Finishing the play - putting the pieces together

Please head to the "Oedipus and Antigone" tab at the top of the page, and then click on "In-class explication work" for a description of today's activity.

Do you believe in fate? Do you control your own future?

We began the day with a thought experiment - if I gave you an envelope with your name on it, and told you it contained an exact description of what your life will be like ten years from now, would you open it? What would you do? How would the contents of the letter shape your actions?

We continued that with a short discussion about making predictions and the people who do that each day, from meteorologists to doctors to economists to sports analysts to college admissions officers (!). Then we discussed the question of how much control we have over our lives, and the other forces that might, from other people to God to chance to fate.

Lots to talk about early in the morning!

When we turned our attention to the play we saw how these questions appear for both Jocasta and Oedipus, both of whom were told predictions about the future and both of whom took actions to avoid them coming true: Jocasta tossed her newborn child onto the trackless mountain, Odeipus left Corinth to avoid killing his father. Good plan? Good effort?  We'll see...

Monday - STAR Testing

We are going to take the STAR reading test today. Please do your best on this reading comprehension test. Again, this is so I can understand how you read and learn. Do your best.

• ·         Click here to go to the link for the test.
• ·         For your username, use the same name you are logging into the Chromebooks and computers with.
• ·         Your password is your student ID number - but ONLY the number  - i.e. 120XXXX - if you are unable to gain access after TWO tries, please ask for help before trying a third time.
• ·         You will be presented with two choices - select STAR Reading
• ·         Sometimes, the system will request a “Monitor Password.” If this happens to you, the password is “admin”
• ·         If you are presented with a list of teachers, please select “Rigler”
• ·         Take the test! Do the best you can! 

Explications - Small Groups

Today you'll work with a small group to explore a section of the text. After you discuss last night's reading in a general sense, turn your attention to your assigned section. Re-read it together - several times, if possible. Then, use this handout about explications to guide your work. Here are the different aspects of the language you should explore, with special emphasis on the highlighted ones:

1. Literal content: this should be done as succinctly as possible. Briefly describe the sketetal contents of the passage in one or two sentences. Answer the journalist's questions (Who? What? When? Where? Why?) in order to establish character/s, plot, and setting as it relates to this passage. What is the context for this passage?
2. Figurative Language. Examine the passage carefully for similes, images, metaphors, and symbols. Identify any and all. List implications and suggested meanings as well as denotations. What visual insights does each word give? Look for multiple meanings and overlapping of meaning. Look for repetitions, for oppositions.
3. Diction. Word choice.  Look at all the meanings of the key words. Look up the etymology of the words. Do not assume you know the depth or complexity of meaning at first glance. Use the dictionary.  Do dictionary meanings establish any new dynamic associations with other words? What is the etymology of these words? Develop and question the metaphoric, spatial sense of the words. Can you see what the metaphoric words are suggesting?
4. Structure. What is the significance of such a form? Does the form contribute to the meaning?
5. Style. Look for any significant aspects of style—parallel constructions, antithesis, etc. Look for patterns, polarities, and problems.
6. Characterization. What insight does this passage now give into specific characters as they develop through the work? Is there a persona in this passage?
7. Tone. What is the tone of the passage? How does it elucidate the entire passage? Is the tone one of irony? Sentimental? Serious? Humorous? Ironic?
8. Context: If your text is part of a larger whole, make brief reference to its position in the whole.
9. Theme: A theme is not to be confused with thesis; the theme or more properly themes of a work of literature is its broadest, most pervasive concern, and it is contained in a complex combination of elements. In contrast to a thesis, which is usually expressed in a single, argumentative, declarative sentence and is characteristic of expository prose rather than creative literature, a theme is not a statement; rather, it often is expressed in a single word or a phrase, such as "love," "illusion versus reality," or "the tyranny of circumstance." Generally, the theme of a work is never "right" or "wrong." There can be virtually as many themes as there are readers, for essentially the concept of theme refers to the emotion and insight which results from the experience of reading a work of literature.

How to read a play

"nice pants"

We started today with a discussion of the different ways to say these words - and the different meanings you could create with your voice. After that, we acted out a series of scenes using the same script, but different characters. We discussed how various factors influence the meaning of the words:

• Voice - tone, pace, volume, emotion, inflection, accent, enunciation
• Body - facial expressions, body movements, characters moving around the space and in relation to each other
• Space - Props, setting, scenery, furniture
• Characters - how they see themselves / how others seen them

Then it was time for our first look at Oedipus. We read the first 13 lines of the play carefully, moving toward an explication of it.

Introduction to Oedipus

Signing up for turnitin.com

• 1st period - code is "oedipus" - class ID is 13297055
• 2nd period - code is "antigone" - class ID is 13297095

Explications

Children's Books and a Survey

Happy Tuesday!

Here is the short essay assignment about your children's book

• Children's Book Essay

Please take some time to complete this survey:

• Questionnaire for Senior English

Happy Monday!

Today we shared hashtags then made up stories about our summers.
I read Dr. Seuss's Green Eggs and Ham to you. We talked about potential different meanings of the story, from the importance of trying to things to succumbing to peer pressure.

For tomorrow, you will bring in a children's book of your own - a book you loved or was important to you for whatever reason. If you can't find the physical book, do your best to find a version of it on line. You will read from it and talk about it in class tomorrow as a way to introduce yourself and help each of us get to know you.

Also, please be sure to buy a copy of Oedipus & Antigone to have in class for Wednesday.
In addition, please be sure to bring a charged chromebook, notebook, and pen to class each day.

See you tomorrow!

Welcome to senior year!

Happy Monday!
I am looking forward to meeting you all soon during our first day of class for your senior year!