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Hello World Travelers!   Welcome to your senior year. I hope you had a fantastic summer. This is the online notes platform we will be using all year. All notes and assessments will be posted here in inverse chronological order, listing future dates at the top and our first day of class at the bottom. You should think of this notes page as the "schedule" part of your course syllabus. You are responsible for everything listed here, even and especially if you've decided not to read it.  


6/8:  Optional Video Chat:  If you'd like to chat, please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.


6/1:  Optional Video Chat:  If you'd like to chat, please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.

5/20:  Optional Video Chat:  I noticed that none of you have AP Tests on this day!  So let's get together again!  If you'd like to chat, please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.

5/19:  Optional Video Chat:  Let's get together!  If you'd like to chat, please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.

5/18:  Woman Warrior Essay Proposal Due by 9:59 PM (20 points):  The Woman Warrior Essay Proposal should include the full Introductory Paragraph (300 words minimum) for your essay as well as all of the Topic Sentences that will appear at the beginnings of your 4 body paragraphs (50 words minimum).  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment.   

5/14:  By 5PM on this day, email me the TWO DISTINCT heroic values/qualities you have identified in EACH of the TWO WOMAN WARRIOR TEXTS you have chosen (5 points).  By "distinct," I mean that they should be distinct from each other; there should be no overlap between the two qualities, as such overlap would raise questions about what kinds of evidence should go in which paragraph.

D Period, 5/13:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 1:   1) Read through the presentation in its entirety, which focuses on “Chocolate.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 1-24.  If your last name begins with the letters G through M, you will comment on slides 25-48.   If your last name begins with the letters N through Z, you will comment on slides 49-72.  3) BY 5PM ON WEDNESDAY, 5/13, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 1:  Each member of Group 1 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).  NOTE:  If you have an A.P. test on this day, or if you have one tomorrow, you are exempt from this assignment as long as you have already sent me an email in which you have listed the A.P. exams you are taking and the dates you are scheduled to take them.

G Period, 5/13:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 1:   1) Read through the presentation in its entirety, which focuses on “Chocolate.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 1-25.  If your last name begins with the letters L through N, you will comment on slides 26-50.   If your last name begins with the letters O through Z, you will comment on slides 51-77.  3) BY 5PM ON WEDNESDAY, 5/13, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 1:  Each member of Group 1 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).  NOTE:  If you have an A.P. test on this day, or if you have one tomorrow, you are exempt from this assignment as long as you have already sent me an email in which you have listed the A.P. exams you are taking and the dates you are scheduled to take them.

5/12:  Please read closely the document called “Woman Warrior Essay” (under “Files”).  Then begin brainstorming a list of the heroic values/qualities you are considering writing about for the two Woman Warrior texts you have chosen.  Ultimately, you will analyze two distinct heroic values/qualities in each text.

5/11:   Kapur group members have two assignments due on this day:  1) By 5PM on this day, someone from each Kapur group should email a PDF attachment (not a link to Google Docs) of their PowerPoint presentation to mlorenz[at]sfponline.org and to the other members of their group (50 points).  2) In addition, by 10PM on this day, each Kapur group member should email a Word document or PDF attachment of their "Kapur Presentation Notes" to the same address (20 points).  This supplement will take the place of the in-person presentation component of the PowerPoint project, and it should expand upon and offer researched and/or explanatory support for claims in the brief bullet points in your PowerPoint slides.  After you have, as a group, sent me your PowerPoint, each group member will have a few additional hours to finalize, polish up and email me this accompanying Word document. Formatting Directions for "Presentation Notes":  Within the Word document, the number and full text of each slide you created should be in boldface.  After each bullet point, you should include text that is not in boldface, expanding upon the point made in the bullet point. Students who are NOT presenting on Kapur this week have a different assignment:  By 5PM on this day, all students who are not presenting on Kapur should write IN YOUR OWN WORDS and go to Turnitin.com to submit a summary of 500 words or more (20 points), describing the plot of “Chocolate.”   The name of the assignment on Turnitin.com will be “Kapur Summary.”  Optional Video Chat:  If you’d like to chat about anything at all – what you’re reading, what you’re presenting on, or whatever’s on your mind – please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.



 

5/8:  Groups 1 should work on its Kapur PowerPoint presentation.   Groups 2 through 7 should read Kapur’s “Chocolate” (listed under “Files” on the course webpage).  

D Period, 5/7:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 2:   1) Read through the presentation in its entirety, which focuses on p. 19-21 and p. 45-53 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 26-51.  If your last name begins with the letters G through M, you will comment on slides 52-76.   If your last name begins with the letters N through Z, you will comment on slides 1-25.  3) BY 5PM ON THURSDAY, 5/7, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 2:  Each member of Group 2 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 5/7:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 2:   1) Read through the presentation in its entirety, which focuses on p. 19-21 and p. 45-53 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 18-34.  If your last name begins with the letters L through N, you will comment on slides 35-52.   If your last name begins with the letters O through Z, you will comment on slides 1-17.  3) BY 5PM ON THURSDAY, 5/7, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 2:  Each member of Group 2 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

D Period, 5/6:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 3:   1) Read through the presentation in its entirety, which focuses on p. 33-45 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 53-77.  If your last name begins with the letters G through M, you will comment on slides 1-26.   If your last name begins with the letters N through Z, you will comment on slides 27-52.  3) BY 5PM ON WEDNESDAY, 5/6, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 3:  Each member of Group 3 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 5/6:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 3:   1) Read through the presentation in its entirety, which focuses on p. 33-45 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 33-49.  If your last name begins with the letters L through N, you will comment on slides 1-16.   If your last name begins with the letters O through Z, you will comment on slides 17-32.  3) BY 5PM ON WEDNESDAY, 5/6, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 3:  Each member of Group 3 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

D Period, 5/5:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 4:   1) Read through the presentation in its entirety, which focuses on p. 21-33 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 1-21.  If your last name begins with the letters G through M, you will comment on slides 22-42.   If your last name begins with the letters N through Z, you will comment on slides 43-63.  3) BY 5PM ON TUESDAY, 5/5, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 4:  Each member of Group 4 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 5/5:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 4:   1) Read through the presentation in its entirety, which focuses on p. 21-33 of “White Tigers.”  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 1-17.  If your last name begins with the letters L through N, you will comment on slides 18-34.   If your last name begins with the letters O through Z, you will comment on slides 35-55.  3) BY 5PM ON TUESDAY, 5/5, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.   IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 4:  Each member of Group 4 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

5/4:  Kingston group members have two assignments due on this day:  1) By 5PM on this day, someone from each Kingston group should email a PDF attachment (not a link to Google Docs) of their PowerPoint presentation to mlorenz[at]sfponline.org and to the other members of their group (50 points).  2) In addition, by 10PM on this day, each Kingston group member should email a Word document or PDF attachment of their "Kingston Presentation Notes" to the same address (20 points).  This supplement will take the place of the in-person presentation component of the PowerPoint project, and it should expand upon and offer researched and/or explanatory support for claims in the brief bullet points in your PowerPoint slides.  After you have, as a group, sent me your PowerPoint, each group member will have a few additional hours to finalize, polish up and email me this accompanying Word document.  Formatting Directions for "Presentation Notes":  Within the Word document, the number and full text of each slide you created should be in boldface.  After each bullet point, you should include text that is not in boldface, expanding upon the point made in the bullet point. Students who are NOT presenting on Kingston this week have a different assignment:  By 5PM on this day, all students who are not presenting on Kingston should write IN YOUR OWN WORDS and go to Turnitin.com to submit a summary of 500 words or more (20 points), describing the plot of p. 33-45 of “White Tigers.”   The name of the assignment on Turnitin.com will be “Kingston Summary.”  Optional Video Chat:  If you’d like to chat about anything at all – what you’re reading, what you’re presenting on, or whatever’s on your mind – please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.


 

5/1:  Groups 2 through 4 should work on their Kingston PowerPoint presentations.  Group 1 and groups 5 through 7 should read Kingston’s “White Tigers” (listed under “Files” on the course webpage).  

D Period, 4/30:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 5:   1) Read through the presentation in its entirety, which focuses on Scene 4, Ode 4, Scene 5, Paean and Exodos of Antigone by Sophocles (p. 18-29).   2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 23-43.   If your last name begins with the letters G through M, you will comment on slides 44-64.  If your last name begins with the letters N through Z, you will comment on slides 1-22.  3) BY 5PM ON THURSDAY, 4/30, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 5:  Each member of Group 5 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 4/30:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 7:   1) Read through the presentation in its entirety, which focuses on Scene 4, Ode 4, Scene 5, Paean and Exodos of Antigone by Sophocles (p. 18-29).   2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 17-32.   If your last name begins with the letters L through N, you will comment on slides 33-49.  If your last name begins with the letters O through Z, you will comment on slides 1-16.  3) BY 5PM ON THURSDAY, 4/30, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 5:  Each member of Group 5 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

D Period, 4/29:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 6:   1) Read through the presentation in its entirety, which focuses on Scene 2, Ode 2, Scene 3 and Ode 3 of Antigone by Sophocles (p. 9-18).  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 26-38.   If your last name begins with the letters G through M, you will comment on slides 1-12.  If your last name begins with the letters N through Z, you will comment on slides 13-25.  3) BY 5PM ON WEDNESDAY, 4/29, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 6:  Each member of Group 6 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 4/29:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 6:   1) Read through the presentation in its entirety, which focuses on Scene 2, Ode 2, Scene 3 and Ode 3 of Antigone by Sophocles (p. 9-18).  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 36-52.   If your last name begins with the letters L through N, you will comment on slides 1-17.  If your last name begins with the letters O through Z, you will comment on slides 18-35.  3) BY 5PM ON WEDNESDAY, 4/29, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).   Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 6:  Each member of Group 6 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

D Period, 4/28:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 7:   1) Read through the presentation in its entirety, which focuses on the Prologue, Parados, Scene 1 and Ode 1 of Antigone by Sophocles (p. 1-9).  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through F, you will comment on slides 1-22.  If your last name begins with the letters G through M, you will comment on slides 23-44.  If your last name begins with the letters N through Z, you will comment on slides 45-65.   3) BY 5PM ON TUESDAY, 4/28, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 7:  Each member of Group 7 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).

G Period, 4/28:  READ THESE DIRECTIONS IN THEIR ENTIRETY BEFORE YOU DO ANYTHING.  Here’s your assignment for today IF YOU ARE NOT IN GROUP 7:   1) Read through the presentation in its entirety, which focuses on the Prologue, Parados, Scene 1 and Ode 1 of Antigone by Sophocles (p. 1-9).  2) Take note of the slides I’m asking you to comment on:  If your last name begins with the letters A through K, you will comment on slides 1-20.  If your last name begins with the letters L through N, you will comment on slides 21-40.  If your last name begins with the letters O through Z, you will comment on slides 41-60.   3) BY 5PM ON TUESDAY, 4/28, CITING THE NUMBER OF THE SLIDE(S) YOU HAVE IN MIND, go to Google Classroom and post in the stream for this assignment ONE QUESTION this presentation provoked, AND/OR ONE FACT that you learned from the presentation and how this fact added to something you already knew.  IMPORTANT NOTE:  At the beginning of your comment, you should say, “Per Slide #[__]:” (5 points).  Here’s your assignment for today IF YOU ARE ONE OF THE PRESENTERS IN GROUP 7:  Each member of Group 7 should respond on Google Classroom to the questions and comments of fellow classmates, TAKING PARTICULAR CARE TO RESPOND TO ALL QUESTIONS/COMMENTS THAT REFER TO SLIDES YOU HAVE CREATED (20 points).


4/27:  Sophocles group members have two assignments due on this day:  1) By 5PM on this day, someone from each Sophocles group should email a PDF attachment (not a link to Google Docs) of their PowerPoint presentation to mlorenz[at]sfponline.org and to the other members of their group (50 points). 2) In addition, by 10PM on this day, each Sophocles group member should email a Word document or PDF attachment of their "Sophocles Presentation Notes" to the same address (20 points).  This supplement will take the place of the in-person presentation component of the PowerPoint project, and it should expand upon and offer researched and/or explanatory support for claims in the brief bullet points in your PowerPoint slides. After you have, as a group, sent me your PowerPoint, each group member will have a few additional hours to finalize, polish up and email me this accompanying Word document.  Formatting Directions for "Presentation Notes":  Within the Word document, the number and full text of each slide you created should be in boldface.  After each bullet point, you should include text that is not in boldface, expanding upon the point made in the bullet point.  Students who are NOT presenting on Sophocles this week have a different assignment:  By 5PM on this day, all students who are not presenting on Sophocles should write IN YOUR OWN WORDS and go to Turnitin.com to submit a summary of 500 words or more (20 points), describing the plot of Scene 4, Ode 4, Scene 5, Paean and Exodos of Antigone by Sophocles (p. 18-29).  The name of the assignment on Turnitin.com will be “Sophocles Summary.”  Optional Video Chat:  If you’d like to chat about anything at all – what you’re reading, what you’re presenting on, or whatever’s on your mind – please go to Google Classroom and click the Google Meets link. The Optional Video Chat for D period will take place from 2 to 2:30, and the Optional Video Chat for G period will take place from 2:30 to 3.


 

4/23:  Groups 5 through 7 should work on their Sophocles PowerPoint presentations.  Groups 1 through 4 should continue work on their presentations and read Sophocles’s Antigone (listed under “Files” on the course webpage).  Also, by 5PM on this day, each of you should have sent an email to mlorenz[at]sfponline.org with the Subject:  A.P. Tests, stating either that you are taking no A.P. Tests in May or listing the A.P. Tests you are taking in May, including the name of the text, the date of the test, and the name of the teacher (5 points).

4/22:  Groups 5 through 7 should work on their Sophocles PowerPoint presentations.  Groups 1 through 4 should continue work on their group presentations and read Sophocles’s Antigone (listed under “Files” on the course webpage).  Also, by 5PM on this day, (1) each student should have signed up for our class section on Google Classroom. To all my D period WLH students, our Class Code is edreguu.  To all my G period WLH students, our Class Code is hiecrsd.  Google Classroom will provide each of us with a useful way to interact with each other and comment on the engaging PowerPoint presentations each of you will be preparing and sharing with your class in the coming weeks (5 points), and (2) each group should have sent an email to mlorenz[at]sfponline.org and to all members of the group, listing the text or text section you are assigned as well as the genres and themes you currently plan to discuss in your PowerPoint presentation.

4/21:  By 5PM on this day, each of you should write IN YOUR OWN WORDS and go to Turnitin.com to submit a summary of 500 words or more (20 points), describing the plot of the text or text section upon which you and your fellow group members will be creating your PowerPoint.  In the summary, you should only summarize the part of Antigone you are assigned, or the part(s) of “White Tigers” you are assigned, or “Chocolate.”  The name of the assignment on Turnitin.com will be “Group Presentation Summary.”  

4/20:  Final Draft of Cultural Research Essay Due (100 points).   Before 9:59PM on Monday, 4/20, please make sure that you submit your Cultural Research Essay on turnitin.com. Parenthetical Citation Directions:  Remember that each body paragraph should rely on at least one source, whether it be primary or secondary.  Identify each source within the text of your essay by placing the author's last name and (if available) the page number in parentheses.  If you use a primary source, the last name of the person interviewed should appear in parentheses.  Works Cited Directions:  At the end of the essay, you should include a “Works Cited” page.  On it, your sources should be alphabetized by the author’s or primary source’s last name.  The standard MLA format for citations is as follows:  Smith, John.  Title in Italics.  City of Publication:  Publisher, Year of Publication.  Plagiarism Warning:  This is a research paper, but it is not an excuse to plagiarize.  Let me be very clear:  If your essay contains even a phrase from another source, it should appear in quotation marks, and it should be accompanied by a parenthetical citation.   If you cite a text and place identical or nearly identical words from it into your essay without using quotation marks, you have plagiarized.  Please comb through your essay before submitting it, making sure you have not plagiarized any part of it.  OFFICE HOURS:  If you’d like to chat about anything at all – what you’re reading, what you’re writing, what you’re presenting on, or whatever’s on your mind – please visit my office hours!  Mondays, 2-3PM.  Join Hangouts Meet:  meet.google.com/krt-bchy-nqm

 


4/17:  Continue work on your PowerPoint presentations.   Within each group, you should divide the items assigned to each group in the "Sophocles Presentations Should," "Kingston Presentations Should," or "Kapur Presentations Should" documents (under "Files").  Assign each member of your group a number (1 through 4 in groups of 4, or 1 through 3 in groups of 3), and then you should go through the list in order, assigning each person an item based on his or her assigned number.  

4/16:  Each group should begin work on its PowerPoint presentation using Google Slides.  I would recommend using Zoom to chat as a group, go over the "Women Warrior Presentation Project" directions, brainstorm about the pages your group is assigned, and dividing brainstormed topics equally among the people in your group.  In dividing brainstormed topics, your goal should be for each group member to contribute a comparable amount of slides in each category.  For example, your goal should be to brainstorm at least one or two "genre" slide topics for each member of your group; at least two or three "theme" slide topics for each member of your group, etc.

4/15:  Group 1 should FINISH READING the entirety of "Chocolate" by Manju Kapur as well as the Prologue, Parados, Scene 1, Ode 1, Scene 2 and Ode 2 of Antigone by Sophocles (p. 1-14).  Groups 2, 3 and 4 should FINISH READING the entirety of “White Tigers” by Maxine Hong Kingston.  Groups 5, 6 and 7 should FINISH READING the entirety of Antigone by Sophocles.  NOTE 1:   These texts are all listed under “Files” on our course webpage, labeled as “Kapur (2001),” “Kingston (1976),” and “Sophocles (450BC).”

4/14:  Group 1 should BEGIN READING the entirety of "Chocolate" by Manju Kapur as well as the Prologue, Parados, Scene 1, Ode 1, Scene 2 and Ode 2 of Antigone by Sophocles (p. 1-14).  Groups 2, 3 and 4 should BEGIN READING the entirety of “White Tigers” by Maxine Hong Kingston.  Groups 5, 6 and 7 should BEGIN READING the entirety of Antigone by Sophocles.  NOTE 1:   These texts are all listed under “Files” on our course webpage, labeled as “Kapur (2001),” “Kingston (1976),” and “Sophocles (450BC).”

 

 

4/8:  Assemble your introduction and four body paragraphs into one document, write your conclusion, and proofread and copyedit the document for continuity and clarity.

4/7:  CRE Body Paragraph 4 Due (10 points):  Work on the fourth body paragraph (250 words minimum) of your Cultural Research Essay.  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment.

4/6:  CRE Body Paragraph 3 Due (10 points):  Work on the third body paragraph (250 words minimum) of your Cultural Research Essay.  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment.

 

 

4/3:  CRE Body Paragraph 2 Due (10 points):  Work on the second body paragraph (250 words minimum) of your Cultural Research Essay.  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment.

 

 

4/2:  CRE Body Paragraph 1 (10 points):  Work on the first body paragraph (250 words minimum) of your Cultural Research Essay.  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment.

 

 

4/1:  1) Before submitting your CRE Proposal on Turnitin today, make sure you view the assignment posted under "Argumentative Essay 1" and read closely the detailed feedback I provided to help you with argumentative writing in the future.  My feedback should be immediately visible when you open your essay.  If for some reason you do not see my feedback, email me at mlorenz[at]sfponline.org to let me know.  2) CRE Proposal Due by 9:59 PM (20 points):  The CRE Proposal is both the Introductory Paragraph (250 words minimum) and the 4 Topic Sentences for your Cultural Research Essay.  Please read closely the document called “Cultural Research Essay” (under “Files”). Then get to work on your proposal, which should include the full Introductory Paragraph for your essay as well as all of the Topic Sentences that will appear at the beginnings of your 4 body paragraphs.  Submission Directions:  By 9:59 PM on this date, submit the assignment on Turnitin.com in the appropriate class section (D period or G period) and under the appropriate assignment. 

 

 

3/31:  Begin work on your CRE Proposal, emailing me at mlorenz[at]sfponline.org with any questions that you have.  I’d be happy to chat electronically about the custom you’re considering as the focus of your essay.


 

3/30:  Grading day.  No assignments on this day.

 

3/27:  Grading day.  No assignments on this day.

 

3/26:  Optional Marquez Assignment Due (worth 20 points and up to 5 bonus points for those who do an excellent job):  Identify A MINIMUM OF FIVE CHARACTERS who are NOT IN THE VICARIO FAMILY whom you believe are partly to blame for the death of Santiago Nasar, and write A MINIMUM OF FIVE WELL DEVELOPED SENTENCES explaining the reasons for your suspicions.  Each of your analyses should contain A MINIMUM OF ONE QUOTATION AND PARENTHETICAL CITATION FROM THE NOVEL, and remember that sentences you quote from the text do not count toward the five-sentence minimum length.  Submission Directions:  Before 11:59PM on this day, please make sure that you submit the “Optional Marquez Assignment” on turnitin.com.

 

 

3/25:  Your assignment for today is to finalize and submit your work on the Marquez pages you have been assigned.  If on your assigned pages you find something that you think might be a custom, include it in your list; a ton of things can be labeled as customs (or cultural practices). OFFICIAL RULE:  IN MY EXPERIENCE, EVERY PAGE IN THIS NOVELLA PORTRAYS AT LEAST 2 CUSTOMS, SO YOUR SUBMISSIONS SHOULD ULTIMATELY INCLUDE A MINIMUM OF 6 CUSTOMS. MORE ARE ENCOURAGED!  Once you have identified all the customs that your page references, then you should 1) give the custom a name, 2) record the quote that shows it, 3) provide a parenthetical citation, 4) explain in full sentences whether you think this custom still persists in Columbia and/or in the world today, and 5) explain in full sentences your opinion about whether this custom should persist.  For example, is there any thing about the custom that you find troubling, problematic or morally questionable? Make sure to save your work in Word or some other word processing software.  Submission Directions:   Before 11:59PM on this day, you should submit your analysis of customs by adhering closely to the following instructions:

  1. Open your SFP email account and start a “New Message.”
  2. In the “To” space, type mlorenz@sfponline.org.
  3. In the “Subject” space, type your class period followed by the number beside your name on the “D” or “G Period Page Assignments for Customs in Marquez” file.  For example:  G 17.   (FYI:  Knowing your period and number will make it easier for me to compile the list of customs for each class.)
  4. Next, copy and paste your analyses of customs into the body of the email, making sure that your analyses are formatted according to this model:

Page Number in Bold:  Custom Name:  “Quote” (Author Space Page Number).

The Word “Account” in Bold:  In full sentences, state where and how the custom persists today.   You can certainly do some research on this point and include it.

The Word “Opinion” in Bold:  In full sentences, explain your opinion about this custom.

For example:

2:  Dream Interpretation:  “She had a well-earned reputation as an accurate interpreter of other people’s dreams, provided they were told her before eating…” (Marquez 2).

Account:  The art and science of dream interpretation yada yada yada.

Opinion:  While dream interpretation once fell to religious leaders, today it is integral to the practice of psychotherapy for many therapists and their clients.  Its beneficial effects yada yada yada.       

 

 

3/24:  Read chapter five (p. 57-71) of Marquez (which is listed under "Files").  Learning Objectives: As you read, keep an eye out for local customs that Marquez portrays, which could serve as a basis of your Cultural Research Essay. 

 

3/23:  Final Draft of Narrative Essay 2 Due (100 points). Before 11:59PM on Monday, 3/23, please make sure that you submit Narrative Essay 2 on turnitin.com.

3/20:  Your assignment for today is to continue work on the Marquez pages you have been assigned.  If on your assigned pages you find something that you think might be a custom, include it in your list; a ton of things can be labeled as customs (or cultural practices).  Once you have identified all the customs that your page references, then you should 1) give the custom a name, 2) record the quote that shows it, 3) provide a parenthetical citation, 4) explain in full sentences whether you think this custom still persists in Columbia and/or in the world today, and 5) explain in full sentences your opinion about whether this custom should persist.  For example, is there any thing about the custom that you find troubling, problematic or morally questionable? Make sure to save your work in Word or some other word processing software.  We will continue work on this in days to come and when you have finished your analysis of all three pages, you will submit them to me.

3/19:  Read chapter four (p. 43-56) of Marquez (which is listed under "Files").  Learning Objectives: As you read, keep an eye out for local customs that Marquez portrays, which could serve as a basis of your Cultural Research Essay. 

3/18:  Some of you have expressed interest in receiving further feedback on Narrative Essay 2 from your workshop group.  I'm in a monthly writing workshop, and we use Google Hangouts as an app to facilitate the conference call.  Google Hangouts might be useful for you and your workshop group if there were 1 or 2 students in each group who would benefit from further feedback before submitting Narrative Essay 2, which is now due on Monday, 3/23.  So I need for each of you to ask yourself the following two-part question:  Have you made significant changes to your narrative since you workshopped it, and if so, would you be interested in sharing the revised draft of your narrative with your group before submitting the final draft to me?  If your answer to both parts of the question is 'yes,' your assignment for today is as follows:  By 5PM today, email me and your fellow group members your revised narrative as an attachment (not as a link). If the right number of students show an interest in receiving additional feedback, I might be able to fold it into our schedule for this week. 

3/17:  Click on "Files," scroll down to our current theme (The Mysteries of the Cosmos), and locate the documents labeled "D Period Page Assignments for Customs in Marquez" and "G Period Page Assignments for Customs in Marquez."  Open the document that pertains to your class, and you will find the three pages in Marquez that I have assigned to you.  Your assignment for today is to go to whatever page you've been assigned in the reading we've done so far (p. 2-42), and search for the cultural customs that Marquez references on that page. If you find something that you think might be a custom, include it in your list; a ton of things can be labeled as customs (or cultural practices).  Once you have identified all the customs that your page references, then you should 1) give the custom a name, 2) record the quote that shows it, 3) provide a parenthetical citation, 4) explain in full sentences whether you think this custom still persists in Columbia and/or in the world today, and 5) explain in full sentences your opinion about whether this custom should persist.  For example, is there any thing about the custom that you find troubling, problematic or morally questionable? Make sure to save your work in Word or some other word processing software.  We will continue work on this in days to come and when you have finished your analysis of all three pages, you will submit them to me.

3/16:  Read chapter three (p. 29-42) of Marquez (which is listed under "Files").  Learning Objectives:  As you read, keep an eye out for local customs that Marquez portrays, which could serve as a basis of your Cultural Research Essay. 

3/13:  No classes.

3/12:  Discuss Marquez.  Begin identifying customs in chapter two of Marquez.  

3/11:  Be prepared for a written reading quiz on chapter two (p. 15-28) of Marquez.  Discuss Chronicle.

3/10:  Identify customs in chapter one of Marquez.  Give the custom a name, record a quote that shows it, include a page number, indicate whether the custom still persists today, and in your opinion, explain whether you think it should persist.

3/9:  Be prepared for a written reading quiz on chapter one (p. 1-14) of Marquez.

3/6:  You will have the period to work on Narrative Essay 2 or to read Marquez (which is listed under "Files").

3/5:  Continue workshop of Narrative Essay 2.  Each group will provide 15 to 20 minutes of structured feedback on the narratives of remaining group members.  With any time remaining, you will read Marquez.

3/4:  Workshop of Narrative Essay 2.  Each group will provide 15 to 20 minutes of structured feedback on the narratives of two group members. 

3/3:  Arrive on time with hard-copy printouts of your narrative for each member of your group. Students will hand these printouts to me, and students who do not provide me with printouts will earn a 0 on this assignment. After I have checked and distributed the printouts, students will then have the period to quietly read and write comments on the narratives of their peers in preparation for the workshops on 3/5 and 3/6.  NOTE:  Please avoid being absent on this day if at all possible; however, if you are absent on 3/4, the printouts are obviously due at the start of class on 3/5. 

3/2:  Before arriving at class, paste the first draft of Narrative Essay 2 into the body of an email and send it to mlorenz@sfponline.org. I will grade this for completion, spot-checking to make sure it meets the basic requirements and exceeds the minimum length of 1,000 words of 'showing' or is substantially longer if it includes much 'telling.'  You will have the period to ask questions and continue work on your narrative.

2/28:  Bring your hard copy of Oyeyemi to class. 

2/27:  Bring your hard copy of Oyeyemi to class:  

What does Tilly have against Portuguese people?  (150-51).

How should we understand the association of earth and air? (153, 154)

.2/26:  Bring your hard copy of Oyeyemi to class.

2/25:  Bring your hard copy of Oyeyemi to class.   When you arrive at class on this day, be prepared for a written reading quiz on Part 2, chapters 19 through and including 22, and Part 3, chapters 1 and 2 (p. 262-335), of Oyeyemi's The Icarus Girl.

2/24:  Bring your hard copy of Oyeyemi to class.  We will begin class with a writing prompt that is meant to stir thoughts that could assist you with Narrative Essay 2.  Then you will have time to read/study for tomorrow's quiz.

2/14:  Bring your hard copy of Oyeyemi to class. 

2/13:  Bring your hard copy of Oyeyemi to class.   When you arrive at class on this day, be prepared for a written reading quiz on Part 2, chapters 14 through and including 18 (p. 202-261), of Oyeyemi's The Icarus Girl.

2/12:  Bring your hard copy of Oyeyemi to class.  We will begin class with a writing prompt that is meant to stir thoughts that could assist you with Narrative Essay 2.  Then you will have time to read/study for tomorrow's quiz.

2/11:  Bring your hard copy of Oyeyemi to class.

2/6:  Bring your hard copy of Oyeyemi to class.   When you arrive at class on this day, be prepared for a written reading quiz on Part 2, chapters 8 through and including 13 (p. 136-201), of Oyeyemi's The Icarus Girl.

2/4:  Bring your hard copy of Oyeyemi to class.  We will begin class with a writing prompt that is meant to stir thoughts that could assist you with Narrative Essay 2.  Then you will have time to read/study for tomorrow's quiz.

Saturday, 2/1:  Someone from your group should submit the "40 Hesse Responses" by 5PM on this day. 

1/31:  Bring your hard copies of Hesse and Oyeyemi to class.  

1/30:  Bring your hard copy of Hesse to class.  When you arrive at class on this day, you should have written and posted on Google Docs the responses to all of your questions that fall under the headings, "Narcissus's and Goldmund's Friendship," "Goldmund and His Mother," and "Allusions."  You and your group can read over and collaborate on improving these responses, which should each consist of 5 sentences or more.  Also, each group member should have incorporated a supporting quotation and citation into at least half of his/her responses.  Ultimately, twenty or more of the forty responses should be supported by a quotation and citation.

1/29:  Bring your hard copy of Hesse to class. On this day, you and your group will discuss the questions that fall under the headings, "Narcissus's and Goldmund's Friendship," "Goldmund and His Mother," and "Allusions."  

1/28:  Bring your hard copy of Oyeyemi to class.   When you arrive at class on this day, be prepared for a written reading quiz on Part 2, chapters 1 through and including 7 (p. 81-135), of Oyeyemi's The Icarus Girl.  G period!  Please also bring your hard copy of Hesse to class, since we have the hour period.  I will give you some time to meet in groups.

1/27:  Bring your hard copy of Oyeyemi to class.  You will have time to read/study for tomorrow's quiz.  D period!  Please also bring your hard copy of Hesse to class, since we have the hour period.  I will give you some time to meet in groups.

Saturday, 1/25:  Someone from your group should submit the "Analysis f Love in Hesse" by 5PM on this day. 

1/24:  Bring your hard copies of both Hesse and Oyeyemi to class.  When you arrive at class on this day, you should have written and posted on Google Docs the responses to all of your questions that fall under the headings, "Goldmund, Wandering and the Meaning of Life" and "Goldmund and His Love of Women." You and your group can read over and collaborate on improving these responses, which should each consist of 5 sentences or more. Also, each group member should have incorporated a supporting quotation and citation into at least half of his/her responses. Ultimately, twenty or more of the forty responses should be supported by a quotation and citation.  

1/23:  Bring your hard copy of Hesse to class.  On this day, you and your group will discuss the questions that fall under the headings, "Goldmund, Wandering and the Meaning of Life" and "Goldmund and His Love of Women." To make organization easier for you, I have done the work of assigning each question to a specific member of the group:

Four-Person Groups:  Group member 1 answers questions 1, 5, 9, 13, 17, 21, 25, 29, 33 and 37; group member 2 answers questions 2, 6, 10, 14, 18, 22, 26, 30, 34 and 38; group member 3 answers questions 3, 7, 11, 15, 19, 23, 27, 31, 39; group member 4 answers questions 4, 8, 12, 16, 20, 24, 28, 32, 36 and 40.

Three-Person Groups:  Group member 1 answers questions 1, 4, 7, 10, 13, 16, 19, 22, 25, 28, 31, 34, 37 and 40; group member 2 answers questions 2, 5, 8, 11, 14, 17, 20, 23, 26, 29, 32, 35 and 38; group member 3 answers questions 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36 and 39.

1/22:  Bring your hard copy of Oyeyemi to class.   When you arrive at class on this day, be prepared for a written reading quiz on Part I, chapters 1 through and including 9 (p. 3-80), of Oyeyemi's The Icarus Girl. 

1/21:  Bring your hard copies of Hesse and Oyeyemi to class.  At the start of class, you will hand in a printout of your final draft of Argumentative Essay 1.  This is so that I can provide you with sentence-level feedback.  If you do not have the printout when you arrive at class, you will lose five points for each day your hard copy of the essay is late.  In the first half of class, you will have time to read Oyeyemi.  In the second half of class, you and your group will have a few minutes to talk through and compile your analyses of "love," which you should have finished over the weekend and which you will submit as a group on turnitin.com on Thursday, 1/23.  Here is the template you should use for each example:  Love as admiration or appreciation: “The beautiful treetop – secret kin to the portal’s slender sandstone columns and the stone ornaments of the window vaults and pillars, loved by the Savoyards and Latins – swayed above the cloister entrance, a conspicuous outsider in the eyes of the natives” (Hesse 1).  In this example, Hesse uses the word “loved” to portray the admiration and appreciation that “the Savoyards and Latins” felt for architectural structures such as the sandstone columns and ornamental vaults and pillars of the abbey (John Smith).   

Sunday, 1/19:  Final Draft of Argumentative Essay 1 Due (100 points):  Before 11:59PM on Sunday, 1/19, please make sure that you submit Argumentative Essay 1 on turnitin.com. 

1/17:  Bring your hard copies of both Hesse and Oyeyemi to class.  Argumentative Essay 1 Q&A.  In the first half of class, you will have time to read Oyeyemi.  In the second half of class, you and your group will have some time to talk through the analyses of "love" you did yesterday and to work on new ones.  Here is the template you should use in 

1/16:  Bring your hard copy of Hesse to class.  Argumentative Essay 1 Q&A.  Begin work on your analysis of the word "love" in Narcissus and Goldmund.  Group 1 is responsible for the references to "love" from p. 1-38; group 2, for the references to "love" from p. 39-94; group 3, for the references to "love" from p. 95-118; group 4, for the references to "love" from p. 121-166; group 5, for the references to "love" from p. 167-219; group 6, for the references to "love" from p. 220-269; and group 7, for the references to "love" from p. 271-311.  Assemble into your group, and click on the document, "Love, Friend and Mother in Narcissus and Goldmund" (listed under "Files").  Your group is assigned 19 or 20 pages in Narcissus and Goldmund.  In groups of 4, you will assign 5 pages to each member of the group (one will have four). In groups of 3, you will assign 7 pages to one person and 6 pages to the other two. Once pages have been assigned, each group member will 1) read closely the pages s/he is assigned, locate all references to love on those pages, 2) type out the sentences in which the word "love" appears, 3) label the Greek word for "love" that you think applies to the word, and 4) explain (often, I suspect, in 2 or more sentences, though 1 sentence may in some cases be sufficient) why you have assigned that label. All the pages refer to the Bantam edition, and each group has been assigned 19 or 20 pages.  Here is the template you should use for each example:  Love as admiration or appreciation: “The beautiful treetop – secret kin to the portal’s slender sandstone columns and the stone ornaments of the window vaults and pillars, loved by the Savoyards and Latins – swayed above the cloister entrance, a conspicuous outsider in the eyes of the natives” (Hesse 1).  In this example, Hesse uses the word “loved” to portray the admiration and appreciation that “the Savoyards and Latins” felt for architectural structures such as the sandstone columns and ornamental vaults and pillars of the abbey (John Smith).   

1/15:  Bring your hard copy of Hesse to class.  Argumentative Essay 1 Q&A.  

1/14:  Bring your hard copy of Hesse to class.  Complete peer review and work on Argumentative Essay 1.  

1/13:  When you arrive at class on this day, you should have a printout of the first draft of Argumentative Essay 1, which should be on either the Suzuki/Kruger topic (#1, Adaptation) or the Aeschylus/Suzuki topic (#2, Revenge).  We will engage in peer review on this day, and if you do not bring a printout of your essay, you will not be able to participate, resulting in a 0/20 added to your total points.  Your 20-point grade will be based on the percentage of the essay that you have completed (5 pages, 12 point font, double spaced, Times New Roman = 20/20; 4 pages, 12 point font, double spaced, Times New Roman = 16/20, etc.).

1/10:  Bring your hard copy of Oyeyemi to class.  Work on Argumentative Essay 1.  

1/9:  Bring your hard copy of Oyeyemi to class.  Work on Argumentative Essay 1.  

1/8:  Bring your hard copy of Oyeyemi to class.  Work on Argumentative Essay 1.  

1/7:  Bring your hard copy of Oyeyemi to class.  Work on Argumentative Essay 1.  

1/6/20:  Bring to class your hard copy of The Icarus Girl by Helen Oyeyemi.  Work on Argumentative Essay 1.  

12/30:  On or before this day, email me your Proposal for Argumentative Essay 1.  You should paste your Proposal into the body of an email and send it to mlorenz@sfponline.org.  To write this Proposal, you must first choose to pursue one of the two topics we have been discussing:  either Ring v. The Ring or Libation Bearers v. Ring.  Once you have chosen a topic, you should begin writing a detailed introductory paragraph that lays out what your essay will accomplish.  In writing your introductory paragraph, which should be about 300 to 350 words, make sure you consult the "Suzuki/Kruger Proposal Tips" or the "Aeschylus/Suzuki Proposal Tips," depending on which of the two topics you have chosen.  This introduction should conclude with your thesis, and you are welcome to choose one of the two model theses you assembled as puzzles in class.  These two theses are:  1) While Suzuki uses characterization and symbolism to create a revenge narrative in which Sadako seeks retribution against the public that destroyed her family and exploited her sexuality, objectifying her as her present-day investigators continue to do, Kruger uses the same techniques to create an evil child narrative in which Samara seeks to harm her family and the public, inspiring misplaced maternal affections even in her investigator, Rachel. 2) While Aeschylus uses characterization and symbolism to portray Orestes’s decision to align himself with supernatural forces and the public and take revenge on his family, Suzuki uses the same techniques to portray Sadako‘s decision to align herself with her family and use supernatural forces to take revenge on the public.   After your introductory paragraph, you should include four strong topic sentences, two on the first text you will cover and two on the second text you will cover.  In crafting these topic sentences, you will obviously take your cues from the claims made in your thesis.  The goal is to create two topic sentences on the first text that build on and complement each other thematically, and two topic sentences on the second text that build on and complement each other thematically and that imply thematic contrasts with the first text.  NOTE:  The two topic sentences you compose on each text should highlight thematic differences within the text, which are indicated in the model theses I have provided. Your two topic sentences on each text should not be distinguished merely by an intent to analyze distinct literary devices in each paragraph.  

12/19:  Bring your hard copy of Hesse to class.  Also, bring a list of 5 questions you have about Narcissus and Goldmund now that you have finished reading it.  First:  When you arrive at class, you will compile the list with your group and send me an email with the questions of your group.  Please include the questions in the body of the email (not as an attachment), and send it to mlorenz@sfponline.org.  Second:  We will continue work on the thesis puzzles.

12/18:  Bring your hard copy of Hesse to class.   When you arrive at class on this day, be prepared for a written reading quiz on chapters 17 through and including 20 of Hesse's Narcissus and Goldmund (p. 259-312). 

12/17:  Bring your hard copy of Hesse to class.  First:  Poetry Out Loud Performances:  On this day, all students who wish to be considered for the school-wide Poetry Out Loud competition should be prepared to perform a poem for the class. On this day, performing students should provide me with a copy of the poem (so that I can check lines), and they should then perform the poem from memory (students are not permitted to have a copy of the poem in front of them).  The poem performed must also be one of the approved poems listed on https://www.poetryoutloud.org/   Second:  Gather with your group, and craft a thesis with your group on either Ring v. The Ring or Libation Bearers v. Ring, whichever one you did not do last time.  Paste your groups thesis in the body of an email (not as an attachment), and send it to mlorenz@sfponline.org.  Third:  Work on a thesis puzzle.

12/16:  Bring your hard copy of Hesse to class.  When you arrive at class on this day, be prepared for a written reading quiz on chapters 13, 14, 15, 16 and the first 3 pages of chapter 17 in Hesse's Narcissus and Goldmund (p. 192-261).  You will be asked to write either about Goldmund's experiences with Robert, Lene and Rebekka (p. 192-224), or about Goldmund's experiences with Lisbeth, Marie, Agnes, the count, and a man named Abbot John (p. 230-261).  Then we will continue the thesis writing workshop.

12/13:  Bring your hard copy of Hesse to class.  Form into groups, and craft a thesis with your group on either Ring v. The Ring or Libation Bearers v. Ring.  Paste your groups thesis in the body of an email (not as an attachment), and send it to mlorenz@sfponline.org.

12/12:  Bring your hard copy of Hesse to class.  Rectangle time!  When you come to class on this day, please make sure that you have identified three or more key thematic and/or structural difference between the two revenge narratives we are analyzing, Libation Bearers and Ring.

12/11:  Bring your hard copy of Hesse to class.  Begin drawing comparisons and contrasts between Libation Bearers and Ring.  Thesis writing workshop.

12/10:  Discuss the final pages of Libation Bearers , focusing on Aeschylus's sophisticated allusions and associations of Orestes with Perseus and of Clytemnestra and the Furies with the Gorgon, particularly Medusa.

12/9:  Bring your hard copy of Hesse to class.  You will have the period to read.

12/6:  Bring your hard copy of Hesse to class.  Discuss the conclusion of the Chorus’s speech as well as Orestes’s conversation with the Chorus and Chorus Leader (lines 1211-1336; p. 44-48) in Aeschylus's drama, Libation Bearers.  

12/5:  Bring your hard copy of Hesse to class.  Discuss the conclusion of the Chorus’s speech, Aegisthus’s appearance and death, and Clytemnestra’s conversation with a Servant and with Orestes (lines 1028-1161; p. 36-42) in Aeschylus's drama, Libation Bearers.  

12/4:  Bring your hard copy of Hesse to class.  When you arrive at class on this day, be prepared for a written reading quiz on chapters 9 through and including 13 of Hesse's Narcissus and Goldmund.

12/3:  Bring your hard copy of Hesse to class.  Discuss the Chorus Leader's allegiance to Orestes over Clytemnestra and Aegisthus (lines 891-967; p. 29-35) in Aeschylus's drama, Libation Bearers.

12/2:  Bring your hard copy of Hesse to class.  Discuss Orestes's plan (lines 691-726; p. 26-27) as well as Orestes's interactions with the Servant and Clytemnestra (lines 813-90; p. 29-32) in Aeschylus's drama, Libation Bearers.

11/27:  Watch and discuss a scene from Disney's adaptation of Aeschylus's trilogy, The Oresteia.

11/26:  Discuss Orestes's orders from the gods (lines 332-73; p. 14-15); Electra's and Orestes's comments on their mother, on their father's murder and burial and on their shared task (lines 529-76; p. 20-21); and Clytemnestra's bad dream and Orestes's interpretation of it (lines 641-90; p. 24-26) in Aeschylus's drama, Libation Bearers.

11/25:  Discuss the reunion of Electra and Orestes (lines 215-332; p. 9-14) in Aeschylus's drama, Libation Bearers.

11/22:  Bring your hard copy of Hesse to class.  When you arrive at class on this day, be prepared for a written reading quiz on chapters 4 through and including 8 of Hesse's Narcissus and Goldmund.  Discuss Electra's conversation with the Chorus Leader (lines 96-153; p. 5-7) and Electra's prayer (lines 169-92; p. 8) in Aeschylus's drama, Libation Bearers.

11/21:  Bring your hard copy of Hesse to class.  Discuss the return of Orestes, the appearance of Electra and the libation bearers, and the advice of the Chorus (lines 1-95; p. 2-4) in Aeschylus's drama, Libation Bearers.

11/20:  Bring your hard copy of Hesse to class.

11/19:  Bring your hard copy of Hesse to class.

11/18:  Bring your hard copy of Hesse to class.

11/15:  Bring your hard copy of Hesse to class.

11/14:  Bring your hard copy of Hesse to class.

11/13:  Bring your hard copy of Hesse to class.

11/12:  Bring your hard copy of Hesse to class. 

11/8:  Bring your hard copy of Hesse to class.  When you arrive at class on this day, be prepared for a written reading quiz on chapters 1 through and including 3 of Hesse's Narcissus and Goldmund (p. 1-37).

11/7:  Bring your hard copy of Hesse to class.

11/6:  Bring your hard copy of Hesse to class.

11/5:  Bring your hard copy of Hesse to class.

11/4:  Bring your hard copy of Hesse to class.

10/29:  When you arrive at class on this day, you should either hand in a library or purchase printout that shows your hard copies of our two new novels are on the way, or you should show me the books themselves.   The books are Narcissus and Goldmund by Hermann Hesse (https://www.amazon.com/gp/product/0553275860/ref=ox_sc_act_title_2?smid=ATVPDKIKX0DER&psc=1) and The Icarus Girl by Helen Oyeyemi (https://www.amazon.com/gp/product/140007875X/ref=ox_sc_act_title_1?smid=ATVPDKIKX0DER&psc=1).

10/28:  Come to class with a list of 10 to 15 substantive differences between the novel, Ring, and the movie, The Ring!

Sunday, 10/27:  This is not a school day, but by 3pm on this day, make sure you have submitted your Narrative Essay on turnitin.com. 

10/17:  Part 2 of your Thriller Essay:  On this day, you will write your third and fourth body paragraphs as well as your conclusion.   NOTE:  This will be the first in-class essay we write this year. Not all of our writing will be in-class writing, but when you write an in-class essay, you must commit to memory the quoted examples you intend to incorporate into your essay, and you will not have the chance to revise the essay.

10/16:  No classes for seniors.  PSAT day.

10/15:  Part 1 of your Thriller Essay:  On this day, you will write your introduction as well as your first and second body paragraphs.  NOTE:  This will be the first in-class essay we write this year.  Not all of our writing will be in-class writing, but when you write an in-class essay, you must commit to memory the quoted examples you intend to incorporate into your essay, and you will not have the chance to revise the essay.

10/11:  Bring Ring.  Thriller Essay Evidence Homework Due (30 points):   Before arriving at class on this day, paste your homework into the body of an email and send it to mlorenz@sfponline.org.  For this homework, you must pick either the Morality or the Gothic topic for the Thriller Essay. Then assemble 4 examples for each of the 4 body paragraphs you will write in the essay (16 examples in all). For each of the 16 examples, include a quotation, a page number and a 2-4 sentence explanation of the literary device(s) the author is using and of how that quotation supports the argument of that particular paragraph.  Also: Come to class with questions about your upcoming, in-class essay on Ring.  We will spend the class reviewing.  By the time you arrive at class, you should already have a firm grasp of your essay's structure and of the quotations and analysis you have in mind for each body paragraph.  We'll spend the period clarifying any confusions you are having.   

10/10:  Bring Ring.  Come to class with questions about the introductory paragraph, the organization and the topic sentences of your upcoming, in-class essay on Ring.

10/9:  Bring Ring.

10/8:  Bring Ring.  We will conclude the Narrative Essay peer review process.

10/7:  When you arrive at class on this day, you should have a hard copy printout of the second draft of your Narrative Essay, which should be written according to the "Guidelines" I have given you (under “Files").  The essay should begin with a dramatized scene from your life (300-350 words), and the entire essay should be 800-1,000 words. (If you do not have a printout, you will not be able to participate and you will earn a 0/10 on the Peer Review Activity that day.)

10/4:  No classes.  Feast of St. Francis Observed.

10/3:  Rectangle Day!  Bring Ring.  Let's chat about the evidence you gathered and any questions you are having about the essay. 

10/2:  Bring Ring.  When you arrive at class on this day, you should be prepared to show me a first draft of the Narrative Essay you are writing for my class.  

10/1:  Bring Ring.   While I conference with you individually about your Narrative Essays, you will spend the period gathering evidence for the second of the possible topics, which relates to the gothic reader responses that Suzuki aims to create in Ring.

9/30:  Bring Ring.  While I conference with you individually about your Narrative Essays, you will spend the period gathering evidence for the first of the possible topics, which relates to the moral merits and shortcomings of the Ring characters who have created or been given access to a magical murder weapon.

9/27:  Walkathon.

9/26:  Bring Ring as well as the first draft of the opening scene of your Narrative Essay.  I will walk around, look at your scene, and answer any questions that have arisen about the essay.

9/25:  Bring Ring.  You will have the period to work quietly either on the opening scene of your Narrative Essay or on gathering evidence for your upcoming, in-class Thriller Essay.  Under "Files" on our course webpage, you will find the "Guidelines to Your Narrative Essay" and the "Thriller Essay Topics: Morality or the Gothic." For the Thriller Essay, you will have the option to pursue either the morality topic or the gothic topic.  

9/24:  Bring Ring.

9/23:  Bring Ring.  If we meet during the hour, you will have 30 minutes to work on the opening scene for your Narrative Essay.

9/20:  Bring Ring.  If we meet during the hour, you will have 30 minutes to work on the opening scene for your Narrative Essay.

9/19:  Bring Ring. Come to class prepared to share the list of questions about Ring that you have produced.

9/18:  Bring Ring. Be prepared for a 20-point written reading quiz on the remainder of Ring (p.171-282).

9/17:  Bring Ring. Be prepared for a 30-point scantron reading quiz on the remainder of Ring (p.171-282).  In addition to the main characters, Asakawa, Ryuji Takayama and Sadako Yamamura, the characters who you should know for the quiz are:  1) Yoshino (Pt3/Ch8, p. 171-185; Pt3/Ch9, p. 186 and 203-207); 2) Shizuko Yamamura (Pt3/Ch8, p. 172-175; Pt3/Ch9, p. 188-200); 3) Shin Arima (Pt3/Ch8, p.178-185); 4) Genji (Pt3/Ch9, p. 188-194); 5) Jotaro Nagao (Pt3/Ch10, p.211-212; Pt3/Ch11, p. 216-226; Pt3/Ch12, p. 231-234); and 6) Mai Takano (Pt4/Ch3, p. 264-266; Pt4/Ch4, p. 267-274).

9/16:  Full Period Guidance Presentation. As usual, make sure you are on time!

9/13:  Quiet Work Period:  Read and review your copy of Ring (which you should of course have in class with you) as you prepare for the reading quiz that is scheduled for Tuesday, 9/17. If you have time left over, you should go to our course webpage, click "Files," and read the document titled, "Thriller Essay Topics: Morality or the Gothic." Then you can begin gathering evidence for the upcoming in-class argumentative essay. For this essay, you will have the option to pursue either the morality topic or the gothic topic.

9/12:  Bring Ring.  Be prepared for a 30-point scantron and 10-point written reading quiz on Part Three, chapters 1 through and including 7, of Ring (p. 87-170). The characters who you should know for the scantron quiz are:  1) Asakawa; 2) Ryuji Takayama (Pt2/Ch1, p. 60-61 and all of Pt3 and Pt4); 3) Shizu (Pt3/Ch2, p. 97-99 and106-107; Pt3/Ch4, p. 121-123 and 133-139); 4) Yoshino (Pt3/Ch3, p. 109-110); 5) Oguri (Pt3/Ch3-4, 110-112 and p. 119); 6) Mrs. Kaneko (Pt3/Ch3, p. 114-118); 7) Mai Takano (Pt3/Ch4, p. 129-133); 8) Tetsuzo Miura (Pt3/Ch5, p. 147-158); 9) Sadako Yamamura (Pt3/Ch5, p. 157 and the remainder of Pt3 and Pt4); 10) Hayatsu (Pt3/Ch7).

9/11:  Bring Ring.

9/10:  Bring Ring.

9/9:  Bring Ring.  Be prepared for a 30-point scantron and 10-point written reading quiz on Part One and Part Two of Ring (p.1-85).  The characters who you should know for the quiz are:  1)Tomoko (Pt1/Ch1, 3 and 5); 2) Kimura (Pt1/Ch1 and 2); 3) Asakawa; 4) Oguri (Pt1/Ch3); 5) Yoshino (Pt1/Ch4); 6) Shizu (Pt1/Ch6). In addition, make sure that you have sent me the personal background email that we discussed on 9/6.

9/6:  Introductions (Seat Assignments, College Credit, MySFP, Course Webpage, College Essay, Personal Background Email).  Before you arrive at class on Monday, 9/9, send an email from your SFP account to my address (mlorenz[at]sfponline.org), pasting into the body of the email your responses to the following questions:  

What made you choose to take WLH?

From what nations do your four grandparents descend?

Are there any particular cultures, languages or nationalities that you are hoping to encounter in the literature we read this year?

Aside from the summer reading, have you read any literary works from other languages and/or cultures? If so, which?

Do you speak and/or read any other languages? If so, which?

Are you taking any other honors or A.P. classes this year? If so, which?

Who were your freshmen, sophomore and junior English teachers?

What are some aspects of your writing that you would like to improve this year?

What are some things you would like to learn or skills you would like to improve before starting college?

What are some subjects you are considering majoring in when you go to college?

List your free periods, which will assist me if I think a one-on-one meeting with an English teacher in the Writing Center would be of particular use for you.  (Please, please ask if you would like my help in facilitating such an appointment.)

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