29 Tuesday Nov 2016
Posted in Doll's House, homework, Uncategorized
and please come with questions small or large, specific or general
thank you
29 Tuesday Nov 2016
Posted in agenda, Doll's House, reading
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
28 Monday Nov 2016
Posted in general information, homework
17 Thursday Nov 2016
Posted in agenda, direct instruction, listening, poetry, presentation
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
15 Tuesday Nov 2016
Posted in agenda, Antigone, discussion, listening
learning goal: gods, irony, elders and empathy–how do these elements combine to produce meaning in the play?
round-robin exercise TBA
15 Tuesday Nov 2016
Posted in homework, reminder, vocabulary
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.
11 Friday Nov 2016
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.
11 Friday Nov 2016
Posted in agenda, Antigone, direct instruction
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?)
09 Wednesday Nov 2016
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.
09 Wednesday Nov 2016
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
