World Lit & Research, Ms. Monson
Daily Syllabus of Activities & Assignments
Dec. 6 to 16, 2013
Thurs. Dec. 5
1. Journal #4: Fate
Quote: “Of all men’s miseries, the bitterest is this, to know so much and to have control over
nothing.” - Herodotus
2. Discuss journals. Keep journals up-to-date. Make them up if you miss.
3. “The Oedipus Complex” from Sigmund Freud’s 1901 The Interpretation of Dreams
4. Discuss as a class [Overhead LCDs, as a class]:
a. “Analyzing Dramatic Irony”
b. “Understanding Causality” (scanned worksheet P. 578)
– what happens (plot) leads to climax and eventual resolution and message/theme. Causality: Story
Board (like a flowchart). One thing leads to another, in replication of Aristotle’s Unity of
Action. [ 2 Unities: Time, Place, and Action from The Poetics]
4. You Tube Review of Oedipus Rex. 2 versions:
* The Short Version 1:59, http://www.youtube.com/watch?v=sA1_QZxvRyo [Problems: Oedipus didn’t use
a knife, and that’s NOT “the end.”]
* “Oedipus with Vegetables” 8:33 (really 7:58, minus credits) (skip 4:35-5:12, non-essential sexual content)
http://www.youtube.com/watch?v=NydKPClhYgM
5.
6.
Journal #5: Response to Oedipus Summary Video(s).
Prep students for Sub tomorrow.
Fri. Dec. 6 = Sub.
1. Students write for 5 minutes to the journal prompt. Journal #6: Quests for Knowledge. Oedipus and
Today. Why is knowledge important? Why do we seek it? Why do we demand to have access to it?
2. Please remind students that when/if they miss a journal topic/entry, they need to make it up in their
journals, which they will soon turn in.
3. In pairs, have students address the following questions and turn in to you today.
a. Aristotle believed this was the finest tragedy because the protagonist’s (Oedipus’) recognition
of the truth coincides with the reversal of his fortunes.
Where, exactly, does this occur in the play?
b. Is blinding an appropriate punishment?
For what reason(s) does Oedipus not commit suicide?
c. What effect has blindness had on his knowledge?
Explain the irony between Oedipus’ blindness and knowledge (paying particular
attention to archetypes).
d. How does (or doesn’t) Oedipus meet the criteria for a “Tragic Hero?”
4. Homework: Packet. Read and Annotate (in packet): “The Poetics: an essay on Tragedy” by Aristotle.
(The reference to the play “Waiting” is only a reference to a modern tragedy to prove the point. You don’t
have to know that play in order to grasp the concept given.) We will be doing the plot line described at
beginning of packet.
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Mon. Dec. 9 – Guidance uses class time to prepare for Senior year!
Debrief from Sub on Friday.
Students go to Spartan Conference Room to meet with Guidance.
Heads Up: Journals #1-8 due Thursday.
Tues. Dec. 10 – Collaboration/Advisory Schedule
Target: practice spontaneous writing with continued journaling; continued exposure to Greek mythology
related to Oedipus; practice Positive Group Dynamics that applies close reading, critical thinking, and
mapping plot of Oedipus Rex
1. Journal #7: Blindness and Vision
Quotes: “None so blind as those who will not see.” - Matthew Henry
“Is there anything worse than blindness? Oh, yes! Having eyesight and no vision”
- Helen Keller
2. Discuss journal, including relevance to Oedipus and to modern life, and how the Sphinx’s riddle is ironic,
considering Oedipus’ Fate.
3. Journal Set (#1-8) will be handed in Thursday, so get all journals up to date!
4. Myths behind Tiresias’s Blindness – both on Mt. Cithaeron
7. Groups: Using Aristotle’s “Poetics,” plot the play “Oedipus Rex” on large paper.
a. Model of Traditional Plot Line
b. In-Class Group Dynamics = everyone in the group is involved and contributes
i. Group Roles: (some will double)
1. Facilitator – keeps group organized and on track
2. Recorder – writes down all group work
3. Reporter – reports group work to the class
4. Researchers – all, but some are very good at finding textual evidence
5. Materials Manager – manages all materials group needs
6. Time Keeper – reminds Facilitator of time remaining per task
ii. Decide Group Roles
iii. Record Group Roles
iv. Time Keeper: 1 ½ minutes for roles
b. In-Class Group Assignment
i. Map the plot and significances (symbols, archetypes, cultural relevance, etc) of the
play “Oedipus Rex” on large paper, using Aristotle’s “Poetics,” from the handout
packet from Friday.
ii. Directions given per role.
iii. Finish in class on Wednesday
Wed. Dec. 11, 2013 – Early Release Schedule and No Homework Night
Target: practice Positive Group Dynamics that applies close reading, critical thinking, and mapping plot of
Oedipus Rex
1. Groups finish mapping the plot of Oedipus Rex
2. Reminder: Journal Set (#1-8) will be handed in Thursday, so get all journals up to date! Note: this is
not “homework” since everything could be written in class.
3. Turn in Finished Group Plot Lines. Turn in, and post.
4. No Homework Night!
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Thurs. Dec. 12
1. Journal #8: Your Group Plot Line Experience. First what did you think of this exercise? In what ways
was it valuable for your learning, or not? Then, give yourself a number 1-10 (10 being “amazing”) for
your work and contribution to your group work, and justify your number with a description.
2. Turn in Journal Set (#1-8).
3. “Death of Oedipus” from Edith Hamilton’s Mythology, THE authority on Greek Mythology. Trilogy =
Oedipus Rex, Oedipus at Colonus, and Antigone
4. Video of “Oedipus Rex” in “high Greek style” – to become familiar with classic Greek staging,
costumes, movement, elements of the Chorus as a character.
Begin Hamlet
Fri. Dec. 13, 2013
Target: Discuss and explore Previous Knowledge and Background Knowledge of The Renaissance,
Renaissance Theatre, William Shakespeare; become familiar with topics/issues pertinent to our study of
Hamlet.
The Renaissance
Renaissance (1300-1650) – Rebirth of a learning culture, after The Middle Ages
Life becomes “easier” – less focus on survival, more on living & learning; however, there are still
outbreaks of The Black Plague.
Strong Centralized Governments: stability for Europe, chaos for colonized regions
Inventions, explorations and discoveries, some personal Time!
Travel is easier  commerce, faster spread of ideas & language
Tools for learning: printing press, formal schools; ideology/paradigm shift
Queen Elizabeth I – stability for England, national pride
Prominent Voices of the Renaissance: Ben Jonson, Machiavelli, Christopher Marlowe,
Boccaccio, Petrarch, Shakespeare
What students know and expect to experience concerning:
 Shakespeare
 Renaissance Theatre
 Hamlet
 “good” topics for an interesting/lasting story
Topics and Issues in Hamlet
Resources:
a. Modern author and scholar of New Historicism text, Will in the World, by Greenblatt
b. Folger Shakespeare Library Online.
Homework: Begin thinking about a topic that you want to learn more about – something on which a book or
two has likely been written – it can be a topic on anything at all. You will be reading a book about your
topic during 2nd semester and using the book as a source of study. It can be a novel, a history, biography,
autobiography, practically anything!!
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Mon. Dec. 16
Target: Read Hamlet aloud in class to learn the story, its language and written structure and its characters; to
practice critical reading techniques; and to begin analyzing for meaning.
1. Check out texts of Hamlet.
2. List of Characters use to record what you know as we read together and as you read independently
3. Begin Reading Act one of Hamlet
4. Homework: Record in your notebook what you know about setting (time and place), characters, and
plot (including all conflicts)
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