Week 11

Yesterday we were able to wrap up our discussion of Dr. Faustus and begin looking at Boetheus' poem on Human Folly.  The class quickly recognized a connection between the accusations of the poet Boetheus, and the story of Faust.  This week's assignment prompts a careful look at that connection.

In reading through Proverbs over the last few weeks, I've noticed how often scripture holds virtue and vice in parallel contrast: "a false balance vs. a just weight", "pride and dishonor vs. humility and wisdom", "Integrity and guidance vs. treachery and destruction".  Next week we'll explore the scheme of antithesis and learn how to use antithesis in our writing.  We find in Scripture's use of antithesis a justification for including a villain such as Faust in a study centered on virtue.  Often virtue is most clearly perceived when she stands next to vice.  

Reading Assignment

• ·      Read over Boetheus’ poem from The Consolation of Philosophy carefully.  List 3 similarities between “these wretched mortals” and Faust.  Next list 3 differences. 
• ·      For each of the remaining 4 poems:

o  Read each one 3 times slowly

o  Mark rhyming words with highlighters (use the same color for words that rhyme, then switch colors for the next set of rhyming words)

o  Count the number of syllables in each line and write the number at the beginning of the line

o  Choose 3-4 lines from one of the poems to memorize.  Be prepared to recite those lines in class from memory.

DVD

• ·      Watch lesson 4 elocution – subject errors

Writing Assignment

• ·      Complete pages 50-58 (subject errors) from the Student workbook
• ·      Write your lesson 4 essay from your outline using the checklist on page 214.  If your outline needs corrections I will e-mail those to you before Monday.  Before you turn in your essay, check off each item on the checklist (except antithesis).  Then staple your checklist to the front of your essay.

Week 10

We've come to the end of our reading of the Tragedy of Dr. Faustus.  Rather than launch right into our next book, The Tempest, with only two weeks of class left in the semester, I've decided to read through a few noteworthy poems.  We will read several poems this week and research their authors, including Christopher Marlowe (whom we've met), Sir Walter Raleigh (well known explorer, but little known poet), John Donne, and Ancius Boetheus.  Each student has drawn the name of a poet and will present a one page report to the class next week.

Reading assignment

• First reading (day 1) - Read each of the 5 poems in your packet slowly and carefully in the following order: The Consolation of Philosophy (Human Folly), Death Be not Proud, Passionate Shepherd to his Love, The Nymph's Reply to the Shepherd, and The Bait
• Second reading (day 2) - Read Boetheus' poem again.  Notice the rhythm and rhyme.  Is there a rhyme pattern?  Describe it.  Use alternating highlighter colors to mark rhyming words.  Count the number of syllables in each line.  Do you notice a pattern in the number of syllables?  If so, write it down.
• Third reading (day 3) - Read Boetheus' poem again.  See if you can divide it into sections that make sense.  Be prepared to explain why you divided it the way you did.
• Fourth reading (day 4) - Read Death be not Proud. Notice the rhythm and rhyme.  Is there a rhyme pattern?  Describe it.  Use alternating highlighter colors to mark rhyming words.  Count the number of syllables in each line.  Do you notice a pattern in the number of syllables?  If so, write it down.

DVD

·      Watch Lesson 4 Arrangement (Amplification)

Writing Assignment

• One page report on the poet you drew in class
• Sort your ANI chart, both the A and N columns.  Identify your strongest proofs on each side and then choose your thesis.
• Complete the Guide to Amplification on pages 45-46 of your workbook
• Complete the Lesson Four Arrangement B worksheet on pages 47-48
• Use the information from pages 47&48 to complete an outline according to the template on page 49.

Bonus: Write an amplification for our class essay. We'll vote to decide which one to use and the winner will receive a prize!

Week 9

Reading assignment

·      Finish Reading Dr. Faustus

·      Highlight and be prepared to narrate any scene or chorus

·      Write 2 discussion questions for each scene, one using the topic of definition and another using one of the other 4 topics

DVD

·      Watch Lesson 4 invention (Definition II) for review

Writing Assignment

*We are moving on to LTW Lesson 4 this week

·      Formulate a new issue from Dr. Faustus

·      Complete the Definition II worksheet in your workbook on pgs. 43-44.  Choose an abstract noun for this worksheet.  In other words choose a term (noun) that is either the name of an activity (such as homework) or the name of an idea (such as friendship).  If your issue doesn’t contain a noun that is either the name of an activity or an idea, choose a related noun to define.

Ex. Issue=Whether Faust should have conjured Mephistophiles

The terms in this issue are: Faust, conjured, & Mephistophiles

Faust = concrete proper noun

Conjured = verb

Mepistophiles = concrete proper noun

None of these terms name an activity or idea.  BUT, you can change the verb to a word that names an activity.  Once it’s a name, it is a noun.

The verb “conjured” can be changed to  = conjuring.  Conjuring is a NOUN that names an activity. 

Other abstract nouns that are “related” to this issue are witchcraft, sorcery, divination, black magic, necromancy and rebellion.  Any of those terms would be appropriate for your definition 2 worksheet.

·      Begin a new ANI chart with your Faustus issue.  Come to class with at least 20 items in each column (ALL 3 COLUMNS).  Be sure to put some information from your Definition worksheet on the ANI chart.  EVERYTHING on the worksheet at least qualifies as interesting information.

*Check your numbers after the weekend to see where you stand with completed work vs. incomplete work.

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