Ironically, all classes in one form or another prepared for a Socratic Seminar tomorrow. English I Honors will be working off the reading we had in class today about Jim Crow laws as we begin To Kill a Mockingbird while English 8 students will be working with topics gleaned from our latest passage of Frederick Douglass’s autobiography.
English 8 Studies: work on the article of the week as necessary.
English I Honors:
complete the reading about Jim Crow laws for tomorrow;
prepare for a discussion on the following question (among others): What do you think the total effect of Jim Crow laws was meant to be?
English I Honors students began working on an experimental, flipped-classroom project for the culmination of the Odyssey. We’ll be working on this for a week or so, and it’s all very experimental, which could be just a little stressful for us all.
English 8 students continued with the toughest text we’ve had in class, working on our schaffolded practice for reading and annotating Frederick Douglass’s autobiography.
English 8 Studies: continue working on the culminating poetry project.
The most beautiful piece of music ever written for organ.
Program notes (from the YouTube page):
Bach’s Toccata in F major (BWV 540) begins with a large linear canon (one hand imitating the other) over a long pedal point in F major. This is followed by an improvisatory pedal solo based on material from the canon. The entire canon is repeated with hands reversed, and is again followed by a long pedal solo. The canons and pedal solos effect a modulation from the home key of F to the dominant of C; and the entire remainder of the movement constitutes the harmonic return to home base. Hermann Keller expresses his rapture as follows: “At the beginning the extensive linear construction of the two voices in canon, the proud calmness of the solos in the pedal, the piercing chord strokes, the fiery upswing of the second subject, the bold modulatory shifts, the inwardness of the three minor movements, the splendor of the end with the famous third inversion of the seventh chord – who would not be enthralled by that?”
English I Honors worked on mastering the Homeric simile, something that’s initially fairly but deceptively straightforward. Close reading, in other words.
English 8 students had a final day of practice with figurative language. We’ll finish up poetry in the next week or so.
English 8 Studies: complete the article of the week as necessary.
English I Honors:
re-read the Cyclops section, finding two ten- to fifteen-line segments that are challenging for comprehension (i.e., either you struggled to understand it the first time you read it, or you still don’t understand it);
English 8 students had a second day of figurative language practice while finishing up the small poetry analysis assignment we’ve been working on. We went over yesterday’s practice before we got started, and we’ll do the same tomorrow as we get ready for a quiz on Friday.
English I Honors students had a Socratic Seminar/Fishbowl/Think-Group-Share session today about the various visions of Calypso we’ve seen over the last two days.
English 8 Studies: none.
English I Honors: re-read last night’s homework, this time looking closely for the Homeric simile that’s located somewhere in the text.