Odyssey Group Project

Group Project Description

Odyssey Summaries and Readings: Books 2-4

Please read the following excerpts from Book 4:

Lines 1-390
Lines 560-573
Lines 698-end


As you are reading and taking notes, please feel free to begin to specialize and focus on 1-2 themes/issues/ideas.


Here are summaries of Books 2, 3 and 4.

Engaging with the Odyssey

We will use the following links to engage in our reading and interpretation of the opening books of the Odyssey.


Picasso's Guernica

Telemachus: The Disheartened Prince

Telemachus Sets Sail



Odyssey Close Reading Excerpts



As you continue in your reading and note taking of this text, you want to notice the small details and the larger patterns.

To begin with, pay attention to how the following are treated in the text:

-fate/omens/prophets/warnings
-women
-family
-the elderly
-the gods
-guests/hospitality
-pride

Also, look for examples of foreshadowing and figurative language.

Vocabulary Lesson 8 Practice

Vocabulary Lesson 8 Practice

Use this document to help you review vocabulary lesson 8.  Please post your sentence from the NY Times as a comment for this post.

Note Taking Guide

Use the following guide to help you take notes on your reading of the Odyssey.

Note Taking Guide

Background Information on the Odyssey: The Trojan War

The following links provide background information on the Trojan War.  This information is important to know in order to understand what is happening in the Odyssey.

http://www.stanford.edu/~plomio/history.html

Introduction to the Odyssey: NY Times Article

http://www.nytimes.com/2009/11/08/opinion/08alexander.html

Book Talk Assignment

Please refer to the following document about book talks.

https://docs.google.com/a/capeelizabethschools.org/document/d/1o1QqXI-qoLYCcHqlxHsDdG96tBGryANCCeErXNgQlC4/edit

Sample Narrative

Read over the following narrative.  I encourage you to open it in notability so that you can write on it.  Examine these specifics about the narrative:

-Voice:  How is it established?
-Characterization details:  What do you learn about the speaker and the other characters in the story?  How do I reveal these traits?
-Beginning: How do I begin the narrative?  How does this set the tone?
-Ending:  What are my realizations?  How do I reveal them?
-Language:  What do you notice about language in the piece?
-Sentence Structure:  What do you notice?


https://docs.google.com/a/capeelizabethschools.org/document/d/1wgbqOx4lEuU-QM-Z8TgSfEc0QJMRdKfOkk7a5g1odqg/edit

Moby Dick Reading

Here is a link to Chapter 1 of Moby Dick by Herman Melville.

https://drive.google.com/a/capeelizabethschools.org/?tab=mo#recent


Consider the following questions and/or do the following:
1.  What do we learn about the narrator from the opening?  What specific lines provide you with significant information and character details?
2.  What is he suggesting about the sea?  How does he suggest this?
3.  What do you notice about his sentence structure?  Identify at least three sentences that you find compelling, interestingly worded, or particularly striking for some reason.
4.  Look up one allusion that is made in the passage.



http://www-958.ibm.com/software/analytics/manyeyes/visualizations/moby-dick-opening-sea

Catcher in the Rye Inspired Narrative Assignment


https://docs.google.com/a/capeelizabethschools.org/document/d/1pVsBMhtJT2u2kCRe-OzgcZZj9D5q5gVWX-DPut2vPAE/edit

Points for Socratic Seminar

In preparation for the Socratic Seminar, please consider the following points:

1.  Consider the following statement:  We see the truth about people and the world through Holden's eyes.
Do you agree with this statement or not?  Point to specific places in the text to back up your opinion.

2.  In what ways is Holden a typical teenager?  In what ways is he atypical?

3.  What aspects of people/life/the world does Holden find particularly enjoyable?  What does he find particularly abhorrent?  Is he justified in his views?

4.  From what you've read so far, in what ways does/doesn't Holden fit with the hero archetype?

5.  Consider how family and the past impact Holden's views and decisions.

Vocabulary Lesson 6: Practice

https://docs.google.com/a/capeelizabethschools.org/document/d/1UACvx9zdGxiGcB6Th6FihT3q8oKi5SwiFiMWkDOz3r8/edit

Q1 Grammar Review

Use the following document to help you review for the grammar assessment on Thursday.  Also, feel free to go back into PLATO and practice the modules more.  If you login to PLATO, you will see a new assignment for review purposes.  This contains the same modules as you worked on this quarter.  You may do the mastery tests as many times as you wish.

To edit this document as your own, make a copy of it.  Using the desktop version of the document, click on File and then Make a Copy.

https://docs.google.com/a/capeelizabethschools.org/document/d/1Wl9pgudwkH6tLq5Dq_ELgq8ebGfD3CN2sKQRzd0zbDc/edit

Catcher in the Rye: Dialectical Journal Assignment

Dialectical Journal Assignment Description

https://docs.google.com/a/capeelizabethschools.org/document/d/1BR7bsmAdpj90ADpY_MKOps6xEzcBPPsMSFlSn9rW78k/edit

Please post your first response here on the blog.

Here is a sample response:

https://docs.google.com/a/capeelizabethschools.org/document/d/1a5rcujKHsxvBr00S3a4-IktA51eK2EzVfdUD-dhXraA/edit

Annotated Version of "A Perfect Day for Bananafish"

http://poetry.rapgenius.com/Jd-salinger-a-perfect-day-for-bananafish-lyrics#note-1450451

Article Highlighting the Effects of War

Read the following New York Times article and consider how it connects with the story "A Perfect Day for Bananafish" by J.D. Salinger.

http://www.nytimes.com/2013/10/14/nyregion/from-his-fathers-decline-de-blasio-learned-what-not-to-do.html

Consider the following:
-Is Seymour a sympathetic character?
-Is DeBlasio's father a sympathetic charachter?
-How are the two connected?