in literature.
• Students will select a symbol to represent an important issue.
• Students will write a description of the symbol's meaning.
• OR
• Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.5, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Activities:

• Students will retake the "Metamorphosis" test OR
• Students will do the symbol writing activity

Announcements:

• Any food allergies? Please let me know!
• Did anyone borrow a graphic novel of "The Metamorphosis" ? If so, please return it!
• Vocab due tomorrow, lessons 25-26
• Speeches begin tomorrow and end on Wednesday
• end of grading period / Feller's last day = Friday
• If you plan to purchase To Kill a Mockingbird, please do so by next Monday, 4/14

Response to Literature: The Metamorphosis

the overview:
Some may interpret Gregor Samsa's shocking and sudden transformation into a giant insect symbolic of the way he felt in reality: trapped by a monotonous and mundane existence; victimized by a selfish, blood-sucking family; dehumanized; unable to enjoy simple pleasures in life such as human contact, daily meals, and sleep/relaxation. Others may find Gregor's life too closely connected to Kafka -- the author -- to differentiate between author and protagonist. Like Samsa, Kafka suffered from an incurable illness (tuberculosis); he struggled in his relationships with women; he felt most disrespected and unappreciated by his overbearing and abusive father. Rich with symbolism -- one can simply not label "The Metamorphosis" as a "story about a guy who turns into a bug." Such would be dishonoring the story and Kafka.

the assignment:
In one class period, you will have the opportunity to brainstorm and select a symbol you believe could represent a big idea in today's culture. It could be significant to the world, at large, or your own personal life. Examples might include: increasing violence in society; threat of terrorism; how peer pressure affects behavior. Example: A student carrying around a heavy backpack might symbolize the threat of terrorism -- the student representing people in the United States or people in the world and the backpack representing the heavy burden of having to worry about a random act of terrorism happening anywhere, at any time. Note that this example is symbolic in nature -- a symbol means something other than its literal meaning. In other words, if you choose "increasing violence in video games" as your topic, I would not recommend using an XBox 360` or Wii as your symbol because these are not symbolic.

Tailor your response into at least two paragraphs: (1) explain the use of symbols in "The Metamorphosis" (including at least one example) and (2) describe your symbol and what it represents. You are not limited to two paragraphs; you may write more than two as long as they link together and still follow the criteria already established. The paragraphs should total between 200-300 words. To give you an idea of that length, this and the previous paragraph total 234 words.

You may use your "Metamorphosis" book, any notes contained within it, the dictionary, and/or the thesaurus. Spelling and grammar will count. Avoid 1st and 2nd person. Monitor your writing for fragments and run-ons. Voice/tone should be appropriate for a formal writing assignment.

You may be graded one of two ways for this assignment, depending on your focus.

• If you choose to focus on writing, only, note that you will be graded according to the ISTEP writing rubric. A score of 50 will double to equal 100 points for this assignment.
• If you choose to focus on writing and illustration, your grade will be split. You will still be graded according to the ISTEP writing rubric. A score of 50 will apply 1.5 times to equal 75 points. The remaining 25 points will be for an illustration.
• Essays turned in without an illustration will automatically be graded according to the 'focus on writing' point system.

extra help:
You have one class period to complete this project; the deadline will not be extended as people retaking the test will also have no additional time past the bell. I would recommend taking a scrap sheet of paper and gathering ideas before beginning your writing. If you have a question, please ask; I cannot provide assistance if you do not ask. However, do not whine and tell me you do not know what to write about. Consider previous writing assignments: what is the best way to organize an essay? I would strongly recommend using the following guideline to keep focused until the bell. Note: included in the guideline is a proofreading / editing segment. Grammar and spelling will count. Use the dictionary, if necessary.

5-10 minutes -- planning / pre-writing
20-25 minutes -- writing
5 minutes -- illustration
5-10 minutes -- proofreading / editing

the values:
75 points, using the ISTEP rubric = writing
25 points, illustration

OR 100 points, using the ISTEP rubric = writing

objectives:
Students will reflect on the use of symbols in literature.
Students will select a symbol to represent an important issue.
Students will write a description of the symbol's meaning.

Indiana State Standards met by this project:
10.1.2, 10.1.4, 10.3.7, 10.3.11, 10.3.12, 10.4.1, 10.4.13, 10.4.5, 10.4.8, 10.4.10, 10.4.11, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

resources:
Assignment Discovery Lesson Plan -- Great Books: Kafka's Metamorphosis
http://school.discoveryeducation.com/lessonplans/programs/kafka/

Daily Agenda 4/4

Today's Objectives:
Students will compare and contrast a graphic novel translation of "The Metamorphosis" with their text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:
Read graphic novel: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble postponed
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on today: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/3

Today's Objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana Standards:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Overview: Oral Response to literature
• Brainstorming session with UE interns / teacher for speeches

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due Tuesday of this week
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 4/2

Today's Objectives:

• Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
• Students will identify intention, attitude, and bias of the author.
• Students will explain how the author uses literary devices.
• Students will analyze narrative elements in the text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Discuss chapters two and three
• Receive copy of speech requirements
• Watch United Streaming video: "The Metamorphosis"

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due yesterday
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

"The Metamorphosis" Oral Response to Literature

the overview:

One of the best ways to explore literature is to discuss it openly with others. Because "The Metamorphosis" is rife with hidden meanings and multiple interpretations, one may find comfort in knowing it need not be examined in any one way where a concrete "right" and "wrong" explanation exists.

the assignment:

Through an oral response to literature, students will explore a theme of "The Metamorphosis." The speech does not need to be written out ahead of time in essay form; however, students should have a basic outline to turn in after the speech. The outline should be complete; however, it does not need to be typed. Students who complete their outlines while other students give their speeches will receive no credit.

The speech should contain an identifiable introduction, body, and conclusion. Students should speak for approximately 3-5 minutes. Students should be conscious of eye contact, volume, and appropriate posture and gesturing. Wording should be clear and uncomplicated. Students should stay on topic and avoid criticizing the novella; such is not the topic of the speech. Off-topic discussions will adversely effect the total points earned. The content should follow one of the prompts listed below. Information should be accurate and relevant to the chosen topic; remember, as with an essay, the best way to prove a point is by using evidence from the text.

Students should have a prop for the speech: a poster; a PowerPoint presentation; a video or audio clip; an artifact. Again, posters arriving in class unfinished and being worked on during speeches will not be considered for points. Be respectful to your peers and give them your undivided attention during presentations. Please notify me by Monday, April 7 if you'll need any special equipment (LCD projector, overhead projector, etc.) for your presentation.

Advice: Practice. Three to five minutes of relevant material may be difficult for the unprepared presenter.

the content:

• The dictionary defines "metamorphosis" in terms of change -- physical, emotional, or spiritual. Beyond the evident change in Gregor at the beginning, where else does a metamorphic change occur?
• Critics maintain that Gregor finds freedom only in death because there was no other way out. Agree or disagree.
• Why, do you think, has Grete's attitude toward Gregor changed?
• The narrator strongly implies that Gregor starves himself to death. What other forces might have led to Gregor's death?

extra help:

As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am. I also check both of my email addresses daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the requirements and plan to deliver your speech on the day for which you signed up. The absolute last day to deliver your speech will be Thursday, April 10. This will be your last "graded" assignment from me for this grading period.

the values:

• Posture, Eye Contact, and Volume, 20 points
• Preparedness / Outline, 20 points
• Stays on Topic / Content, 20 points
• Time Limit, 20 points
• Prop, 20 points
• Total value: 100 points

important dates:

• Wednesday, April 2 -- receive speech handout
• Thursday, April 3 -- sign-up sheet posted before school; choose topic and presentation date
• Thursday, April 3 -- in-class planning / brainstorming session with interns, teacher, and peers
• Tuesday, April 8 & Wednesday, April 9 -- presentations
• Thursday, April 10 -- last day to present (i.e., absences)

objectives:

• Students will organize their thoughts into a logical sequence that leads the audience to a clearly defined goal.
• Students will build a speech outline that includes an introduction, body, and conclusion.
• Students will use body movements, gestures, facial expressions, and eye contact that illustrate and enhance the verbal meaning.
• Students will use volume, pitch, rate, and quality to enhance the speech.
• Students will use words that effectively communicate the message to the audience.
• Students will use short, clear, and descriptive words and avoid lengthy words, sentences, and jargon.
• Students will present a speech that uses one or more props to add impact to the message.

Indiana State Academic Standards met by this project:
10.3.3, 10.3.4, 10.3.8, 10.7.2, 10.7.4, 10.7.6, *10.7.17

*Indiana State Academic Standard 10.7.17:
Deliver oral responses to literature that:

• advance a judgment demonstrating a comprehensive understanding of the significant ideas of works or passages.
• support important ideas and viewpoints through accurate and detailed references to the text and to other works.
• demonstrate awareness of the author’s writing style and an appreciation of the effects created.
• identify and assess the impact of ambiguities, nuances, and complexities within the text.

Daily Agenda 4/1

Today's Objectives:

• Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
• Students will identify intention, attitude, and bias of the author.
• Students will explain how the author uses literary devices.
• Students will analyze narrative elements in the text.

Indiana Standards:
10.1.2, 10.1.4, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12

Activities:

• Turn in "Odyssey Top Ten" / vocabulary lesson 23-24
• Discuss chapters one and two

Announcements:

• Poetry reading Thursday, April 10, 6:30-8:30 at Barnes and Noble
• Last day for "Odyssey Top Ten" = Friday, 4/4
• Vocabulary due today
• substitute on Friday: Ms. Endress
• last day of grading period = 4/11
• Feller's last day = 4/11
• long-term sub: Ms. Yelton
• If you plan to own To Kill a Mockingbird, start looking for a copy now

Daily Agenda 3/31

Today's Objective:
Students will be able to answer questions about "The Metamorphosis" including vocabulary, reading comprehension (fiction and nonfiction), and written response with at least 75% proficiency after reading the novella on their own.

Today's Standards:
10.1.2, 10.1.4, 10.2.4, 10.3.2, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.3.11, 10.3.12, 10.4.2, 10.4.5, 10.4.11, 10.5.2

Today's Activities:

• Turn in Odyssey Top Ten project
• Receive copy of calendar (next two weeks)
• Take test

Today's Announcements:

• Last day for Odyssey Top Ten project = Friday, April 4
• Vocabulary due tomorrow (lessons 23-24)
• Sub Friday for Mrs. Feller's tech day -- Ms. Endress
• End of grading period = Friday, April 11
• Feller's last day = Friday, April 11; sub: Ms. Yelton
• If you plan to own your own copy of To Kill a Mockingbird, please begin looking to purchase one now; best deal = Target

Odyssey Top Ten

the assignment:

You are going to create a top-ten poster for events, people, and places in The Odyssey. You will give awards based on “best ___ ” and “worst ____ ” or “most ____” and “least ____” . Rate your top ten, 1 being your favorite part from the story. Include in your top ten:

• at least one place (think of all of the places Odysseus went. This should be easy.)
• at least four people or characters (yes, this can include monsters or gods or goddesses)
• at least two events (this is a part of the plot – like, a shipwreck or fight)
• your choice for the remaining 3

Write 3-5 complete sentences explaining why this event, person, or place deserves this award. You may be as creative as you like, as long as it is school appropriate. You may include “___ deserves the award of ________ because…” as one of your sentences. Avoid 2nd person pronouns. This does not have to be typed; it does, however, have to fit either in or on the provided construction paper.

the content:

places:

• Ithaca, Troy, Island of the Cicones, Land of the Lotus Eaters, Island of the Cyclops, Land of the Laestrygonians, Aeaea, The Land of the Dead, Strait of Scylla and Charybdis, Thrinakia, Calypso’s Paradise Ogygia, Phaecia

characters:

• Odysseus, Penelope, Telemachus, Cicones women, Cicones army, Lotus eaters, Cyclops, Polyphemus, Aelous, Laestrygonians, Circe, Eurylochus, Elpenor, Hermes, Teresias, Antikleia, Achilles, Agamemnon, Clytaimestra, Sirens, Charybdis, Scylla, Lord Helios the Sun God, Calypso, Zeus, Poseidon, King Alcinous, Argos, Suitors, Eumaeus, Eurycleia, Antinous, Eurymachus, Maids, Athena

events:

• The Story of the Golden Apple; The Kidnapping of Helen; Odysseus Refuses to go to War; The Trojan War; Achilles's reaction to surrendering Chyrseis; Hector's Death; The Trojan Horse; Stopping at the Cicones Island; Stopping at the Lotus eaters’ Island; 3 men refuse to leave Lotus eaters’ Island; Entering Cyclops’s home; Cyclops eats first 2 men; Odysseus debates killing Cyclops; Odysseus gives Cyclops wine; Cyclops and Odysseus “name game” ; Odysseus pokes Cyclops’ eye out; Odysseus hides under sheep; Odysseus calls back to Cyclops; Odysseus receives bag of winds from Aeolus; Odysseus’s men open bag of winds; Aeolus thinks Odysseus is cursed; Circe turns Odysseus’ men into pigs; Hermes gives Odysseus moly / plan; Odysseus visits Teresias / Land of the Dead; Odysseus meets his dead mother Antiklea; Odysseus meets Agamemnon; Odysseus meets Achilles; Circe warns about Scylla, Charybdis, and Sirens; Sailing by the Sirens; Sailing by Charybdis; Sailing by Scylla; Stopping at Thrinakia; Odysseus leaves men alone / eat cattle; Helios asks Zeus for justice; Odysseus stays at Calypso’s island; Hermes tells Calypso Zeus’s decree; Calypso offers Odysseus immortality; Odysseus builds raft; raft crashes because of Poseidon’s wrath; Odysseus is found by King Alcinous’s daughter – treated kindly – receives ship; Odysseus arrives home – Meets Eumaeus and Telemachus; Telemachus searches for 1 year for father; Odysseus dresses as beggar – treated bad by suitors; Odysseus meets his old dog; Odysseus meets Penelope, still disguised – Eurycleia washes Odysseus’s feet; Penelope proposes test to suitors; Penelope wove rug to postpone wedding – caught by a servant; Odysseus, as beggar, asks for bow – suitors laugh – easily strings bow and shoots it; Odysseus and Telemachus fight suitors – all weapons gone; Odysseus and Telemachus have maids clean dead – hang them; Odysseus and Penelope talk – Odysseus proves he is Odysseus

concepts / themes:

• hospitality, hubris, epithet, loyalty, leadership, epic hero

extra help:

As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am and after school until 4:30pm. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. This assignment will NOT be accepted late, so plan appropriately.

the values:

Cover Design -- with words "Odyssey Top Ten" and illustration -- 20 points
One place -- 5 points
Two Events -- 5 points
Four characters -- 5 points
Bigger numbers -- 5 points
Numbers count backwards from 10 -- 5 points
Award name in big letters -- 5 points
Explanations (3 complete sentences per item) -- 50 points
Symbols or illustrations for each item -- 50 points

Total = 150 points

Indiana State Academic Standards met by this project: 10.3.1, 10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.13, 10.4.1, 10.4.9, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3

Daily Agenda 3/18

Today's Objectives:
* Students will communicate a coherent thesis that conveys a clear perspective on a subject and remain consistent throughout the piece of writing.
* Students will write an essay using evidence in support of a thesis.
* Students will revise written work independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity.
* Students will edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation.
* Students will practice error analysis in own and peer work.

Today's Standards:
10.3.1, 10.3.3, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Finish typing final copy of response to literature -- up word count to 250-500; include word count on paper
* Final copy of response to literature due today at the end of the period

Today's Announcements:
* meet in classroom Wednesday
* Vocabulary 19-20 due today
* Odyssey Top Ten due Thursday at the end of the period

Daily Agenda 3/17

Today's Objectives:
* Students will communicate a coherent thesis that conveys a clear perspective on a subject and remain consistent throughout the piece of writing.
* Students will write an essay using evidence in support of a thesis.
* Students will revise written work independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity.
* Students will edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation.
* Students will practice error analysis in own and peer work.

Today's Standards:
10.3.1, 10.3.3, 10.3.6, 10.3.7, 10.3.8, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.2, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Today's Activities:
* Type final copy of response to literature -- up word count to 250-500; include word count on paper
* Final copy of response to literature due tomorrow at the end of the period

Today's Announcements:
* meet in lab Tuesday
* Vocabulary 19-20 due Tuesday

Daily Agenda 3/14

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Watch live action Odyssey
* Discuss movie
* Receive Metamorphosis books -- read entire book for Spring Break

Today's Announcements:
* meet in lab Monday and Tuesday
* Vocabulary 19-20 due Tuesday

Daily Agenda 3/13

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Read / discuss / skim books 16-18

Today's Announcements:
* Vocabulary 19-20 due Tuesday

Daily Agenda 3/12

Today's Objectives:
* Students will analyze the relationships between characters in the text, including conflicts, motivations, and interactions.
* Students will explain how the author uses stylistic devices such as simile, epithet, Homeric simile, metaphor, personification, anthropomorphism, alliteration, foreshadowing, repetition, and symbol to achieve particular effects in an epic.

Today's Standards:
10.3.3, 10.3.4, 10.3.6, 10.3.7, 10.3.8, 10.3.12

Today's Activities:
* Read / discuss / skim books 13-15

Today's Announcements:
* Vocabulary 19-20 due yesterday