Complete the exercises for vocabulary Lesson 6 (A, B & C) and “Review Exercises for Lessons 5 and 6” (1 and 2, only).
In the BODY of an email–with “early Oedipus response” in the subject line:
Briefly explain your first impression of Oedipus as a person. In other words, identify one or two prominent characteristics of his personality. From the text of the play (ll. 1-150), quote at least one line, and explain how that passage illustrates the characteristic(s) you identify.
Then, quoting briefly from the text (ll. 363-562), explain how the conversation between Oedipus and Tiresias has confirmed or changed your first impressions.
Write this email as one paragraph, allowing three to five sentences for each half of it, and making sure that the writing is clear, specific and developed.
When quoting poetry, as with this play, use forward slashes to indicate line endings. For example, I may want to quote these lines: “you are the fresh green life / old Kadmos nurtures” (ll. 1-2). Notice that I end the sentence by citing line numbers; the “ll.” means “lines,” and, if I were citing just one line, I would write, for instance, “l. 78” in the parentheses.
After sending the email, re-read the Chorus’s reaction (ll. 563-616). In the margin of your book, write notes that show how much you agree or disagree with their reaction.
By the end of class, pick up your vocabulary workbook, in order to start the homework, which is to complete the exercises for Lesson 6 (A, B & C) and “Review Exercises for Lessons 5 and 6” (1 and 2, only).
finish Literary Genre slide show(s)
start reading Oedipus Rex–aloud, together
Prepare the words in vocabulary Lesson 6–by Talking Back to the Book, in the margins of your vocabulary workbook. Look for words you can use to explain an aspect of Oedipus Rex.
In Oedipus, read through line 793.
As you read, take notes–on paper or in your book–in response to this statement from the introduction: “One abiding question in Oedipus the King asks is whether Oedipus controls his own destiny or whether Apollo and/or a personal divinity, or daimon, does” (4). In other words, how would you answer this question, given what you have read so far?
In your Oedipus text, mark any of the first 256 lines that have corresponding notes found in the “Notes to the Plays” section (pp. 319 ff.).
Afterwards, continue reading the play from where you left off during homework. As you read, continue taking occasional notes on the two-column map sheet from Tuesday’s class.
When asked, email to firstname.lastname@example.org your most meaningful observation and question–both phrased as complete sentences. Also, include the line number that shows how far you have read. Please put this information in the BODY of the EMAIL, with a subject heading of “Oedipus 1.”
Literary Genre slideshow project (TBA)
Begin reading Oedipus Rex, keeping in mind that the original audience for this play already knew the Oedipus myth. (See a summary of this myth in World Literature, page 15-16.) Use the two-column sheet (with map) to take notes of Observations and Questions, as you read. Read thirty-minutes’ worth of the play.
Spend five minutes making a free-hand drawing of the outlines of the Greek mainland and peloponnesus. On back of this paper, make two columns with “O” at the top of the left-hand column and “Q” at the top of the other.
in small groups, review exercises A, B and C from Lesson 5; help each other fully understand the correct answer for each item. Listen for disagreement, and resolve the differences cooperatively. By the end of your session, any one member should be able to explain the thinking behind the group’s consensus answer.
Begin reading Oedipus Rex, keeping in mind that the original audience for this play already knew the Oedipus myth. (See a summary of this myth in World Literature, page 15-16.) Use the two-column sheet (with map) to take notes of Observations and Questions, as you read.
Complete the exercises (A, B & C) for Lesson 5 in our vocabulary workbook ().
If you need to, also complete the talking-back-to-the-book assignment that was due for Monday’s class.
FEEDBACK FOR THIS ASSESSMENT APPEARS IN ITALICIZED CAPITAL LETTERS.
Vocabulary assessment, Lessons 3 & 4
These questions give you a chance to demonstrate solid knowledge of the underlined words. Use complete sentences. When in doubt, add further explanation—i.e., enough explanation to clearly show that you understand the word’s meaning. Compose sentences that reveal the word’s meaning, without simply inserting a dictionary definition of the word.
THESE BOLD-FONT WORDS ARE KEY. FULL CREDIT GOES TO ANSWERS THAT MEET THESE CRITERIA.
1. How would you define the essence of a good story? For comparison’s sake, explain a story element that is not essential. Use one of the stories from our text, in order to illustrate your answer.
NOTICE THE START OF THE SECOND SENTENCE. SOME ANSWERS EARNED PARTIAL CREDIT BECAUSE THEY OMITTED THIS SECOND HALF OF THE QUESTION. MAKING THIS COMPARISON SOLIDIFIES THE ANSWER.
2. What is one of your innate qualities as a person? How do you know it is innate? How do you feel about this aspect of your personality?
ANSWERS TO THE SECOND QUESTION TEST YOUR FULL UNDERSTANDING OF THE WORD, “INNATE,” WHICH LITERALLY TRANSLATED FROM ITS LATIN ORIGINS MEANS IN-BORN. ALSO, NOTICE THAT THIS SET OF QUESTIONS REFERS TO YOUR ASPECTS OF YOUR PERSONALITY, RATHER THAN TO PHYSICAL ATTRIBUTES.
3. Briefly describe what you see as a valuable nascent quality in the personality of a friend or someone else you know well. What circumstances have shed light on this aspect of this individual’s personality?
ANSWERS REVEALED THAT FEW PEOPLE UNDERSTOOD THIS WORD’S MEANING. LIKE “INNATE,” THIS WORD COMES FROM THE LATIN VERB TO BE BORN. THINK, FOR EXAMPLE OF A NEO-NATAL WARD IN A HOSPITAL, WHERE NEWBORN CHILDREN ARE CARED FOR. “NASCENT” MEANS JUST BORN, OR EMERGING, SO A NASCENT QUALITY IN ONE OF YOUR FRIENDS IS A QUALITY THAT HAS RECENTLY EMERGED, OR IS JUST BEING BORN; NEITHER YOU OR YOUR FRIEND HAS SEEN THIS QUALITY BEFORE IN HIM OR HER. (GIVEN THE EXTENT OF STRUGGLE WITH THIS QUESTION, I ADDED 10 PERCENTAGE POINTS TO EVERYONE’S TEST RESULTS.)
Can you think of a situation in which someone’s being a nonentity is an advantage for that person? If so, explain the situation and your reasoning. If not, explain why not.
MORE PEOPLE SUCCEEDED WITH THIS QUESTION THAN WITH ANY OTHER.
Generally speaking, what kinds of situations cause people your age to act in a puerile fashion? Use a specific scenario to explain your general answer.
THIS WAS THE SECOND MOST MANAGEABLE QUESTION FOR EVERYONE. NOTICE THAT THE WORD IS AN ADJECTIVE, MODIFYING “FASHION” IN THIS CASE. SOME ANSWERS INCORRECTLY USED THE WORD AS AN ADVERB.