Wednesday

English 10 – Wednesday

 

Today, please take a few minutes to write sentences with the vocabulary words: Abase and Abhorrence

 We then we take a few notes. Today debates!

 

We will be reading Book 2 today.

 

HW: Finish book 2.

 

 

Tuesday March 31st

 Please finish reading Book 1 of The Odyssey. Make sure you keep and record a list of characters and who they are that appear in book 1, a theme for the book, and a brief list of what happens (no AI). Also look up your vocabulary words below.

New Vocabulary

Abase
Abhorrence
Scylla
Nereid
Ambrosia
Asphodel
Astern
Azura
Baleful
Bane
Caveat
Colonade
Diachronic
Diatribe
Exanimate
 

Thursday

Today we will begin book 1 of the Odyssey. 

You will need to write a detailed summary of books 1-4. You might want to take notes. You will also have time to look up vocabulary words.

 

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by creating a video or power point that lists the epic elements of the Odyssey, discusses how Odysseus fits the role of the Epic Hero, and summaries the book into six parts.  

FINAL PROJECTS: PART 1: Breaking the Odyssey up into six parts, each part with a title, a description of the action.  Giving an overarching theme.

PART  2: A) Discuss with examples of how Odysseus fits the role of an EPIC HERO (lists how if reinforces values the Greeks held dear); His Tragic Flaw; How he is morally superior to those around him; and how has the Gods on his side.  B) Discuss how the Odyssey starts in the middle of things and how it reinforces the idea of journey: maybe talk about the Cyclops, Circe, the Underworld and Odysseus homecoming.

	4	3	2	1
Structure of Text RL1, RL5 W2	Student is able to divide the poem into six episodes and relate them to an overarching theme (the book as a whole).  Student uses relevant evidence to back up theme and episodes.	Student is able to divide the poem into six episodes.  Student uses relevant evidence or examples. There may be an attempt to connect to a theme.	Student tries to divide the poem into six episodes but the episodes may not make logical sense, or are brief, missing information, or there is little evidence or examples in the text.	Student is unable to divide the poem into six episodes
Odysseus as a Complex Character RL1, RL3 W2	Student is able to discuss how Odysseus is an epic hero and analyze his complex nature: where is he a hero?  Where does he fail?  How does he reinforce/symbolize the traits Greeks valued?  How does he reinforce a main idea?  Relevant evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero.  Analyzing his complex nature is attempted, but either oversimplified, vague or summarized, or important parts of it are left out.  Student is able to relate him to a larger theme.  Evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero, but cannot analyze his complex character or state how he relates to a larger theme – or, no evidence from the text is used.	Student is unable to discuss Odysseus is an epic hero.
Elements of an Epic Poem RL1, RL4, W2	Student is able to explain the epic elements of the text and discuss how they back up major themes.  No epic element is left out.  Relevant evidence from the text is used.	Student is able to explain the epic elements of the text and discuss how most of the epic elements back up major themes.  1 or 2 elements may be left out.  Evidence from the text is used.	Student is able to explain some of the epic elements of the text but cannot discuss how they back up major themes.	Student is unable to explain the epic elements in the text.
Theme and Main Ideas RL1, RL2 W2	Student is able to discuss one or more themes of the book and connect it with contemporary society.  Relevant evidence is used.	Student is able to discuss one or more themes of the book.  Relevant evidence is used.	Student attempts to discuss one or more themes of the book.  Explanation of the theme may be oversimplified or lacking evidence.	Student cannot discuss a theme in the book.

Epic Poem

1)   Hero who is either divine or protected by a god.

2)   Vast setting.   Action spans not only geographical but cosmological space: across land, sea, into the underworld, etc.

3)   Involves supernatural forces.

4)   Stars in medias res or in the middle of things.

5)   Clear picture of social or culture patterns of everyday life.

6)   Contains large important themes

7)   Invoking of the Muse

8)   Hero’s Journey

A)   Call to Adventure

B)   Supreme Ordeal

C)   Transformation

D)   Hero’s Return

Epic Hero

1)   Noble Birth

2)   Represents the ultimate characteristics that the culture values

3)   Overcomes incredible odds

4)   Ultimate warrior/morally superior

5)   Character Flaw

6)   Battles Supernatural Foes

 

OBJECTIVES:  At the end of this unit students will be able to

 

THEMES:

Be able to show three examples from the text to back up each of the following:

Loyalty

Hospitality

Pride/Arrogance

Coming of Age

Forgetting (or the evils of drugs and women)

 

MOTIFS:

Be able to explain the following and why they are used:

Storytelling

Back story of Troy

Agammenon/Clytaimnestra

 

Other Epic elements:

Starts “in the middle of things”; Odysseus’ tragic flaw; sports

 

SYMBOLS:

 

Be able to explain the following:

Birds (especially eagles); Hades; Odyssey’s Wound

 

GODS (know the following and what they do in the text)::

Athena; Poseidon; Hermes; Zeus; Helios

 

SEDUCTRESSES: (know the following and their purpose)

Helen; Calypso; Circe; Sirens

 

CHARACTERS:

 

Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)

 

Agammenon                                      Amphinomos

Achilles                                              Telemachos

Helen                                                 Laertes

Menelaus                                           Penelope

Aias (Ajax)                                         Antinoos       

Orestes                                              Eurymachos

Nestor                                                            Lotus Eaters

Mentor                                               Ciconians

Nausicaa                                            Polyphemos

Alcinoos                                             Scylla

Arete                                                  Charybdis

Emaios                                               Aiolos

Theoclymenos                                   Elpenor

Melanthios                                        Teiresias

Arnaios                                              Eurylochos

Eurycleia                                           Cassandra

Tityo                                                   Tantalus

Sisyphus

  

New Vocabulary

Abase
Abhorrence
Scylla
Nereid
Ambrosia
Asphodel
Astern
Azura
Baleful
Bane
Caveat
Colonade
Diachronic
Diatribe
Exanimate

For the Map of Odyssey go HERE

 

Wednesday

 Debates.

Then if there is time we will look at the video below.

 

Monday

Today we watch the nationals debate rebuttal, revisit flowing, and discuss your final unit.

Unit Learning goal: At the end of this unit, students will be able to show an understanding of the Odyssey as an Epic Poem by creating a video or power point that lists the epic elements of the Odyssey, discusses how Odysseus fits the role of the Epic Hero, and summaries the book into six parts.  

FINAL PROJECTS: PART 1: Breaking the Odyssey up into six parts, each part with a title, a description of the action.  Giving an overarching theme.

PART  2: A) Discuss with examples of how Odysseus fits the role of an EPIC HERO (lists how if reinforces values the Greeks held dear); His Tragic Flaw; How he is morally superior to those around him; and how has the Gods on his side.  B) Discuss how the Odyssey starts in the middle of things and how it reinforces the idea of journey: maybe talk about the Cyclops, Circe, the Underworld and Odysseus homecoming.

	4	3	2	1
Structure of Text RL1, RL5 W2	Student is able to divide the poem into six episodes and relate them to an overarching theme (the book as a whole).  Student uses relevant evidence to back up theme and episodes.	Student is able to divide the poem into six episodes.  Student uses relevant evidence or examples. There may be an attempt to connect to a theme.	Student tries to divide the poem into six episodes but the episodes may not make logical sense, or are brief, missing information, or there is little evidence or examples in the text.	Student is unable to divide the poem into six episodes
Odysseus as a Complex Character RL1, RL3 W2	Student is able to discuss how Odysseus is an epic hero and analyze his complex nature: where is he a hero?  Where does he fail?  How does he reinforce/symbolize the traits Greeks valued?  How does he reinforce a main idea?  Relevant evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero.  Analyzing his complex nature is attempted, but either oversimplified, vague or summarized, or important parts of it are left out.  Student is able to relate him to a larger theme.  Evidence from the text is used.	Student is able to discuss how Odysseus is an epic hero, but cannot analyze his complex character or state how he relates to a larger theme – or, no evidence from the text is used.	Student is unable to discuss Odysseus is an epic hero.
Elements of an Epic Poem RL1, RL4, W2	Student is able to explain the epic elements of the text and discuss how they back up major themes.  No epic element is left out.  Relevant evidence from the text is used.	Student is able to explain the epic elements of the text and discuss how most of the epic elements back up major themes.  1 or 2 elements may be left out.  Evidence from the text is used.	Student is able to explain some of the epic elements of the text but cannot discuss how they back up major themes.	Student is unable to explain the epic elements in the text.
Theme and Main Ideas RL1, RL2 W2	Student is able to discuss one or more themes of the book and connect it with contemporary society.  Relevant evidence is used.	Student is able to discuss one or more themes of the book.  Relevant evidence is used.	Student attempts to discuss one or more themes of the book.  Explanation of the theme may be oversimplified or lacking evidence.	Student cannot discuss a theme in the book.

Epic Poem

1)   Hero who is either divine or protected by a god.

2)   Vast setting.   Action spans not only geographical but cosmological space: across land, sea, into the underworld, etc.

3)   Involves supernatural forces.

4)   Stars in medias res or in the middle of things.

5)   Clear picture of social or culture patterns of everyday life.

6)   Contains large important themes

7)   Invoking of the Muse

8)   Hero’s Journey

A)   Call to Adventure

B)   Supreme Ordeal

C)   Transformation

D)   Hero’s Return

Epic Hero

1)   Noble Birth

2)   Represents the ultimate characteristics that the culture values

3)   Overcomes incredible odds

4)   Ultimate warrior/morally superior

5)   Character Flaw

6)   Battles Supernatural Foes

 

OBJECTIVES:  At the end of this unit students will be able to

 

THEMES:

Be able to show three examples from the text to back up each of the following:

Loyalty

Hospitality

Pride/Arrogance

Coming of Age

Forgetting (or the evils of drugs and women)

 

MOTIFS:

Be able to explain the following and why they are used:

Storytelling

Back story of Troy

Agammenon/Clytaimnestra

 

Other Epic elements:

Starts “in the middle of things”; Odysseus’ tragic flaw; sports

 

SYMBOLS:

 

Be able to explain the following:

Birds (especially eagles); Hades; Odyssey’s Wound

 

GODS (know the following and what they do in the text)::

Athena; Poseidon; Hermes; Zeus; Helios

 

SEDUCTRESSES: (know the following and their purpose)

Helen; Calypso; Circe; Sirens

 

CHARACTERS:

 

Be able to give a description of the following and their roles in the story (perhaps what the symbolize or represent – and connect to a theme)

 

Agammenon                                      Amphinomos

Achilles                                              Telemachos

Helen                                                 Laertes

Menelaus                                           Penelope

Aias (Ajax)                                         Antinoos       

Orestes                                              Eurymachos

Nestor                                                            Lotus Eaters

Mentor                                               Ciconians

Nausicaa                                            Polyphemos

Alcinoos                                             Scylla

Arete                                                  Charybdis

Emaios                                               Aiolos

Theoclymenos                                   Elpenor

Melanthios                                        Teiresias

Arnaios                                              Eurylochos

Eurycleia                                           Cassandra

Tityo                                                   Tantalus

Sisyphus

  

New Vocabulary

Abase
Abhorrence
Scylla
Nereid
Ambrosia
Asphodel
Astern
Azura
Baleful
Bane
Caveat
Colonade
Diachronic
Diatribe
Exanimate

For the Map of Odyssey go HERE

 

Friday

 Today you have time to work on your essays. I will also be assigning you debate topics if you have not chosen one with your partner.

 

Wedneday

 You have today to work on your essays.

If you know your topics for the next round of debates please let me know. I need them by tomorrow. 

Tuesday

 Today we will have the final debate of round 1. You will then have some time to work topics for round 2 and your persuasive essays. Remember your persuasive essays are due right be Spring Break.

 

Monday

 We will continue with debates.

 Once you have the person you are debating in the next round please come up with a resolve to debate.

 

Wednesday

 Today I give some basic feedback on your essays, discuss debate again, and then we'll look at the rebuttal speech in a debate and finally give you some time to research and set up your debates for Thursday - Monday.

1) Constructive Arguments (thesis and claims)
2) Cross Examination sections
3) Rebuttals and Flowing
4) Ethos, Logos, Pathos in debate
5) Personal Connection, Expert Testimony, Facts and Statistics, Logical connections.
6) Who wins and why.

Pro Case	Con Response to Pro Case	Con Case	Pro Response to Con Case
Claim 1: Warrants (Proof): Impact (So What):		Claim 1: Warrants (Proof): Impact (So What):
Claim 2: Warrants (Proof): Impact (So What):		Claim 2: Warrants (Proof): Impact (So What):
Claim 3: Warrants (Proof): Impact (So What):		Claim 3: Warrants (Proof): Impact (So What):

After we go over this information, I will give you time to set up your debate topics and the resolves.  Please go over these resolves with me before you start research.

Okay - so we need to continue with the research for your debates.  Remember to think about the HARMS or IMPACTS of your Claims.  What will happen if you side isn't listened to.  Also research the opposite side and begin to think about rebuttals.

Here is a good resources for your debates: https://mydebateresource.com/for-debaters

Outline for the debates:

Aff Constructive: 4 mins  (this sets up your case - it is a mini oration)

Clash: 1 min (Neg gets to ask Aff questions about their case)

Neg Constructive: 4 mins (same as Aff above)

Clash: 1 min (Aff gets to ask Neg questions about their case)

Neg Rebuttal: 3 mins (Neg tries to refute Affs arguments/case)

Aff Rebuttal: 3 mins (Aff tries to refute Neg arguments/case)