This week, we will focus on iambic pentameter and Shakespearean sonnets in preparation for the battle of the bards on December 13th.

We will begin this week by finishing up our viewing of A Midsummer Night's Dream. From there, we will look at the Shakespearean sonnet.

This week we will continue our exploration of A Midsummer Night’s Dream by rewriting acts 3+4 and discussing these rewrites as a class. From there, we will view the Movie Version.

This week we will continue our exploration of Shakespeare’s A Midsummer Night’s Dream. We began by climbing uphill through Shakespeare’s original play… now we will explore this beautiful text by reading the modern translation. Students are encouraged to reference the original work as we read to better understand the layered references and expressions hidden in this beautiful text.

This week, we will continue our exploration of a Midsummer Night’s dream. Students will read aloud in class and explore the concept of a sonnet deeply, creating one of their own!

Students began the week by presenting on their assigned person or myth in preparation for our reading of A Midsummer Night’s Dream. Students understand that these concepts are referenced in the play and knowing about them will enhance our enjoyment of the reading. From there, we will begin our exploration of the famed comedy, A Midsummer Night’s Dream.

This week, we'll start by take pictures for the new class attendance system, and reviewing procedures and expectations for the coming days.  

 

After all of that has been accomplished, we will begin our exploration of the Shakespearean comedy A Midsummer Night's Dream. This story has strict parents, young lovers, bawdy actors, and the thread of magical fairies weaving the tale together.  

 

But, first, students will break into groups to introduce the class to some mythological references that will be helpful to understanding the play in class. These presentations are due on Thursday, October 18^th at 11:59PM in the TEAMS dropbox. Students must share it with me directly, as well. 

 

Students have been invited to a Microsoft Office “group” which will allow them access to a calendar with the lesson objective(s), daily agenda, and homework assignments. Please encourage them to utilize this newly created resource. If you would like access to this information, I also created a google calendar that you are welcomed to access. You can find it here: https://calendar.google.com/calendar?cid=cnRqcGpjcXU0MXEyajJjNWw1M2hxaGRwaDBAZ3JvdXAuY2FsZW5kYXIuZ29vZ2xlLmNvbQ

In lieu of a final assessment, each group or individual will be assigned a region to investigate. These findings will be shared through power point. Students will express the theme of the story, as well as information about how the story may relate to different cultural norms or expectations. Students will learn about the region where the myth is situated and practice evaluating myth as a literary text. Students will work on these projects this week to present next week. The final power point presentation is due in TEAMS no later than 11:59PM Thursday, September 20^th 2018.

This week, we will begin with the Dogon Myth and culture. From there, we will explore the Norse, Aboriginal, and Chinese creation stories. As we explore these stories, students will continue to evaluate them through a symbolic and thematic lens.

This week, we will continue our exploration of world mythology. We will begin with a presentation that students prepared, comparing various aspects of the Babylonian and Genesis creation stories. From there, we will focus on the Dogon myth.

This week, we will continue our exploration of creation myths by watching the Greek myth and then reviewing Archetypes. From there, we will explore the Old testament, Babylonian, Dogon, and (if time permits) Norse creation stories.

Welcome to English 9! So much has happened since we’ve started! Let’s recap. In week one, we did introductions and then began our exploration of multi-cultural literature by reading creation myths from a variety of cultures. In week two, we wrapped up our Inuit reading activities before moving on to the Aztec creation myth and the Navajo creation myth.

This week, we will construct summaries of the myths we’ve read thus far, compare them and contrast them, and introduce new creation stories into our explorations. We will be sure to couple a brief foray into these cultures, as well, to support our understanding of the text and to inspire inquiry.