Class today: January 17th

1. Read pages 564-573 in your literature book. This is the introduction to Persian and Arabic Literature. You will need to take efficient Cornell Notes as you read. Make sure that you write out questions in the side margins to start processing the information.

2. On Wednesday/Thursday you will have an open-note quiz covering the information. This is to encourage you to a. know the information well by taking effective notes and b. get you comfortable with studying material and anticipating what will be on a reading quiz. After this quiz, and this practice, your quizzes will be without notes.

3. Remember: Your group Allusion Project is to be uploaded by class time on Wednesday/Thursday.

4. Also remember: Literary Terms Quiz on February 1st.

January 13th: Allusion Assignment

Allusion Assignment:

Allusion Research:  An allusion is a reference, explicit or implicit, to something in previous literature or history. This is an important literary concept that you will encounter repeatedly in poetry, drama, and fiction (Thomas Foster spends time addressing this as well, as you know). With allusions, authors can  engage the reader in making associations and creating meaning. However, if you are unaware of allusions you will miss some of these meanings.

You will be assigned to a group and need to learn the following allusions well. You may read

whatever sources you wish: children’s tales, the Bible, encyclopedias, or reference books. I highly recommend Edith Hamilton’s Mythology as a good overview of Greek and Roman myths.  If starting with Wikipedia, look to the Bibliography that THEY use for additional resources. 

1.  Disperse the allusion sources among your group. I highly encourage each individual student to take stories from both Biblical and Greek/Roman sources. 

 2. From your research, you will SUMMARIZE the plot of the allusion source... .not merely "cutting and pasting". You need to bring out the aspects that you feel are the primary elements of the story that can be.. .and have been utilized as allusions. 

3.  Make sure that you collect the works cited information from the source you utilized for your research. 

4. Create a shared Google Document where you will post your summaries WITH their Works Cited information. Please return your summary order to the original order on the list below. You will turn this single document into Google Classroom, where I will combine these.  

Your group's document is due on GOOGLE CLASSROOM by the beginning of class on January 18th/19th. 

Biblical Allusions Group 1 Greek and Roman Mythology Group 1

Creation

Adam and Eve

Cain and Abel

David and Goliath

Moses (birth to the promised land)

Abraham and Isaac

Tower of Babel

Jonah and the Whale

Samson and Delilah

Solomon

Job

Leda and the Swan

Pandora

Biblical Allusions Group 2 Greek and Roman Mythology Group 2

Joseph and the Coat of Many Colors

Armageddon

Prometheus (and Io)

Narcissus

The Golden Fleece

Orpheus and Eurydice

Daedalus (and Icarus)

Cupid and Psyche

Pygmalion and Galatea

Daphne (and Apollo)

Perseus

Theseus
Nemesis 
Prometheus 
Delphi

Biblical Allusions Group 3 Greek and Roman Mythology Group 3

Daniel in the Lion’s Den

Elijah

Jezebel

Sodom and Gomorrah

Birth of Jesus

Parable of the Prodigal Son

Lazarus

John the Baptist

Last Supper

Judas
Hercules

Odysseus/Ulysses (know who he is, do not just reference The Odyssey)
Mars
Nike
Sirens

Biblical Allusions Group 4 Greek and Roman Mythology Group 4

Crucifixion and Resurrection

Doubting Tomas

Four Horsemen of the Apocalypse

Oedipus (including Sphinx)

Antigone

The Trojan War (including the fall of Troy,

Achilles, Hector, Paris, Helen, and the Trojan

Horse)

Midas

Bacchus

Agamemnon, Orestes, and Electra (also known

in whole as The Oresteia)

January 11th

1. You have the notes on Sacred Literature, as well as the examples of the characteristics of Sacred Literature as seen in Genesis. This will be helpful in looking at the following cultural and social questions:

• What recognizable human experiences are portrayed in the text? (What does it mean to be a human?)
• What interpretation of human experience is expressed? (What is the "take" of the text on humanity?)
• Does the passage fall into one or more standard literary genres? (Epic, Mystery, Myth, Non-Fiction, Drama, etc.)
• What is the artistic style of the passage? What use does the passage make of literary techniques like: metaphor, simile, juxtaposition, paradox, irony, imagery, analogy, etc.

These will help the pursuit for understanding Sacred Literature as pieces of literature... To look at how the text functions as a piece of literature.

2.  The next term we will be focusing upon in conjunction with Sacred Literature will be ALLUSION.

Allusion is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers. It is just a passing comment and the writer expects the reader to possess enough knowledge to spot the allusion and grasp its importance in a text. 

FOR FRIDAY: 

3. We will be reading Chapters 7 and 14 from Thomas Foster's How to Read Like a Professor. How to Read PDF   Take very good notes on the argument and warrants made by Foster...    QUIZ FRIDAY. 

In the next few weeks: 
We will have a literary terms test on February 1st/2nd.  The list of terms can be found here: Literary Terms List

The definitions can be found under "Literature Links".  I suggest making flash cards as soon as possible. This gives you three weeks until the test.

Class today: January 10th

1. Coming to class with your "Sacred Literature" notes, plus the two sections from Genesis read and annotated, you will now be examining further how the text functions as a literary text with the purpose of conveying rituals, beliefs, and traditions. 

First, using the 5 characteristics of the purpose of Sacred Literature (from your notes), you will need to take EACH characteristic and note how you see its purpose in The Story of Creation and the Fall, AND The Flood. 

To do this, you will take sections of the characteristic... such as #1( What are the views of the cosmos?)  or #4 (How does this text help us understand other worldly texts?)

You will need to write SPECIFIC EXAMPLES in your notes.  This is the standard for this semester (and beyond).  Evidence. Evidence. Evidence.

2. When you are done, please write some reflection questions about your understanding of the academic sense of the text as a piece of literature and cultural influence.

Class today: January 9th

1. Read and take notes over the following information. 

Remarkable in their centrality and enduring appeal, sacred writings offer a uniquely revealing window into global thought, culture, and history. A familiarity with the diverse body of world scriptures/sacred texts offers you: 

• a penetrating look at how people from different traditions have viewed the cosmos, the world, and human beings;
• a grasp of the core values and beliefs of the world’s highly influential faiths;
• a deep sense of the worldview, cultural themes, perceptions, and concerns driving the societies that produced the texts;
• direct knowledge and understanding of a towering body of world literature, reflecting richly varied traditions; and
• the words and insights of some of the wisest human beings in history on the self, the mind, ethics, morality, and meaningful living. 

At their core, sacred writings take you to the essence of the world’s faiths as they give meaning and inspiration to countless millions of people around the globe. In doing so, the texts provide a significant bridge to understanding other peoples and ways of life, and an opportunity to look at our own traditions and assumptions with fresh eyes and a greatly enlarged perspective (Grant Hardy). 

Reading Sacred Texts can fall under three categories: 

1. Religious

2. Historical

3. Literary 

In your notes, place some examples of the types of discussions or analysis that would occur under each of these categories. 

2. Read pages: 63-73 AND the box on page 74. 

Take good notes, especially on the introductory information. 

3. If you are intrigued about the study of religions in public school, click on the following: 

 ACLU- Current laws regarding religion in public schools

Class: Friday, January 6th and FOR Monday, January 9th

1. Sign in to USATESTPREP. You will be taking a full practice EOC test to establish a baseline score for this semester. Remember... the REAL test is in April! We can do this!

2. Thinking about the first day of the semester, and our conversation about GRIT, watch Angela Lee Duckworth's Ted Talk on Grit found here:

3. Jot down notes on major points that Duckworth makes that assists you in understanding the power of GRIT! Add these notes to your already established notes from Wednesday.

4. For Monday, January 9th: Thinking about the definition, KC Star article, and Duckworth's video, please respond to the following three prompts. Be thoughtful... be thorough... be critical in your thoughts and writing. SUBMIT THESE TO GOOGLE CLASSROOM BEFORE CLASS ON MONDAY!

What have you learned about the importance of grit in the classroom, and in life? 

How do you already exhibit characteristics of grit... or have exhibited characteristics of grit in your life thus far? 

In what areas of life do you want to improve on your grittiness? How? Why? 

Happy New Year! January 4th, 2017!

1. Write the above term and definition in your first page of notes for the start of the new semester. 

2. Read the following article from the January 3rd Kansas City Star: "Got Grit?".  As you are reading, with your notes open, and pen in hand, jot down the following. 

• Article name, author, and date 
• Major warrants that the author makes (remember how warrants function)
• Pertinent specific examples that emphasize the argument. 
• Specific terms that are defined
• When done reading, write a one sentence summary of the article. 

3. Watch Angela Lee Duckworth's Ted Talk, "Grit: The Power of Passion and Perseverance"

For Thursday: 

4. Take the following survey on GRIT: Grit Survey

You will receive a 1-5 score on your "Grittiness".  1 being not very gritty... 5 being extremely gritty.

Keep track of this score and bring it to class with you on Thursday.