Day 20: 01 February 2012

1. Journal on the perfect place

• what would it take to make it happen?

2. Detailed Notes on Eden and The Fall

• Genesis Scramble

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYzEwMDkwNjYtNjllYS00NWQyLTk0ZGUtNDIxZGE2ZmNlNjUw&hl=en_US

3. Read the first few pages of Of Mice and Men

• The attempt to regain eden through work.

Day 19: 31 January 2012

Return all writings/classwork from Antigone.

Take the class period to write the Creon Decline Essay.

Writing Folder to contain the following in order:

• 1st Day Paragraphs
• Summer Reading Essay
• Scene 1 Paragraph
• Scene 5 Paragraph
• Creon Essay

Day 18: 30 January 2012

1. Patterns w/o notes

• returned graded/ corrected by the end of class

Pre-writing the Creon Essay



2. Gather the Raw materials
3. Journal for 10 minutes looking for the best answer to the question: Why does Creon lose power?

• look through the journal to find the one or two elements that might be good for a thesis.

4. Powerpoint slide on thesis preparation
5. Write a thesis
6. Support the thesis using the following questions as a guideline for listing support

• What evidence do I need to prove my thesis?
• In what order does that evidence need to be arranged?

Write tomorrow on the following topic:

Why does Creon fall from power?

Rubric:

https://docs.google.com/a/oconeeschools.org/document/d/1RdKsXRrgodIAEsg1ODfDLRn-g0rsUiPQH9nmn_lFt5I/edit?hl=en_US#

My sample: (make sure that yours doesn't look like an exact copy)


https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBNDgzMmY5NmEtZWUyOS00ZjdjLWEzOGYtOTNlNzIyMjY4MzE1&hl=en_US

Days 16-17: 26-27 January 2012

MAP Testing

Day 15: 25 January 2012

1. Revision of yesterday's paragraph with my sample in view.
2. Journal on a time you realized you were wrong a little too late.
3. Notes to prep Creon's decline.

• Tragic Hero Definition
• Creon's decline in power, logic; logic was the prevailing cultural value. (ill-logic was received in a manner similar to how we look at racism)
• Epiphany and Catharsis

4. Read the Exodus

• the hero has to watch the effect of his actions

5. Choose 5 quotes which mark Creon's increasing lack of logic.

• woven with explanation

When Creon says that “Polyneices…is to have no burial,” he is beginning his reign with a violation of the gods’ law (I, 39-40).

Day 14: 24 January 2012

10 minutes to finish List 2

1. Deconstructions2:

• Deconstructions List 2

2. Prep notes for Scene 5:

• Creon's decline
• Prep Teiresias
• Facebook Status for main characters after scene 4

3. Read the scene

4. Paragraph on the steps leading to Creon's realization.

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBZjAzYTAxYmQtMGI4YS00NzFmLTgyNDQtMDIwNWI4YjA4YzMw&hl=en_US

Sample:

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBOWRkNDgwZTUtZTE3NS00Yjk0LWE5YzMtNzI0YWZhYmQxYTQy&hl=en_US

Day 13: 23 January 2012

1. 10 observations on two George Wallace Pics

• Wallace on Campaign
• Wallace and Jesse Jackson

2. Scroll through CBS archives on Wallace
http://www.cbsnews.com/2300-273_162-558182.html
3. Short Reflection on the following

• What was Wallace?
• What did he become?
• What do we remember him for?

4. Read Scene 4

5. List 2 Cognates and Explanations

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYjBjNmNiYTItODY2Ny00ZmFkLTg3MzEtZDFlMDU2NjhlMDUz&hl=en_US

Day 12: 20 January 2012

1. Roots Quiz 2

• Compare the paragraph that I wrote to yours for scene 2

2.  10 Observations on pic of Wallace at UAB

• Standing up for the wrong reasons

3. Work on Haemon's Speech to his father
https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYTUzNzgzNzctNjAwNy00M2FlLThiNWYtYzA1YzI4M2VjN2Fk&hl=en_US

4. Make two sets similar to the following:
Claim: Creon is paranoid.
 Support: “from the very beginning there have been those who have whispered together, stiff necked anarchists, putting their heads together scheming against me in alleys”
 Woven: Creon’s paranoia is evident because he thinks “from the very beginning [people] have schemed against [him] in back alleys” when he has no real proof (I, 112-115).

Day 11: 19 January 2012

1. Return Summer Reading Essays (didn't happen)
2. LSV: 10 Observations for the following pictures.

• Tankman (in Tiananmen Square)
• Rosa Parks getting finger-printed
• School children being arrested because they refused to attend segregated schools

Make two statements which concern how the pictures are connected.
3. Notes on the appeals

• Logical, Emotional, Ethical

4. Read Scene 3
5. Students to identify one logical, ethical and emotional appeal in scene 3.

Day 10: 18 January 2012

1. Time to review the scene in class and ask questions

• review scene 2 for important details.

2. Quiz over scenes 1 and 2. Open book and notes.
3. Compound patterns

• Ss to write 5 patterns each

4. Notes on why Creon is losing power

• Ties power to something he can't control
• He is afraid of looking afraid/weak. Solution: talk louder.
• His dealings with the Sentry make him look weaker. 1) Makes irrational accusations for which he has no proof and 2) Allows the Sentry to talk back to him. All in front of the people in the city.

Essay topic for the paper: Discuss Creon's decline in power.

Day 9: 17 January 2012

1. List 2

• one cognate and an explanation for each root, prefix and suffix.
• List 2
• one round of Stump the Chump

2. Read Antigone Scene 2

• Find 5 important quotes and give an explanation.

Due at the end of class.

Day 8: 13 January 2012

1. Roots 1 Quiz
2. Reminders of Scene 1
3. Sherlock Holmes clip

• his success comes from induction--going from the details
• his mistake comes in deduction--working from the assumption

3. Brief discussion of Topic Sentences and Documentation
4. Write a paragraph discussing Creon's loss of power.

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYjQ4YzkxZDEtMzcyYS00NDIzLWIyNDUtNmYzZWZjYmI4ZTgx&hl=en_US

Sample:
https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBNWQwZTUwMTMtYzFmMC00YmIwLThjMzktY2I3MWIzNzgzMTc4&hl=en_US

Day 7: 12 January 2012

1. Discussion of "keep" as "maintain" not "hold on to"
2. Journal on what it takes to keep the peace (1/2 page).
3. Induction and deduction definitions
4. 2 pictures: Operation Crossroads and the perfect American family ala 1950

• 5 observations and 1 claim for each.
• discussed the power of the ideal--and the inherent lie. There is no such thing as the perfect family.

5. Discussion of Creon's speech.

• Ultimatums must keep within power boundies unless they are bluffs.
• Power falls if the bluff gets called.
• Creon is the king of the living not the dead.
• He ties his power to the ultimatum (mistake).

6. Read the rest of scene 1

• Make 5 observations and 1 claim concerning the action in the scene.

Day 6: 11 January 2012

1. Examined two print ads and talked about how the rhetorical triangle applies.
2. Student's will summarize and analyze the purpose of each of the sections of his speech.
• We will read and discuss the speech aloud.
3. Quiz (open book and notes)

• Explain how the first section of the speech justifies Creon’s rule over Thebes to the old men.
• How does he define friendship in the second section? Explain why he would choose the public over the private.
• How does Creon set up his decision not to bury Polyneices?
• How does the fourth paragraph of his argument carry both hope and warning?
• Given the context of the speech (discussed yesterday), how does Creon give the people hope for the future and someone to blame for the past?

Day 5: 10 January 2012

1.       Return/ Finish Comma practice

2.       Journal: Why do we watch movies that we know are going to end badly?

3.       Do another set of sentences with the patterns
4. Assignment: 5. Greek Dramatic Conventions:

·         Make one claim about what kind of person Antigone is and support it with two pieces of text

·         Do the same for Ismene.

Example:

Claim: the Gods have cursed Oedipus' family.

Support:

• "[we have] already suffered enough / For the curse of Oedipus" (3)
• "Oedipus died, everyone hating him / For what his own search brought to light" (37-38).

·         Theatre shape

·         Personas

·         Play format: Episodes and Comment

·         Purpose of tragedy: Patho

Prep for scene 1:

• Rhetorical Triangle for the Speech
• New leader taking power after trauma (disgraced leader followed by civil war
• there is a lot at stake with the first speech

6. Begin reading if time.

Day 4: 09 January 2012

1. Remind them of Thursday's notes on Oedipus Background
2. Finish the back story to the beginning of Antigone
3. Read Prologue on own (1022-24)

• Quiz today on the notes and the Prologue

4. Finish List 1 Prefixes and suffixes

• Words and explanations
• Due at the end of class
• Quiz Friday

Day 3: 06 January 2011

Summer Reading Essay:

Discuss how a character goes on a journey and what that journey does to him.

Rubric:

https://docs.google.com/a/oconeeschools.org/document/d/1DprrDjpWv6liR3dyrbVljxtsrVV1IVQbAyUbGqAh2PE/edit?hl=en_US#

Finish Cognates from List 1 and turn it in.

Day 2: 05 January 2012

1. Summer Reading Multiple Choice Test

2. Journal: Explain something complex.

3. Notes on the Language Hierarchy: Letters-Syllables-Words-Phrases-Clauses-Sentences-Paragraphs-Works

• In order to understand how English works, we have to be able to break it down.

4. Brief Explanation of Roots and English

• Biology, probiotic, antibiotic, abiogenesis are all related through “bio”

5. Oedipus Notes:

• Fate. Sin is trying to escape.
• Oedipus story from birth to his killing Laius

6. One word and an explanation for each root:
https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYTA2ZjQ1YjYtYzBlMC00ZjNkLTlhY2YtMzFmMjM4NWZiMGNm&hl=en_US

• Bio: biology is the study of life

Day 1: 04 January 2012

1. Introductions
2. Policies, essays and grading
3. Notes on the Rhetorical Triangle
4. Diagnostic:

• https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBOWI2YThiMmMtMWM1OC00YmRhLThmMTgtMmZlNTRlZGEzOTY1&hl=en_US
• Dunkin Donuts ad

Sample:

https://docs.google.com/a/oconeeschools.org/viewer?a=v&pid=explorer&chrome=true&srcid=0B_CqpmMQoSLBYWExNzAzOTYtZmZhYS00NGJlLTlkMmUtM2E3MDM0MDAzM2Jk&hl=en_US