Tag Archive for teen angst

It’s figuratively Wednesday

Welcome back to midweek, everyone! So close to summer break I can taste it!

Standard: RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

Learning Target: Students will read and understand the poem “Jocasta,” then go on a scavenger hunt for literary devices.

Activator: Weezer – (If You’re Wondering If I Want You To) I Want You To

First things first: let’s learn some figurative language!!! I’ve got a cool powerpoint that goes over thirteen literary devices and their meanings, along with examples. We’re going to start off today with taking some quick notes on these (they should be, mostly, review!) and then we’re going to find some examples of these devices in poetry!!

So, as we read Oedipus, the play focused on the main character and his reactions and feelings. But here’s a question for you guys – what do you think about Jocasta? She was totally innocent in all this…well, sort of, she did give her baby up to be killed… but for the most part, she didn’t really do anything wrong, right? So today, we’re going to look at things from Jocasta’s point of view.

I’ll give every table 2 copies of the poem “Jocasta” by Ruth F. Eisenberg. One of your copies will have a pink highlighted part and the other copy will have a green highlighted part.

I want you to nominate one reader from your table to be Jocasta. She will read the pink highlighted part. The rest of you will read as the Chorus, on the green highlighted part.

These two parts alternate in the poem to tell the complete story of Oedipus from Jocasta’s point of view. What do you guys think of this? How do you feel about things as Jocasta saw them, since she was totally innocent in all this? Or..was she?

After we finish our reading, we’re going to do a li’l’ scavenger hunt! Excited? I know I am, wooo!!!

We have studied thirteen literary devices. I would like you to find examples of ten in “Jocasta.” You can work with your group. All thirteen devices are present in the poem, but you will only need to find 10. Write the name of the device and the example down from the poem on a sheet of notebook paper numbered 1-10. For example, you might write “1. Metaphor – “My life is a toad.””

Done With Oedipus Already? Cool!

Standard: RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: Students will finish reading Oedipus and write an impromptu essay about the play.

Activator: Six Word Memoirs, Fall 2012

Welcome back to class, everyone! I hope your week has started off well :)

Today we’re going to finish reading Oedipus the King, the same way we’ve been reading it so far. Afterwards, I’d like you guys to do a short writing assignment before we review our figurative language. Here’s the deal, and… guess what! You have a choice!!

Option A: Pretend you are Oedipus. Before you blind yourself, write a letter to the people of Thebes explaining what has happened. Do you feel guilty? Should you have listened to the prophet? What advice do you have for the people you used to rule? How are you going to punish yourself for what you’ve done and why? Give me 2-4 paragraphs, and don’t forget to put it in letter format!

Option B: We talked several times about the tragic flaw in Oedipus, which, in this case, was hubris. Hubris is an extreme pride and way of thinking that you’re better than everyone else or exempt from the same restraints as everyone else. How would the story of Oedipus differed if he had not had this tragic flaw? Write a  summary in 2-4 paragraphs where you explain how Oedipus the King would have turned out if he had not had this tragic flaw.

You guys will have about half an hour to do this, depending on how long it takes us to read. After we finish writing, we’ll do a quick review of our iambic pentameter and some six word memoirs!!. That’s Tuesday! Tomorrow…more poetry!

Can we start the end-of-the-year countdown yet?

Welcome back after your weekend, everyone! Only two more weeks, then finals, then summer break! We’re almost there!

Standard: RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: Students will continue their reading of Oedipus the King, review their literary device vocabulary, and then work on a 6-word memoir.

Activator: Osborne 10th Lit 2011-2012 6-Word Memoirs, set to “We are Young”  by Fun.

So, today we’re going to dive right back into Oedipus after we finish our daily video. Today we have Jocasta, Messenger, Oedipus, Herdsman, and everyone else will read as the Chorus. We’re reading the first scene of part II today, which runs from page 503 in your book to page 512. Remember, everyone reads as the Chorus, so let’s all do it together!

After we finish this, we’re going to learn about iambic pentameter! YAY!!!! There’s this cool PowerPoint I’ve got, and you all don’t even need to take notes on it, because when we finish it you get to make your SONNET into iambic pentameter!! Here’s a tip: generally, if you put your sonnet to 10 syllables a line, it’ll just naturally be pretty close to iambic, and it’ll definitely be pentameter.

Finally, we’re going to do six word memoirs. This is probably my favorite assignment all year! Here’s the deal: You’re going to write a story using exactly six words. Legend has it, famous author Ernest Hemmingway was given a challenge: Tell a story in 6 words or less. His answer? “For sale: baby shoes, never worn.” Tells a whole story, doesn’t it? So now, I challenge you to do the same thing. The video we watched earlier contained six word memoirs from my classes last year. Today you’ll work on writing those memoirs, and on the Monday of finals week, our daily video will be created by me, out of all of your memoirs. Yay!

That’s all we have for today, everyone, so have an awesome day and I’ll see you tomorrow!

Teenagers have such a hard Friday…

Standard: RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Learning Target: Students will demonstrate their knowledge of vocabulary on a short quiz, read an article about teenagers, and then finish composing their sonnet.

Activator: Nirvana – Smells Like Teen Spirit

Today we’ve got two things on the docket. The first is reading this cool article that talks about how teenagers have a harder life than their parents did. We’re going to use a new way of reading this where I give all of you a copy of the article and ask you to mark the margins with the following symbols (and how many of each):

  • Put a * next to anything you think would be worth discussing with the class. (3)
  • Put a ? next to anything that confuses you or that you have questions about. (2)
  • Put a ! next to any statement with which you strongly agree. (1)
  • Put a X next to any statement with which you strongly disagree.(1)

Then we’ll discuss what you needed discussed, answer questions, and see if we, as a group, fall into an agreement or disagreement category.

Afterwards, we need to work on our sonnets. I have a lovely little sonnet worksheet for you guys that outlines everything we need to do. Most of you are still seriously struggling with this, so hopefully this worksheet will help you out.  If you happen to have already finished and your poem is in perfect iambic pentameter, then just copy it over onto your worksheet and read ahead in Oedipus for next week.

English or Italian Thursday!

Standard: RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning target: Students will continue to compose their own sonnets and read Oedipus the King.

Activator: B.O.B. – Airplanes

Welcome back! Did you guys enjoy the movie yesterday? Yes, yes, we will finish it up…

Anyway, today we’re reading the rest of part 1 of Oedipus, which we started yesterday, and we’ll read in the same format we did yesterday as well. How are you guys liking the story so far? I’ve seen a lot of disgusted/intrigued faces as we were reading this week 😀

After we finish the first part of the play, I want to teach you guys about Italian sonnets. This is a different style of sonnet than we talked about on Tuesday, but it’s still a sonnet and so it still has 14 lines. The sonnet I’m asking you guys to write – your baby momma drama sonnet – can be either English or Italian, whichever you prefer 🙂 When I get my sonnet composed, I’ll share it with you! You’ll have more time to work on this tomorrow, but try and get done what you can today so that tomorrow it’s not so hard to fiddle with it until it’s in iambic pentameter…what’s that? Ooooh, y’all are gonna have fun tomorrow!! :D:D