Revision Update

Some people who scored a 90 or above for the recent Macbeth essays have asked about revisions. Initially, I told several of these people that the assignment was ineligible, as has been true for all such assignments this year.

In this particular case, however, for several reasons, I have developed an option—one that requires a different degree of application and preparation. Specifically, anyone interested in revising a final Macbeth essay that scored 90 or above needs to make an appointment for before or after school. During this appointed time (10-15 minutes in most cases), we will review the essay on the smartboard together, to make sure you understand the rubric markings and the specific steps for strengthening the essay.

If interested, email me with proposed time(s) for such a review session.  To the scheduled conference, bring a paper copy of the rubric–marked on front and back as you would for the regular revision protocol.  All revisions, including this exceptional type, are due by Mon May 15.

agenda W/Th Feb 22/3: next letter steps

learning goal: what approaches work best for final proofreading of a formal letter?  why these?

feedback for Mr. Brown’s letter

feedback from Mr. Brown on your draft #3: collective and individual

collective: remove header/footer, quotations (citing, giving context, etc.), headings, addressing envelopes

individual: see TRNTN

revise, print, and hand to classmate for hard-copy proofreading

if necessary, print new clean copy

if planning to send, fold letter into addressed envelope–leaving envelope unsealed

due Mon/Tue Oct 31/Nov 1: summary and book

To class, bring a printed copy of the chapter summary begun in last class, if you did not hand it in during that class.

Keep your name off of this print-out.  REMEMBER TO DOUBLE-SPACE.

Also, bring your copy of the text called The Oedipus Cycle.

agenda Mon Oct 24 (H and E blocks): writing time

learning goal: what several changes to my current poem draft will sharpen the imagery and tighten the overall poem?

 

time to work on the poem assignment for next Poetry Day (Wed Oct 26): ten tanka or calendar poem

if you want, bring printed copy to Mr. Brown for feedback

agenda Mon Feb 22: learning from writing

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.

 

agenda Thu Feb 18: complete draft

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

agenda Tue Feb 16: weighing insights

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

 

 

due Tue Feb 16: the elders speak

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?

due Mon Jan 11: full mini-play

Please bring to Monday’s class a full, printed, typed copy of your mini-play.

To help you compose, refer to Thursday’s agenda (Jan 7).  It has links to an audio of Antigone.  If you listen to the first ten minutes, you will hear the difference between the dialogue and choral sections.  Use this difference as a guide for your own composition.  The key difference is that the chorus speaks in unison (originally they would always sing their lines), whereas the two actors engage in dialogue and sound more realistic.  You may want to consider writing the choral sections in verse–i.e., poetry, since rhythm helps the chorus speak together.

Lastly, Sophocles’s play Antigone is a tragedy and has a decidedly serious tone.  Don’t feel obligated to match that tone.  You may want to, but also feel free to inject a lighter side into your mini-play.  The aim of this exercise is to introduce the basic structure of Greek theatre during the time of Sophocles.  Have fun.  Good luck.

 

photo credit: http://33.media.tumblr.com/22eed7557ca97f726effbed08b6f4ec0/tumblr_inline_n44oavml7u1se0g5i.jpg

agenda Tue Jan 5:poetry and drama competitions

F / 10:30

H / 1:50

learning goal: what is the basic structure of Greek plays during the time of Sophocles

announcement: Open Mic Night
Sign up to perform at Open Mic Night on January 8, 7-9 pm in the STEM cafeteria which will be transformed into a coffee shop for the evening. Perform a favorite pop song by yourself or with friends, a piano, orchestral or band solo or duet, or a piece of slam poetry. All talent is welcome! Need some inspiration…See Mr. Thompson in the Chorus room for ideas! Sign up sheets are located outside of Chorus, Band and Orchestra classrooms.

Warm-up competition: sciku announcement

play competition: TBA

start composing today; continue composing during Day 4 class*; full version due on Day 6 (Mon Jan 11); winning plays performed on Poetry Day 8 (Wed Jan 13)

*H block only, since F block has Japanese lesson planned