Today, Andrew and I completed the second half of Warm-Up #2, "Calisthenics for the Brain." We continued reading, "The Guilty Party," discussing, analyzing, and answering the guiding questions.
Today, Andrew and I continued reading, "The Guilty Party," checking for comprehension, and answering the guiding questions. We discussed character development of the father, Liz, and Kid. We discussed symbolism of the street outside the father's house, and how this symbolism may predict future events in the story.
Today, Andrew and I began the lesson with the first exercise unit in "Calisthenics for the Brain." We then continued reading, discussing, and answering the guiding questions from our short story, "The Guilty Party."
Today, Sam and I completed our notes and videos on literary devices. We then moved onto studying the short story on commonlit.org, "The Guilty Party" by O. Henry. We discussed how this story addresses the theme of culpability for murder and suicide, which are both themes in Othello. We began reading, checking for comprehension, and completing guiding questions as we read.
Today, Andrew and I continued discussing and taking notes on our literary elements videos. We discussed figurative language, tone and mood, symbolism and theme.
Today, Andrew and I began our unit on Shakespeare and Othello with a study of literary devices. We viewed short videos on the following literary devices, took notes, and discussed: setting, symbolism, figurative language, tone and mood.
Today, Andrew and I completed our study of "Archie the Archetype," the 12 character archetypes and hero's journey stages. We identified which archetype each character in the story represents, and which stage of the hero's journey is depicted throughout the plot of the story.
After reviewing Joshua's homework answers, and offering suggestions , we studied the next essay exercise on "The Canterbury Tales." I first provided a topic sentence/thesis that was a simple restatement of the question and explained why this example ,while perhaps adequate, was too generic and offered no insight. I then provided example #2 that included a "how" element but did not explain "why" the author chose the style or technique employed.Last, I explained why the essay writer needs to elaborate on "how and why" .We each then drafted introductory sentences to the essay which we then discussed ,noting how the final version was a vast improvement over the first example. Essay due Thursday.
Today, Andrew and I read Archie the Archetype story, discussing the following archetypes: Archie/hero and everyman, Mr. Mittens/ally, sage and jester, Waznack/magician and mentor, the king/ruler, Princess Petra/caretaker, Peter/outlaw.
We analyzed the multilevel exemplum of the "Pardoner's Tale" first focusing on the tale's surface lesson that greed is the root of evil. We discussed the irony of this message given the Pardoner's self pronounced greed in selling pardons. From there ,we examined the personification of Death and how the the revelers' conspiracy to "kill Death" as personified constituted a denial of human mortality and hence the sin of hubris, which I defined. Joshua did well in explaining why the elevated diction was appropriate .Last, we discussed suggested revisions to Joshua's recent essay which he will work on this weekend.
