Odyssey

Finishing and Starting

English I Honors began the final stages of the Odyssey project.

English 8 students began their new unit, a STEAM unit with social studies and math.

Homework
  • English 8 Studies: continue with the poetry project.
  • English I Honors: read the final section of the Odyssey (to page 416 — not sure about the hundreds in that, but it is definitely x16).

English I Honors students worked with the Joseph Campbell text on the monomyth. We’ll be finishing it up tomorrow.

English 8 students began their final project for the poetry unit.

Homework
  • English 8 Studies: continue working on the article of the week.
  • English I Honors: continue working on the article of the week.

English I Honors students began working on a look at the monomyth (i.e., Joseph Campbell) and how the Odyssey is an example of that. We’ll be finishing up the Odyssey shortly.

English 8 students are nearing the end of their studies of figurative language in poetry. We’ll be finishing up next week.

Homework
  • English 8 Studies: 
    • finish the in-class work on figurative language interpretation;
    • continue working on the article of the week as necessary.
  • English I Honors: 
    • work on the text from class, annotating the text and preparing a Cornell outline of the material;
    • begin reading the next section of the Odyssey;
    • continue working on the article of the week as necessary.
Allusions and Figurative Language

English 8 students continued with poetry and figurative language, working to be able to understand what figurative language adds to a text.

English I Honors students continued with the Odyssey and allusions, specifically allusions in “Wrapped Around Your Finger” by the Police.

Homework
  • English 8 Studies: work on the article of the week.
  • English I Honors: 
    • consider why the speaker is staring at the ring around someone’s finger (in what situations would that happen?);
    • work on the article of the week.

It’s a homework-only day.

Homework
  • English 8 Studies: none.
  • English I Honors: read pages 386-398 (quiz Monday).

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.

Homework
  • 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);
    • complete the article of the week as necessary.
Figurative Language Practice and a Seminar

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.

Homework
  • 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.

English I Honors students looked at one final version of Calypso, a song by Suzanne Vega:

We’ll be wrapping up Calypso tomorrow with a brief discussion — probably Socratic-seminar-ish.

English 8 students continued with figurative language by having some individual practice after reviewing some group work we recently finished.

Homework
  • English 8 Studies: none.
  • English I Honors: read 372-385 for tomorrow.
Calypso and Solo Interpretation

English I Honors began looking at the question of how various artists using various media over various centuries have re-imagined Calypso.

Westall, Richard, Telemachus Landing on the Isle of Calypso, Glasgow Museums

We looked at the etymology of Calypso’s name:

The etymology of Calypso’s name is from kalypto, meaning “to cover”, “to conceal”, “to hide”, or “to deceive”. According to Etymologicum Magnum her name means kalýptousa to dianooúmenon, i.e. “concealing the knowledge”, which combined with the Homeric epithet dolóessa, meaning subtle or wily, justifies the hermetic character of Calypso and her island. Kalypto is derived from Proto-Indo-European *kel-, making it cognate with the English word ‘hell.’

Then we took a look at two paintings depicting Calypso.

Samuel Palmer, Calypso’s Island, Departure of Ulysses, or Farewell to Calypso, 1848-1849

English 8 students examined a new poem, this time on their own, as we wind down our work on figurative language.

Homework
  • English 8 Studies: none.
  • English I Honors: 
    • re-read the “Calypso” reading you read for homework over the weekend;
    • complete the “think” part of the Think/Pair/Share we are doing for the second image from today (Samuel Palmer, Calypso’s Island, Departure of Ulysses, or Farewell to Calypso, 1848-1849 above)

English 8 students worked on their Friday inference work. English I Honors students finished up the opening of the Odyssey, seeing in the process that it is a prayer to the Muse for inspiration as well as a prologue.

Homework
  • English 8 Studies: none.
  • English I Honors: read the “Kalypso” excerpt.

After building some background knowledge, English I Honors students finally began reading the Odyssey.

Sing in me, Muse, and through me tell the story
of that man skilled in all ways of contending,
the wanderer, harried for years on end,
after he plundered the stronghold
on the proud height of Troy.

We’ll be working on the opening lines for a couple of days before we shift into a slightly higher gear and move through the epic.

English 8 students continued working on group analysis of “The Black Earth.

Homework
  • English 8 Studies: none.
  • English I Honors: 
    • define “appositive”;
    • find two appositives in today’s reading.

English I Honors finished up the background knowledge development for the Odyssey.

English 8 students continued with their group work of poetry analysis.

Figurative Language and Background Knowledge

English 8 students began looking at the EQ “What does figurative language add to a poem?” We did some schaffolded work with figurative language:

English I students looked at an informational text about archaeological studies of the city of Troy in order to build background knowledge for the Odyssey.

Homework
  • English 8 Studies: none.
  • English I Honors: 
    • re-read the text from today;
    • make sure you  have four names, one date, and a few facts about Troy in the “L” section of today’s KWL;
    • look up the words in bold that we worked on determining context clues in class.

English I Honors students finished up the Odyssey unit with a Socratic Seminar about whether or not Odysseus is a hero. The discussions will be available in a password protected post shortly: the password will be the last word in the title of the next book we read.

English 8 students in both classes continued their lit circle work with The Glory Field.

Homework
  • English 8 Strategies: none.
  • English 8 Studies: none.
  • English I Honors: finish the Odyssey project by midnight Monday.