26 Friday Feb 2016
Posted in Antigone, assessment, homework, submission
By the start of your Tuesday class, please submit your complete Antigone essay to TURNITIN. Thank you.
Be sure to acknowledge any sources, human or other, that contribute to the ideas or details in your completed essay.
26 Friday Feb 2016
Posted in agenda, Antigone, assessment
H / 10:30
F / 1:50
learning goal: how can I strengthen the details and overall argument in the first body paragraph of my Antigone essay? How do these changes affect my writing of the other body paragraphs?
feedback overview
exercise TBA
further revising
24 Wednesday Feb 2016
Posted in agenda, Antigone, Uncategorized
F / 8:30
H / 11:45
learning goal: how can I weave concrete imagery, metaphor and sound into my poem called “Rosa Parks”? Where is the center of gravity for this poem?
(class) time to compose (yourself)
listen to Greek poem about the “city of ideas” (Cavafy’s “The First Step”)
readers’ feedback: line(s) I like, and why
22 Monday Feb 2016
F / 10:30
H / 1:50
learning goal: What do you admire about this writing? What do you learn about writing from this Nobel Laureate profile?
STEM Field Trip
feedback on Antigone essay introduction
As remaining class time allows, and if you want to, revise your introduction (only) and email the new version to bill.brown@hies.org–in the BODY of the email, please–so that I can respond more promptly.
18 Thursday Feb 2016
Posted in Antigone, submission
Revised deadline for the full Antigone essay draft: midnight Fri Feb 19
As you work towards this deadline, check for any comments I made on your partial draft submitted during Thursday’s class.
submit to TURNITIN (Antigone essay. full draft)
Be VERY sure to acknowledge sources, including classmates, that have influenced ideas or details in your essay.
In reviewing partial drafts, I have already seen similar ideas appear without acknowledgment. One exercise, in which everyone participated, asked you to identify insights gained from someone else’s paragraph. Be extra careful to acknowledge people who moved your thinking one way or another.
18 Thursday Feb 2016
Posted in direct instruction, general information, poetry, Uncategorized
This google doc shows four basic ways to include quoted lines of poetry in a prose analysis–for example, in your Antigone essay.
18 Thursday Feb 2016
Posted in agenda, Antigone, direct instruction, submission, writing
H / 8:30
F / 11:45
learning goal: what is the most convincing strategy for ordering the sections of my Antigone essay?
direct instruction: advice about overall argument (in the introduction, express your answer clearly and briefly outline your reasons) and strategy for ordering sections (consider how to build your argument and how to use transitions between sections to ew the pieces of your argument together)
time to work towards complete draft of essay
goal: submission to TURNITIN
16 Tuesday Feb 2016
The “Rosa Parks” poem, originally due Thu Feb 18, is postponed. Keep your current work and watch for new due date.
To this class please bring at least half of your draft essay on the question: With which character does the play Antigone ultimately side–Antigone or Kreon? You do not need to print your work for this class. Just bring the draft on your laptop. Be sure to compose your draft on the prescribed template with pledge-header and acknowledgment-footer.
Here is the general organization to use:
intro paragraph: that answers the question and outlines the reasons
section* 1: best case for A or K
section 2: best case for other character
section 3: effect of the elders’ speeches
concluding paragraph
This description uses the term “section” because some writers may want more than one paragraph to meet that section’s goals.
Note that this organization forces you to argue the best case for each character, regardless of which one you have chosen. You select the strongest strategy for convincing readers of your answer. For example, if you are arguing the play ultimately takes sides with Antigone, you may want to use section 1 for Kreon, thereby leading up to your stronger case. The elders speak throughout the play. You are not limited to their ode in lines 364-413.
16 Tuesday Feb 2016
Posted in agenda, Antigone, assessment, listening, writing
H / 10:30
F / 1:50
learning goals: how and how much do ideas in the elders’ speech ( Ode on Man) move your thinking on the question of which character the play ultimately sides with? What is an ode? What is a strophe? An antistrophe?
listen to Shakespeare passage, Shapiro 131 (balanced structure)
Returns / Next Steps / Eventual Goal
RETURNS explanation of marks on I/R sheets
NEXT STEPS (today)
On your printed copy of the Elders’ speech (364-413), mark three brief passages that move your thinking on the question of which character the play ultimately sides wtih.
In the margins of your typed copy of the speech, explain how each brief passage moves your thinking, however slightly. Movement can happen by sliding you towards or away from a previous thought, or it can happen by deepening an existing thought. In other words, things can move side-to-side or up-and-down.
briefly discuss with one partner, before handing in your annotated printed copy of the speech
EVENTUAL GOAL (at least half of a draft by start of Thursday class)
essay: the play ultimately takes sides with Antigone/Kreon (choose one)
at least five paragraphs: intro paragraph; section 1–best case for A or K; section 2–best case for the other character; section 3–effect of elders; concluding paragraph
12 Friday Feb 2016
To our next class, bring a printed copy of the elders’ speech found on lines 364-413 in Antigone. Type this speech out yourself, rather than importing it from a digital source. Why? Because working your way through a speech line by line, actually forming the words yourself, gives you time to hear, see and consider the thoughts emerging from these words. This process gives you a chance to be the author and the character(s).
As you type this speech, think about how any of the elders’ statements alters or confirms your current answer to the question we have been considering: Does the play ultimately favor the ideas represented by Kreon, or those represented by Antigone?
