Mythology Stuff

Podcast about Greek mythology http://www.bbc.co.uk/programmes/b0093z1k

http://en.wikipedia.org/wiki/Comparative_mythology

http://www.sparknotes.com/lit/mythology/themes.html

http://www.gradesaver.com/mythology/study-guide/major-themes/

http://www.mcli.dist.maricopa.edu/smc/journey/ref/summary.html

The 17 Stages of the Mono-Myth

Departure

The Call to Adventure: The hero starts off in a mundane situation of normality from which some information is received that acts as a call to head off into the unknown.

Refusal of the Call: Often when the call is given, the future hero refuses to heed it. This may be from a sense of duty or obligation, fear, insecurity, a sense of inadequacy, or any of a range of reasons that work to hold the person in his or her current circumstances.

Supernatural Aid: Once the hero has committed to the quest, consciously or unconsciously, his or her guide and magical helper appears, or becomes known. More often than not, this supernatural mentor will present the hero with one or more talismans or artifacts that will aid them later in their quest.

The Crossing of the First Threshold: This is the point where the person actually crosses into the field of adventure, leaving the known limits of his or her world and venturing into an unknown and dangerous realm where the rules and limits are not known.

Belly of the Whale: The belly of the whale represents the final separation from the hero's known world and self. By entering this stage, the person shows willingness to undergo a metamorphosis.

Initiation

The Road of Trials: The road of trials is a series of tests, tasks, or ordeals that the person must undergo to begin the transformation. Often the person fails one or more of these tests, which often occur in threes.

The Meeting With the Goddess: This is the point when the person experiences a love that has the power and significance of the all-powerful, all encompassing, unconditional love that a fortunate infant may experience with his or her mother. This is a very important step in the process and is often represented by the person finding the other person that he or she loves most completely.

Woman as Temptress: This step is about those temptations that may lead the hero to abandon or stray from his or her quest, which does not necessarily have to be represented by a woman.

Atonement with the Father: In this step the person must confront and be initiated by whatever holds the ultimate power in his or her life. In many myths and stories this is the father, or a father figure who has life and death power. This is the center point of the journey.

Apotheosis: When someone dies a physical death, or dies to the self to live in spirit, he or she moves beyond the pairs of opposites to a state of divine knowledge, love, compassion and bliss. A more mundane way of looking at this step is that it is a period of rest, peace and fulfillment before the hero begins the return.

Return

Refusal of the Return: Having found bliss and enlightenment in the other world, the hero may not want to return to the ordinary world to bestow the boon onto his fellow man.

The Magic Flight: Sometimes the hero must escape with the boon, if it is something that the gods have been jealously guarding. It can be just as adventurous and dangerous returning from the journey as it was to go on it.

Rescue from Without: Just as the hero may need guides and assistants to set out on the quest, oftentimes he or she must have powerful guides and rescuers to bring them back to everyday life, especially if the person has been wounded or weakened by the experience.

The Crossing of the Return Threshold: The trick in returning is to retain the wisdom gained on the quest, to integrate that wisdom into a human life, and then maybe figure out how to share the wisdom with the rest of the world.

Master of Two Worlds: The hero has become comfortable and competent in both the inner and outer worlds.

Freedom to Live: Mastery leads to freedom from the fear of death, which in turn is the freedom to live.

NGE 9/19

http://ngexplorer.cengage.com/explorer/pdf/ex_teachersguide_1409.pdf

Welcome to English 9!

In years past, this site has been my main web page for class.  This year I'm gonna try something different.  You can still find useful class-related links in the menu bar at the top of the page.
The big change is that each of you will be a key contributor to many online discussions, right here on this page!  Here are the rules:

1. Be respectful, responsible, and sincere. If you wouldn't say it during class with the principal and your grandmother watching, don't post it here.  Sarcasm is not appreciated here.
2. Write in complete sentences.
3. Reply to the topic you're talking about. If you're responding to someone's comment, reply to their comment, NOT to the original post.
4. Try to reply to my post BEFORE reading anybody else's comments. Just because someone posted an idea first doesn't mean they stole it from you, nor that you copied them.
5. Each Post will tell you how many sentences to write by a certain due date.  If a meaningful discussion is still going on past the due date, please keep talking! I might even give extra credit points.

You will find other directions for your writing prompt in POSTS like this one.  Your job will be to reply as a COMMENT.  You can comment on the original post or on another student's (or your own) comments

For starters, let's keep it simple.  I will write four Comments replying to this Post.  You need to reply to at least three of the four. Do NOT reply to this post; only reply to my comments and each other's.

Who gets the last word?

It's been a great year.  We all had a lot of successes and a lot of challenges.  I hope all of you got a lot out of being in my class.
If you have any comments you need to make in general, want to complain or praise something or just say adios, feel free to comment below.

I leave you with my all-time favorite super hero quote (Angel Season 4, Episode 1 "Deep Down"):

 Nothing in the world is the way it ought to be. It's harsh, and cruel. But that's why there's us - champions. Doesn't matter where we come from, what we've done or suffered, or even if we make a difference. We live as though the world is as it should be, to show it what it can be. 

Have a good life, folks!

[For 7th Graders Only]

LINK to the 8th Grade Advanced Classes Survey

Last Assignment

Hey gang!
You have three options for your last writing assignment.  I will give you eighteen minutes in class on Friday to write it.  Use your QT4 Writing file.

Choose One:

1. Tragedies are driven by a character's fatal flaw.  What one character is most to blame for the tragedy?  Be sure to use evidence and commentary to support your answer.  You can also explain why one character is more at fault than another.

2. There are many differences between the text and the Luhrmann film during Act V.  Explain what theme the film version emphasized, what changes were made, and how they supported the theme.

3. Recast the play.  Choose actors, cartoon characters, political or historical figures, or even teachers at Central to play the major roles (Romeo, Benvolio, Mercutio, Friar Lawrence, Nurse, Tybalt, Juliet, Capulet, Paris, Prince Escalus). Explain why that "actor" would be a good fit for the role, and how they could best show essential character traits.

Romeo & Juliet Paper

For your Romeo and Juliet paper, you have three options:

CHARACTERIZATION - Choose one:

1. Choose a character from Romeo and Juliet. Explain how his or her characterization is developed throughout the play and what effect the character has on a theme (fate, love, violence begets violence, individual vs. society).

2. Choose two characters who are foils. Explain how the characterization of each impacts the other, and what effect they have on the theme.

PARALLELISM
Throughout the play, images, lines and even events seem to repeat themselves. Choose two or three parallels and explain the effect the scenes have on the play and its themes.

REMINDER: ALL To Kill a Mockingbird work must be made up by Wednesday. If you don't have it finished by Wednesday, you will take a zero.

All work for Romeo and Juliet (including the paper!) is due FRIDAY.  This includes WebQuest, QT4 Project, 15 Word (or less) Scene Summaries, and QT4 Writing file on the blog.  I will grade papers and make comments Friday night to give you a chance to revise over the weekend.

If you have something you need me to check, don't forget to email me!

Take this short survey

Click me!

Translate This!

Read the speech below from a famous Shakespearean character:

1. I have of late—but wherefore I know not—lost all my mirth, forgone all custom of exercises, and indeed it goes so heavily with my disposition that this goodly frame, the earth, seems to me a sterile promontory; this most excellent canopy, the air—look you, this brave o'erhanging firmament, this majestical roof fretted with golden fire—why, it appears no other thing to me than a foul and pestilent congregation of vapors. 
2. What a piece of work is a man! 
3. How noble in reason, how infinite in faculty! 
4. In form and moving how express and admirable! 
5. In action how like an angel, in apprehension how like a god! 
6. The beauty of the world. 
7. The paragon of animals. 
8. And yet, to me, what is this quintessence of dust? 
9. Man delights not me. 

On your QT4 Writing file, copy these sentences. Then, sentence by sentence, translate them into more contemporary understandable English.

Group Work This Week

Hey, gang!  here's the plan this week.

Monday - Act I Scene 5. Whole-class reading, discussion, video if we have time.

Tuesday & Wednesday - Act II Scene 1&2 (small groups)

Thursday & Friday - Act II Scene 3 (small groups)

You should use Independent/Partner work to revise your TKaM papers, finish any missing work, or start planning and working on your R&J project.

During Collaborative Group time, read the information linked below to prepare for Friday's reflective writing:
http://shakespeare.about.com/od/thecomedies/a/Shakespeare_Comedy.htm
http://shakespeare.about.com/od/thetragedies/a/Shakespeare_Tragedies.htm

Friday Reflective Writing:
There are certain traits common to Shakespearean comedies or tragedies (see links above).  Romeo and Juliet starts out like a comedy, and through the action of the play becomes a tragedy.
1. Explain in what ways the play is like a comedy. Address each of the elements from the article (language, love, plot twists, identity).  Then,
2. Explain why you think Shakespeare wrote it as a comedy-turned-tragedy.  How do the elements of a comedy enhance the tragedy?

Mostly so I don't forget...

ROMEO & JULIET SCENE SUMMARIES

For every scene in the play, you need to write a summary no longer than fifteen (15) words.  It doesn't have to be a complete sentence, just tell the important plot/character/theme events of the scene.  Here's an example:

QT4 INDEPENDENT PROJECT

For QT4, you may do your independent project on Romeo and Juliet instead of your independent book.  If you have a different idea for a project you would like to do (like a short research paper on the topic of your choice), see me about it.

Extra Credit Options:

People who got an "A" on their To Kill a Mockingbird paper don't have to do as much work for their R&J paper/project.  They only have to write a plan for a characterization/theme paper or write a rough draft.  If you got an "A" on your TKaMi paper and you choose to do a R&J project or turn in a revised paper, you will earn extra credit (+5-10% to your grade)!

IN ADDITION,

People who get A's or B's on independent projects for all 4 quarters will earn extra credit (+5-10% to your grade)!

Romeo & Juliet - WebQuest and Writing Prompts

Hey folks! I put up a WebQuest in the R&J tab above.  These activities will be done in collaborative groups as we complete Romeo and Juliet.  Just make sure to use your time wisely.  Every group member is responsible for creating his or her own document.  Read, find, and discuss each section in your groups. Just make sure you do your own work when recording it on your document.

Writing Prompt for 5/5/14:

Is there such a thing as love at first sight?  What are different kinds of love? Which type of love is the strongest?

Homework:  Reread Act I Scene 3 and Act I Scene 4.  Come to Small Group Instruction with at least one question written out that you are unsure about (this isn't a student-generated pop quiz or trivia competition; the questions are for discussion). They can be either on paper, or a sticky note, or your QT4 Drive file.

Timed Writing - Tuesday 4/29

If you did not see the film at UNI yesterday, you still are responsible for doing SOME reflective writing.  Scroll down to the TKaM test below and write about another theme from the book.

If you did see the film, you made some connections that Nicky's story has to themes that we studied in To Kill a Mockingbird.  For this Timed Writing:

1. Create a new Document in your English 9 folder.  Call it "QT4 Writing."

2. Choose one of these prompts to answer:

• Explain how one of the themes was shown in the film Nicky's Family:
• JUSTICE     PREJUDICE    EMPATHY    COURAGE      INNOCENCE

                                                            OR

• Explain the characterization of Nicky.  What kind of person was he? How do you know? Remember, characterization is shown by:
•  the character's own thoughts/feelings/actions, as well as
• how others think of/feel about/ act towards the character

3.  Take a couple of minutes to write your thesis sentence and plan at least three supporting ideas.  Each idea needs to be broad enough to include two or three details from the text as well as commentary, so each idea will have its own paragraph.

4.  Write about it for 18 minutes.  I will time you if completed during class, otherwise time yourself.  

Writing Workshop today!

You will get in the groups we set up yesterday.  First, go around and share your plan with other group members.  Other group members, it's your job to ask questions if any of their ideas don't make sense and to help them organize each chunk.  Do this for their whole paper.  Also, if they forgot something important, make sure they address it.

When groups are finished discussing each other's plan for writing, you are to write the first section of your paper.  This will cover ONE column on your graphic organizer. It should be just under 200 words, and not over 400 (if you're writing that much about one idea, it's time to reorganize your ideas).  You will have the rest of class to write.

SECTION 1 OF YOUR PAPER (you know, the first chunk or column or whatcha wanna call it) IS DUE WEDNESDAY (that's tomorrow).

To Kill a Mockingbird Test

This is your final test over To Kill a Mockingbird.

Each short answer responses must be at least 150 words and must include evidence from the text as well as commentary. Plan on two or three paragraphs per question (it's just easier to see your ideas that way).  You don't need to use direct quotes, but cite page numbers or chapters.  The electronic text and Ctrl-F are your friends!

Choose one of the themes to answer for the first question, then choose four other questions to answer.

You MAY choose question 1 more than once, discussing a different theme each time.

1. Explain how one of the following themes are developed throughout the novel:
     JUSTICE     PREJUDICE    EMPATHY    COURAGE      INNOCENCE
Describe how the theme is introduced, which supporting characters help convey the theme, and what lesson is learned by major character(s).  You MUST answer this question at least once!  Advanced English students MUST answer this TWO times (addressing different themes, obviously).

2.  Analyze the relationship between Boo Radley and the children. How does this relationship change throughout the book? What causes the various changes? What effect does the nature of their relationship have on the three characters?

3.  Discuss the concept of fear as presented in the novel. Compare the children's early fear of Boo Radley to their fear (or lack thereof) when Bob Ewell attacks them. Is Scout correct in stating that real fear can only be found in books?

4.  Discuss the concept of family and Lee's presentation of the American family. What does it consist of?  Based on the examples of Finches, Ewells, Radleys, Cunninghams, and even Dill and Miss Maudie, what lessons can be learned about families?

5.  Explain the town's general attitude toward Atticus. Why does he do what he does? How does the town treat him? How does he feel about the townspeople?

6.  Discuss the concept of education. How does education and knowledge in various forms impact the book? Based on this, what do you think are Harper Lee's views on education  (not just school instruction)?

7.  Trace the symbol of the mockingbird throughout the novel and analyze what the bird symbolizes or represents.

8.  Trace Boo Radley's development from monster to savior. How does Scout's understanding of Boo develop? What lessons does Boo teach Scout?

9.  Discuss Atticus's approach to parenting. What is his relationship with his children? Can his parenting style be criticized? If so, how?

10.  This book has been banned in several school districts since its publication for racism, profanity, and references to rape. Explain why the book still has literary merit in spite of (or because of) its controversial content.  You may NOT refer to any other texts for this question (just because other books contain vulgarity doesn't excuse it in this one)!

To Kill a Mockingbird Characterization paper

Your "big" essay for To Kill a Mockingbird will be a character analysis paper (800+ words).  You will either:

• analyze how the author develops and presents one character                                            (REGULAR ENGLISH ONLY!)
• analyze how one character exemplifies one (or more) themes of the novel
• compare and contrast how characterization of one or two MAJOR characters is changed from literary to film conventions
• compare and contrast characterization of two foils and their impact on a theme

If you treat this paper as 2-3 small papers, you will do fine.  Plan out 2-3 big ideas for your thesis, then develop each big idea into three or more subtopics.

This paper is worth 4 essay grades, whereas most "big" papers we write are worth 2 essay grades.

End of the Book

Big thank you's to everybody who read aloud in class today!  I'm to much of a sap to probably get through it ;)

Writing for today:
Why doesn't the book end with Scout's line on p.374 "except possibly algebra?"  What does the last scene contribute to your understanding of Atticus's and Scout's character?

DUE TOMORROW:
Turn in your packet with all questions answered.  This is your ticket to watch the movie.  If you don't have it finished, you will be working on that and any other work instead of watching the movie in class.

DUE MONDAY:
Characterization files need to be finished.  If you worked in a group, you need to have at least three details for every character (some will have a lot more).
If you did not work with a partner, you need to write about the following characters (in no particular order):
Atticus, Scout, Jem, Boo Radley, Bob Ewell, Mayella Ewell, Tom Robinson, and three others of your choice.

Quizlet combined link

Click here if your Search-Fu is inferior.

Literary Vocab

Here is the Quizlet link for the Literary Vocab.  There are three categories.
You will need to know the meanings of each word in a Multiple Choice test format.
I'm just sayin...

http://quizlet.com/class/923222/

Work for 4/7 and 4/8

Independent Writing:
This is your writing sample for the week.  It's like the timed writings, just without a time limit. It should be at least 200 words.

• What does Chapter 24 reveal about the characters of Miss Maudie, Aunt Alexandra, and Scout?  Write at least one paragraph for each character.  Explain how events in the Missionary Society reveal a change in the character, reinforce something you knew about her, or reveal something you had not noticed before.

Small Group Instruction:

We [talked/will talk] about Mayella in light of Atticus's lesson about mockingbirds.  When/how did Mayella "lose" her innocence?  What motivates her? Did she go along with Bob's story out of fear of him, rage/embarassment toward Tom, a desire to protect her younger siblings, or some other reason?