due Thu/Fri Dec 1/2: finish reading Act 1 of A Doll’s House

and please come with questions small or large, specific or general

thank you

agenda Tue/Wed Nov 29/30: Qmarks, Ibsen

learning goals: Which marks appear most often in my writings so far?  After reading the opening  scenes of Henrik Ibsen’s play A Doll’s House, what questions do I most want to ask? (Among the various questions I have, why do I want most to ask these several ones?

time to update Qmark Tally Sheets (QMTS)

hand updated QMTS to Mr. Brown

time to start reading Ibsen’s play, available on this course blog ()

time to respond to Mr. Brown about your early reading of Henrik Ibsen’s play, which is set in late 19th c. Scandinavia/western Europe–format TBA

 

reminder: last membean week this semester

agenda Thu/Mon Nov 17/28: Poetry Day; poems for two voices

learning goal: what is (are) the difference(s) between prose and verse?

start pv exercise

poems for two voices–read aloud

finish pv exercise

relish holiday

 

agenda Tue/Wed NOV 15/16: Antigone, the next layer

learning goal: gods, irony, elders and empathy–how do these elements combine to produce meaning in the play?

 

round-robin exercise TBA

 

 

membean announcement: none this week, and one right after Thnxgvng

No membean due the week of Nov. 14, since the Thanksgiving holiday begins Friday, Nov. 18.

Just one more membean session is due this semester–for the week of Nov. 28 thru Dec. 4.

due Tue/Wed Nov 15/16: map ANTIGONE

To this class bring your own map of the play’s final third (lines 1090-1518), following the model of entries from the previous two-sided worksheet.

In other words, indicate each dialogue-chunk and its corresponding lines; for each chunk concisely record how that group of lines develops the core conflict.

Since this task covers the final part of the play, some of your entries may record how the section develops the conflict by starting to resolve it.

agenda Fri/Mon Nov 11/14: ping-pong dialogue in Sophocles

learning goal: how does dialogue in this play represent the idea of transitions between ideas?

Mr. Brown’s close reading of two pages (273, 284): ping-pong dialogue and the principle of transitions (photocopy distributed during class)

ping-pong of another sort: game TBA

time to start mapping dialogue chunks in last third of play

question to ask yourself, as you map the third section: does the play ultimately lean to one side or the other of its core conflict?  If so, to which side?  (n.b. this question is different from the one that asks: towards which side of the core conflict do you lean?)

due Fri/Mon Nov 11/14: finish reading ANTIGONE

By this class, finish reading the play, marking your text for the dialogue chunks and corresponding notes on the conflict’s development, and its resolution.

agenda Wed/Thu Nov 9/10: middle third of play, developing the conflict

learning goal: in how many different ways can a scene develop the play’s core conflict?

teacher demonstrates refined entries with samples atop page 2 of reading guide

time to transfer reading notes to reading guide sheet (ll. 536-1089)

time to finish reading to line 1089

by end of class, hand in worksheet, whether or not you have finished it