Thursday, February 28th

You will have 1 partner read through your paper marking the following:

Proofreaders:

1. The first read: You will start with the LAST sentence. You will read ONE sentence at a time until you are reach the top of the paper. Yes, you are reading the paper BACKWARDS. In this reading you are ONLY looking for grammatical and spelling errors, and sentence clarity.  Is there subject-verb agreement? Pronoun-antecedent agreement? Sentence mechanics are correct? Diction choices accurate? No "YOUS". No "I". If you find an error, make a comment in BLUE. Do not fix the error.

2. The second read: You will start at the TOP of the paper. In this read  you will be looking solely at CONTENT. Does the paper have a CENTRAL ARGUMENT/CLAIM? Has the question(s) been answered? Is the evidence logical and sufficient to the claim? Is the evidence relevant? Does the entire paper support the requirement of the prompt? Are there appropriate WARRANTS following the evidence? Does it sufficiently address the purpose of writing? Mark errors or comments in RED. 

3. The third read: You will be assessing the SOURCE MATERIAL. Has the primary source been thoroughly examined and addressed in conjunction to the claim? Is there adequate SECONDARY support? Are they adhering to the standards of source materials: Objective, Relevance, Current, Scholarly (Think-Totem Pole of Academia).  Has the source material been introduced? Contextualized? Processed through warrants? Cited correctly? Mark your comments/errors/suggestions in BLACK!

4. The fourth read: You will start at the TOP of the paper. In this read you will be looking solely at STYLE and STRUCTURE. Is the tone appropriate for the audience and the content addressed.  Is the ARGUMENT complete with utilizing Toulmin's methods of argument? (Claim, evidence, warrants) Does each section have a topic sentence that supports the overall claim? Does the paper utilize an obvious structure? Does is utilize active voice?  Do they use effective transitions? Between sentences? Between sections?  DO THEY UTILIZE careful and strategic DICTION and SYNTAX? ? Mark suggestions and comments in GREEN.

IMPORTANT-

4. The fifth read: You will be, again, starting at the TOP of the paper. In this read, you will be looking solely at FORMATTING. YOU NEED TO OPEN UP THE PURDUE OWL AND DO A LITERAL CHECK ON ALL COMPONENTS. DO NOT ASSUME!

Purdue OWL MLA Guide

Has the author appropriately addressed MLA Style Guide?  Works Cited page done correctly? No differences in font, size, etc? Mark in PURPLE. 

4. In the sixth, and final, read. You will read through from top to bottom and read for the complete experience. Does the entire paper work together? Any last concerns? Mark in ORANGE. 

Pay specific attention to this proofing process. This is an excellent strategy to ensure that your final product achieves its intended purpose.

WHEN YOU ARE DONE:

You will have until the end of this day (Thursday at 11:59 PM) to submit your final draft to Schoology.

Tuesday, February 26th

Black History Literature Links:
10 Black Authors Everyone Should Read
17 Books by Black Authors to be Read
10 James Baldwin Books to Read
 Morrison, Lorde Shaped American Literature
 10 Must-Read Books by Black Female Authors for 2019



Here is a link to LSN's Black History Month collection of sites and biographies:
LSN Black History Website

I also encourage you all to attend the Black History Program during Bronco Time on WEDNESDAY! There will be performances and a panel of speakers!
_______________________________________________________

CLASS TODAY:
Finish up your draft on An Iliad. Bring typed draft to class WITH you on Wednesday/Thursday.

Monday, February 25th

1. Select one complete question from An Iliad questions. You will be constructing a formal essay response answering all parts of the question with textual evidence.

Process/Requirements: 

• Construct an outline addressing all parts of the question. 
• Integrate specific evidence from the play through out outline. 
• Integrate two direct quotes from the play's reviews (see below). 
• Use a correct MLA heading and header. (Sample to the right under "Important Links")
• Utilize correct MLA citation in-text and works cited. (Instruction to right under "MLA Citation" links)
• Adhere to formal writing guidelines and expectations. (Look over your Steps of Writing)
• Bring hard copy to class on Wednesday/Thursday for proof reading. Print before you come to class.
• Turn your notes into Mrs. Cole on Wednesday/Thursday. 
• Submit to Schoology by the end of class on Wednesday/ Thursday. 

An Iliad Reviews: 
The Guardian- Review "An Iliad"
LA Times- Review "An Iliad"
Boston Globe- Review "An Iliad"

HOW-TOs:
Citation for online article reference here: Purdue OWL Electronic Source

Citation for the performance:
In-text citation-  (Peterson and O'Hare)

Works cited-
An Iliad. By Lisa Peterson and Denis O'Hare, directed by Lisa Peterson.
       New York Theater Workshop, 2012, New York. Performance.

GENERAL REMINDERS:
* An Iliad is italicized.
* Denis O'Hare's character is the Poet.
* Remember the I.C.E when giving evidence... Introduce. Cite. Explain.
* Remember transition usage.
* 3rd person point of view. No "I" or "you".

Tuesday, Thursday, and Friday: 2/19-2/22

1. Watch An Iliad in class.
2. You will select 5 of the questions from the handout given in class. Take notes, collect examples for each of the questions. You will need these for Monday, February 25th

Wednesday/Thursday, February 13/14

1. Independent reading.

2. As a group of four, you will complete a collaborative Google Slide Show that addresses EACH BOOK (1,6,22) of The Iliad with:

• Books' summaries- Student summaries- not from the internet. 
• Character descriptions- Personality traits.. quotes to demonstrate... significance of characterization.
• Important findings (Plot. Student revelations)- With quotes
• Critical literary devices- Define literary device. 2 devices per book. Evidence
• Carry over between the three books. 
• Differences between the three books.  
• Student impressions/quotes on The Iliad. This is literary analysis. This comes from each members of the group. This quote/impression is where the student shows analytical skills addressing the literary device and its impact on the text. 
• A summary of Book 24. 

Your group will submit its slide show to Schoology. One slide show per group.

DUE: MONDAY, February 18th at 11:59 PM.

Group Achilles:       Group Hecuba:      Group Paris:      Group Helen:
Kayla                         Zane                      Devon                Jace
Matthew                    Ashley                   Taryn                  Hailey
Yasmeen                    Savannah               Shonese              Kenyia
Terrell                        Amil                      Samantha            Kyle
                                                                 Jourdan 

Tuesday, February 12th

1. Today we will be having small group discussions over The Iliad books 1, 6, and 22. YOU WILL NEED TO BE IN GROUPS OF FOUR. 

These questions are to guide your discussion, but to also help supplement your notes. You don't need to write down "the answers" but bullet point ideas that develop in your conversations. In your conversation, you need to reference/cite specific examples in the text, not broad general comments. 

YOU WILL NEED THESE NOTES FOR A PROJECT YOU ARE STARTING TOMORROW. 

Book 1

Summarize Book 1 of The Iliad. 

1. What emotion identified in the first line is central to the entire Iliad?
2. What two gods are angry at the Greeks and why?
3. Try to think of ways in which the opening lines of the Iliad and the Odyssey are similar, and also different.  (Ignore this question in classes in which we have not read both of these works.)
4. Explain in what way the quarrel between Achilles and Agamemnon and its results are the equivalent of the plague.
5. Does the response of Achilles to the disrespect of Agamemnon seem to you out of proportion?  Or, to put it another way, do you think that T. S. Eliot was right to call Achilles “little more than a superhuman adolescent”?
6. How do the conflicts between mortals compare and contrast to the conflicts between the gods in Book 1 of The Iliad?
7. In what ways are Achilles's and Agamemnon's characterizations of each other in Book 1 of The Iliad justified?

Book 6

Summarize Book 1 of The Iliad.  

1. What reasons does Andromache give for asking Hector not to return to the battlefield?  Do you think Andromache ever believed Hector will stay away from the battlefield?  Explain.
2. Hector’s conflict between home and the battlefield brings to light the role of men in the ancient society.  Hector loves his family, but leaves them for the battlefield.  What does this say about Hector and about his culture?  
3. This is Hector's book. Here we see who, what and why he is. How does the narrator seem to feel about Hector? Compare and contrast his heroism with Achilles. Consider his relations with women. Note his self-consciousness about the inevitable fate of Troy and his family (520). What, exactly, motivates him to keep fighting? Do you see anything potentially wrong or self-contradictory with his reasoning? Don't sentimentalize his hopes for his son too much.

Book 22

Summarize Book 22 of The Iliad. 

1. What do Priam and Hecuba say to Hector?

2. What are Hector's thoughts as he awaits Achilles?

3. What are the movements of the gods during the encounter between Hector and Achilles?

4. How does Achilles respond to Hector's dying request?

5. How do Priam, Hecuba and Andromache react?

General Questions over The Iliad: 

1. What similarities and differences do you see between Books 1 and 6? - Plot, characterization, tone, imagery? 
2. What role does the narrator/poet play in The Iliad? When is he evident in the action? Why at that point? Why does he shrink away at other parts of story? 
3. What figures of speech do you see being utilized? Similes, metaphors, epithets? 
4. What is the author's attitude towards his world? Towards fate? Towards the gods?  
5. What does Book 22 add to the poem? Characterization of two major heroic figures?

Wednesday/Monday, February 6th/11th

1. Independent reading.

2. Sentence diagramming quiz.

3.   Sentence Diagramming- Prepositional Phrases and Indirect Objects

Phrase: A groups of words that function as one unit
Clause: A group of words that contains a subject and a predicate that functions as a unit of a complex or compound sentence.

_S___|__P____|__DO___
  \_     |      \ _IO       
          |

Indirect Objects: Refers to what or whom is affected by the action of the verb.
(Answers the question "to whom" "for whom")

Nikki gave the bike to Joey after the class.

Nikki |  gave  |   bike
_____| _____|_______
          | \to  \after   \the
               Joey   class
                           \the

Prepositions: Usually demonstrate how a noun or noun phrase is related to another word in the sentence. Prepositions show direction, time, or location.

Preposition List

PRACTICE:
Prepositional Phrase Practice  AND Indirect Objects (6.1)
With a partner, go through 3.0-3.3.
Diagram the 5 sentences of each section together. Do both Prepositional phrases and indirect objects. When you are done each section, check your answers at the bottom of the page.  You will turn in your collective work at the end of the hour.

4. Continue partner work on The Iliad questions. Put notes INTO your notes.

State of the Union Assignment

Extra Credit Opportunity

The speech begins at 8:00 PM.
It will be on multiple channels, and online.

The White House Live Feed:
The White House SOTU Site

Here is a link to help you prepare for the issues that will be addressed:
What do you need to know about SOTU 2019

THE ASSIGNMENT:

Considering Weber's definition of power, how does the genre of the speech represent an exercise of power? Of the three branches of government, how is power exercised in this speech event? 

1. Watch the State of the Union 2019.

2. Watch with a pen and paper. Take notes on specific examples where power is demonstrated. Yes, I want direct quotes, but I also want you to look beyond just the specific words... there are more expressions of power beyond just what is said.

3. Jot down as many ideas and conclusions that you can during the speech. You will be turning in the notes.

6. After you are done, responding to the prompt, write a summary of this experience. What did you learn? How did this type of listening approach help your comprehension?

THIS ASSIGNMENT IS DUE: JANUARY 11th at the beginning of class. Printed off and stapled to your handwritten notes.

Tuesday, February 5th

1. Independent reading.

2. Sentence diagramming- Review

*** Remember modifiers fall below the main clause line.

A. Simple subject and simple predicate

__S___|____P______
          |
          |

B. Simple subject, simple predicate, direct object

_S___| ___P____|__DO____
        |
        |

C. Simple subject, simple predicate, complement (completes predicate.. tells more about subject)

_S___|____LV____\___C___
        |
        |

QUIZ Wednesday:  You will diagram AND label sentences. 
Terms to know-
Subject, Predicate, Direct Object, Linking Verb, Adverb, Adjective, Article, Complement, Predicate Adjective, Predicate Nominative

Things to think about: Where do modifiers go? What line asks what type of question? What questions do adverbs answer?

Linking verb list: Examples of Linking Verbs

3. When you are done, we are going to start looking at the first two books of The Iliad that we have read. This will be a two-day assignment.

 The Iliad discussion. Go through each question.. answer and put into your notes. Put specific examples from the text in your notes. 

• What is an "epic"?
• How does The Iliad function as an epic? 
• What kind of leader is Agamemnon?  What kind of warrior is Achilles?  What kind of army is the Achaean army?
• How does the poem begin?  Why do you think Homer begins with these events, rather than the beginning of the Trojan War?
• What is the role of the gods in the Iliad?  To what extent are the events of the narrative the result of independent decisions made by the heroes, and to what extent are they influenced by the intervention of the gods?
• What is the role of women in the poem?  How are they represented?  How do they interact with men?
• What kind of warrior is Hector?  Is he fighting for the same things as Achilles and Agamemnon?
• Does Homer make distinctions between the Achaeans and the Trojans?  Does he take sides in the conflict?
• How does The Iliad interact with Weber's definition of power?

Monday, February 4th

1. The Iliad and Historical Context was due last night at 11:59 PM.

2. Intro to sentence diagramming. I LOVE SENTENCE DIAGRAMMING!

                                                                    I | love | diagramming
                                                                  ---|----------------------------
                                                                      |                   \ sentence
Famous opening lines- Diagrammed.
 
To know:

• Team subject. Team predicate
• Main clause line.
• Team line.
• What is only cool enough to be on the main clause line?

______|_________
            |
            |
            |
            |
            |

3. For Tuesday... review through the following interactive presentation: Sentence Diagramming Basics