February 26, 2016

We used the first 35 minutes of class to complete the Writer's Notebook Check form and turn in notebooks and work on our next blog entry (due by 11pm Friday, 3/4).

We recapped the work from Thursday, "Classical Definition of Tragedy" and "Role of the Chorus" handouts, and watched the rest of the Oedipus Crash Course video to get more insight into the play.

We will begin Antigone on Monday, reading as quickly as we can to finish before spring break.

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February 25, 2016

Classes had a substitute today.

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February 24, 2016

Independent Reading Time: 20 minutes
Writer's Notebook: Vocab - Find a word from your reading and share it with the definition in your notebook.

Students had an opportunity to present their stichomythic dialogue to the class for candy. A few groups shared very good dialogues!

We finished reading Oedipus Rex (Ode 4 and Exodos). Students took time to complete questions in their packets.

Classes will have a substitute tomorrow while I attend a meeting.

Coming up:
Notebook Check on Friday, 2/26
Blog Entry #3 due Friday, 3/4 (See Blog Notes below for tips)

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Blog Notes

February 23, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: Which is better: knowing your fate or being oblivious to what the future holds?

We reviewed stichomythia, and students had time to revise their dialogue to include any techniques that might be missing. Students may choose to present their dialogue in class tomorrow.

We read Scene 3, Ode 3, and Scene 4 of Oedipus Rex and discussed questions in the packet.

Coming up:
Writer's Notebook Check Friday, 2/26
Blog Entry #3 due Friday, 3/4

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February 22, 2016

Independent Reading Time: ~15 min.
Writer's Notebook: Article of the Week - Justice Antonin Scalia's death shifts balance of high court, creates major election issue - Students read and annotated the article, then wrote a 1/2 page response in their writer's notebook.

We looked at the definition of stichomythia (ignore "Assignment" part) and found examples from Oedipus Rex that use the technique effectively. Students worked in pairs to create their own stichomythic dialogue.

We took some time to review questions from Ode 1 and Scene 2. We read Ode 2 and answered questions together. At this point in the tragedy, our fear for Oedipus is increasing as he draws closer and closer to his true identity.

Coming up:
Friday, 2/26 - Writer's Notebook check

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February 19, 2016

Remembering Harper Lee

We started class with 30 minutes to work on our blog. Working on the blog can look like many things: Students may read their books, begin drafting their entries, or look through other students' blogs for inspiration.

We recapped Oedipus Rex (Prologue - Scene 1). Today we read Ode 1 and Scene 2 and followed along in horror as Oedipus inched closer and closer to the truth about who killed King Laios, which will ultimately lead Oedipus to discovering his true identity.

Blog entry #2 is due by 11pm Sunday, 2/21! You're following the "Book Blogging" protocol. See Classroom for details.

Today's Board (On the right in green is the answer to question #6 on the Parados worksheet.)

February 18, 2016

Independent Reading Time: 15 minutes
Writer's Notebook: We worked with a mentor sentence today to see how to use a colon properly. Students copied the sentence into their notebooks, then revised a previous idea in an attempt to use a colon in their own sentence.

We picked up where we left off with Oedipus Rex. First period read Scene 1, and 2nd and 4th periods read the Parados and Scene 1. All classes had time to work on the questions packet. If you have difficulty with any questions, mark them with a star, and we can discuss them next time.

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