English 9 Regents: Poetry (Odes)

As part of our poetry unit, students learned about a variety of poetic styles from odes, to elegies, to romances and epics.  We examined a plethora of figurative language tools used by poets to craft their work.

This is what we did with Odes:

1- defined Pindaric and Horatian odes and the purpose of an ode altogether

2- read and analyzed the structure of “Ode to Aphrodite” by Sappho (example of Pindaric Ode)

3- read and analyzed the structure of two odes from T. S. Eliot’s Old Possum’s Book of Practical Cats (“Macavity: the Mystery Cat” and “Mungojerry and Rumpleteezer”), which are examples of Horatian Odes.

5- compared student analyses of Eliot poems (speaker, tone, mood) with Andrew Lloyd Webber’s interpretation of the same poems in the musical Cats.  Analyzed Webber’s characterization of each cat (speaker, tone, musical style, choreography, costuming, lighting) and justified his choices with textual evidence from Eliot’s poems.

We then used a Visible Thinking exercise with video performances of these same odes:

“Macavity”

“Mungojerry and Rumpleteezer”

 

 

English 9 Enriched: Homeric Similes

We have begun The Odyssey!

Homeric Similes from Books V-VIII in The Odyssey

For each of the following, groups had to illustrate the portion of the Homeric simile that offers the comparison to a specific character (not a picture of the character).  After reading the simile, they had to work together to identify the character that is used in the comparison and explain how the simile is effective (ie. WHY is this a strong comparison?)  They had to use the quotation (the Homeric simile) from the epic as a caption for the group poster, and on a classroom website (Sharing in the Journey of the Hero), one group member had to post the group’s explanation of how the comparison is effective in portraying the character (those who “report” on the website rotates in the group for the various discussions).

Because the “reporter” is responsible for sharing the group’s thoughts and ideas, they are also responsible for “representing” the group with correct spelling, punctuation, and grammar, as well as outstanding content.  A little added peer pressure seems to make for stronger online responses.  I had noticed a decline in quality of individual online responses, so I decided to up the ante.

1. Book IV  page 35  (lion protecting den)

2. Book V  page 46  (sea gull)

3. Book V  page 54   (fugitive)

4. Book VI  page 57  (Artemes at hunting)

5. Book VI  page 57  (wild lion)

6. Book VI  page 59  (goldsmith’s work)

7. Book VIII  pages 78-79  (wailing woman)

Student response: Homer compared Hermes to a seagull. He states that Hermes dropped down on the deep, and skimmed along the water like a seagull, who was in search of a fish. Hermes always helps Odysseus, and is like a messenger, or guide to him. He was told to tell Odysseus how to reach home. First by building a raft, which would take him to the land of the Phaeacians, who would treat him like a god. Then, he would finally travel to his native land. Hermes was looking down upon the water for Odysseus, the same way a seagull would do when it was in search of a fish. As he found Odysseus, he dropped down, and then delivered his message, just as a seagull would drop down to catch a fish it had spotted.

Student response: In this Homeric simile, Homer is comparing the beauty Athena puts upon Odysseus to an artisan who Hephaestus and Athena themselves have trained themselves in every art. The Artisans fashions graceful work as Athena has “cast a grace” (Homer, 59) on Odysseus. After bathing, Odysseus is made taller and stouter, his hair curling into magnificent locks around his head. The comparing to a goldsmith was clearly hinted when the text read “as when a man lays gold on silver” (Homer, 59) and mentions the skillful work Athena preforms. Odysseus finally steps into the light, and shows off his new heroic figure to the maids waiting further inland.

Student response:  This Homeric simile compares Odysseus and his grief after hearing the story of the Trojan Horse and winning of the Trojan War to a woman sobbing at the death of her husband and destruction of her life by invaders. Essentially, the woman is throwing herself on her husband while wailing in grief, after he had unsuccessfully tried to defend his home from  plunderers and died. Furthermore, this woman has been captured and will be forced into slavery by the same invaders that killed her husband. The woman’s pitiful state is parallel to Odysseus’, and the comparison becomes especially poignant due to the imagery of warfare. Comparing Odysseus, a man who very well could have died in battle, to the grieving wife of a man who died in battle, provides an irony that clearly shows the true depth of Odysseus’ sadness.

Student response:  Book VI p.57    This picture is representing the comparison between a wild lion and Odysseus. Odysseus like a lion is very trusting in his strength, to help himself drag his body to safety and civilization. Like the lion he is angry and exusted by his trials in order to survive. Odysseus’ clothes were in shreds like the lions fur. Odysseus like the lion was willing to go into possibly dangerous situations in order to survive.

Student response:  Homer represents Odysseus as a fugitive. Homer compared Odysseus as a fugitive because of his actions. Odysseus was acting like a fugitive by trying to hide his idenity. The first thing Odysseus does is he trys to hind his brand, just like how if a prisoner were to escape, most of them would try to hide their tattooed numbers so nobody knows that he/she had been in prison. Next, Odysseus found a farm not near any people or neighbors. He chose this place because he knew that if he were to choose a area with lots of people, then he would be more likely noticed, and somebody could have reconized him. This action relates to the plan of a fugitive because, once people found out that a prisoner was missing, they would be posting pictures of the fugitive’s face all over the town. In order for the fugitive to not be reconized, they would have to find a place like Odysseus’, that didn’t have many people around that could reconize him. Finally, Odysseus had hid himself in some leaves to disguise him for the night so he can get some rest. This can be related to the actions of a fugitive because a fugitive would have to find a place to hide so nobody see’s him while he sleeps.

Student response:  Book VI p.57   “White-armed Nausicaa led their sport; and as the huntress Artemis goes down a mountain…exhulting in the boars and the swift deer…easily marked is she though all are fair” (Homer 57).

This quote is comparing the princess, Nausicaa, to Artemis who is the greek goddess of hunting. T. Homer states how Nausicaa lead a sport with some of her women after washing clothes and eating. Homer compares Nausicaa’s ability and skill of the game to Artemis and her hunting ability. Artemis is the goddess of hunting. Since she is the goddess of hunting, many can infer that Artemis is great at hunting. Listeners can imagine Artemis showing great skill while going down a hill and shooting deer with her bow. Homer allows the listeners to picture Artemis gliding through the forest and hunting animals with ease. Since Nausicaa is said to seem like Artemis, we can imagine her playing the sport very well and shining as a great player. This simile is a great example of evoking the listener to visualize. Since Homer would have told this tale to groups of Greek listeners, they all can picture Nausicca better. They all would have known who Artemis was which would help them make the connection between the two characters described. This is a great example of a “Homeric Simile”. It is a longer simile but it really explains the thing being described and compared.

Student response:  Homer represents the suitors as the hind and its fawn. The suitors have all stayed at Odysseus’ home without permission or welcome, just as the hind and fawn. The lion represents Odysseus and how he has been away from his dwelling for a long time. The lion brings “ghastly dooms”(Homer 35) upon the hind and fawn. This is depicting how it will be if Odysseus is ever to come and find the suitors, which is what happened when Odysseus faces the suitors. The simile paints the picture of what is to come when Odysseus confronts the suitors.

English 9 Regents: Changes in Mme. Loisel

After reading “The Necklace” by Guy de Maupassant, the students did a Visible Thinking exercise about the changes in Mathilde Loisel’s character.

First, I put this picture on the overhead:

Students had to write ten things they SEE in the picture, and then share with a partner.  I have them place a check mark next to things they notice in common (doing this, by the way is preparation for an upcoming essay about deductive reasoning).  They then have to return to their desks and write three things they THINK about how Mme. Loisel changes based on the drawings (not the story).  They have to write their “THINK” responses in complex sentences so that they are incorporating the reason they “think” so.   After that, they do the same thing with what they WONDER about what they see in the drawings (again, responses have to be in complex sentences).

These are the responses for the three sections of English 9R (I rotate the colors for each class so that I can see who posted what):

After we shared the info from their Post-Its, the students wrote a three-chunk paragraph in their journals about how Mme. Loisel experiences change throughout “The Necklace.”   They must reference the drawings as well as the text of the short story.

English 9 Regents: Creating Atmosphere in Art

As we read Saki’s “The Interlopers,” we discussed how he creates a specific atmosphere through his description of the night when Ulrich meets Georg in the forest.  Words they come up were “dark” and “foreboding” in relation to the imagery, and I asked them how the imagery was effective in creating this atmosphere.  They went on to say that the images helped to create a “scary” or “dangerous” mood.

To write a practice exercise, the students viewed Thomas Cole’s painting, “The Savage State”:

In their journals, they had to write a list of ten things they saw in the painting that contributed to the atmosphere.  The catch was that they had to use adjective/noun combinations instead of simple words like “tree” (I am trying to get them to higher diction).

After they listed ten things, they had to find a partner from another group and share their lists.  For each thing they had in common, they had to put a check mark next to it.  These are usually the obvious details.

Once they shared and returned to their seats, they had to write three things they THINK about the atmosphere of the painting, but they had to give a reason (I am trying to get them to create more complex sentences).  For example, they had to say something like “I think Thomas Cole creates a ___________ atmosphere because _______.”   This would be much better than, “I think Thomas Cole is a good painter.”  Because they had to write three, they needed three strong adjectives to describe the atmosphere.

They also had to write three things they WONDER about the atmosphere created by Thomas Cole (also in a complex sentence).

While they were completing their See/Think/Wonder responses, I passed out three different colored Post-It notes, giving one to each student.  Those who had one color had to share their strongest adjective/noun combination in what they SEE, another color was for THINK, and the last for WONDER.

When they came to the front to share, they had to listen carefully because no one could use the same words to describe the atmosphere, or the same details from the painting.

Once they finished sharing, they had to write a three chunk paragraph about how Thomas Cole created a specific atmosphere in his painting, “The Savage State.”

English 9 Regents: Using Music to Tell a Story (“The Most Dangerous Game”)

Stories are not only told with words; they can be told through a variety of media, including music.

This is a Visible Thinking activity relating to the short story “The Most Dangerous Game” by Richard Connell (but the idea could be used with any story).   For this activity, students were to analyze the story being told in a piece of music (in this case, “Path” by Apocalyptica), and then relate that music to something we read (in this case, the short story).

The class first listened to “Path” by Apocalyptica to try to hear the “story” being told through the music.  Like authors who use devices such as imagery, characterization, or symbolism, composers tell their stories through their own devices, for example:

–         choice of instruments

–         time signature

–         tempo

–         style of music

–         shifts/changes in the music

–         crescendo / decrescendo

Those who make music videos must interpret the music that they hear to create a compelling story in their visual art.  The visuals must reflect what the music provides.

Students heard the piece twice; first just listening, and the second time with the video.  As they listened, they had to write ten things they HEAR in the music that helps to tell a story.   I then turned on the video and they had to write ten things they SEE in the video that helps to tell the story of the music.

Click on the picture to see the video.

Once they had ten things they heard and ten things they saw, students had to find a partner and share their observations.  After sharing (and putting a checkmark next to ideas they had in common), they had to write three things the THINK about the story that the music is trying to tell, and then three things they WONDER about the story that the music is trying to tell.

Students then receive a Post-It note (four colors: See, Hear, Think, Wonder), and we share their ideas.

Writing Prompt

Pretend that you are making a film of Richard Connell’s “The Most Dangerous Game,” and you have selected “Path” by Apocalyptica to help “tell” a portion of the story.  Explain HOW you might apply the music to parts of the story, and fully explain WHY the music would fit that particular action of the story.

This will be a three-chunk paragraph.  Think about what needs to be in the topic sentence (TS) for this assignment.  Your concrete details (CDs) will be references to both the music and the plot of the short story, your commentary (CMs) will be the explanation of how the music fits the action of the plot.  Don’t forget a closing sentence (CS).