Week 3

Today we discussed the difference between analytical questions (used to gather relevant information) and normative questions (questions that lead us to make judgements based on "norms").  We were able to identify several examples of norms in this week's reading.  We encountered the norm of hospitality (proper conduct toward guests and conduct of guests in the home of a host), the norm of looking out for others (Ithicans' responsibility to act against the suitors), the norm of respecting elders (Telemachus' treatment of Athena in disguise and the suitors' disrespect of community elders), and the norm that discourages rash vows (Apollo and Phaethon/Jephthah's vow in the Old Testament book of Judges).  

These norms, and many others, guide us in right judgement and conduct.  For example, one might argue that German citizens had a responsibility to stop Hitler from killing the Jews in World War 2 which would reflect an understanding of justice similar to that voiced by Mentor in today's reading of The Odyssey.  Some of the norms we encounter in our reading will be tightly connected to specific societies, their circumstances, and their customs, while others will be universal as shown by their many illustrations across time and culture.  Careful consideration of the norms we encounter in our reading will help guide us on the path to wisdom!

Writing Assignments 

• ·      Choose character and action from any myth we have read so far
• ·      Complete top of ANI chart handed out in class
• ·      5-10 reasons in each column (number them)
• ·      check 3 rules for chosen action (actual, voluntary, specific time)

Reading Assignments
Highlight and narrate as you have in previous weeks.  Find at least one blue in each myth and in Book 3 of The Odyssey.

DeAulaires

• ·      Cadmus founds Thebes - pg 108 (last two paragraphs) through pg 110
• ·      Actaeon and Diana – pg 44
• ·      Zeus and Semele - 64 – 66 paragraph 2
• ·      Echo and Narcissus - pg 92

    Ovid

• Read Book 3.  Write narrations on the stories listed above for DeAulaires

   The Odyssey

• Book 3
• Narration sections TBA by the weekend

Week 2

Our class is off to a great start!  I was very pleased with this first round of narrations and discussion.  We'll continue reading, highlighting, and writing narrations for next week's reading.

I have set up our assignment record (click on the picture of the greek guy with his ancient laptop and stylus to the right).  Please check this record weekly to see if you have any previous work to complete. Next week I will assign the letters for the columns on the assignment sheet.

Each Thursday I will check the current week's reading during the break.  I'll also take up written assignments, both for the current week and previous weeks.  If a student needs a previously assigned reading assignment checked off, it is the STUDENT'S RESPONSIBILITY to come to me at break time and show that the reading has been completed.   Incomplete assignments are always due the very next week!  In the absence of extenuating circumstances (severe illness/injury, family crisis, etc. ) parents will need to assess incomplete work not resubmitted after the second week.

Week 2 reading:

The Odyssey  - Book 2
narration sections

• 1-81 (Telemachus takes the scepter)
• 82-145 (who is to blame?)
• 146-207 (prophecy and response)
• 208-223 (Telemachus' plan)
• 224-257 (Mentor's indictment - suitor's response)
• 258-300 (Telemachus and Athene)
• 301-320 (Antinoos and Telemachus)
• 321-356 (plan of the suitors)
• 357-412 (preparations)
• 413-end (setting out)

Ovid's Metamorphoses - Book 2

Read all, but narrate only the following sections

• Phaethon
• Jove and Europa

DeAulaires

Read and narrate these sections

• The Muses (pg 100-101)
• Eurpoa (pg 108 - first 5 paragraphs)
• bring last week's narration of Phaethon (pgs. 82-84)

Highlighters and thin pages

It has come to my attention that some highlighters are bleeding through the pages of our particular edition of The Odyssey pretty badly, making the back side of the page difficult to read.  This happens sometimes, especially when we order low cost copies.  I have a few solutions to offer.

• Turn the highlighter so that you underline with the thin edge rather than highlighting the whole word with the broad side of the highlighter.

• use colored pencils and underline

• Use pencil highlighters

• Get Bible highlighters from Lifeway

 *Here is a link where you can order a set of non-bleeding gel highlighters on Amazon prime for $6.99
http://www.amazon.com/gp/product/B00NF6PAJC?psc=1&redirect=true&ref_=oh_aui_detailpage_o00_s00

Sorry about not warning you ahead of time.

Welcome!

I'm super excited about our new class!  I've posted the first assignment just below the class calendar on the right side of the page.  Click on the picture of Odysseus and the sea monster.  Our calendar is updated if you'd like to view our class schedule for the semester.  I look forward to seeing you all next Thursday!

Mrs. Rape

Week 10

We have just two more weeks of class (hard to believe!)  Be sure to get all your assignments that still need to be corrected in as soon as possible.  Assignments for next Thursday are as follows:

Reading

• Aristotle chapter 22
• Huck Finn ch 28-36

Writing

• comparison essay -use check list handed out in class.  Choose 2 or 3 schemes and 2 or 3 tropes that suit your essay and mark them.  

Week 9

We are now in the process of writing our first comparison essay.  You can relax, because you have already learned almost everything you need to know in the process of writing persuasive essays.  All you need now is to learn the the new arrangement patterns.

If you missed today's class, you'll want to watch the DVDs for lessons 9 and 10 arrangement.

I've posted two sample comparison essays.  Click on the picture of the mad puffy cheeto (he is obviously angry about this writer's thesis) to see the Snack Food essay.  Click on the picture of Brutus and Cassius to see the Roman Traitors essay.  You also have the dogs and horses sample essay in the book to refer to.  Each of these three essays uses a slightly different outline.  You have a choice of which outline to use for your essay.  You can use the outline template in the book (alternating terms as you discuss each theme), the  outline on  your handout (discussing all 3 themes for each term in its turn), or you can do a little detective work to extract the outline from the Snack Foods essay.  This is the first time you've had freedom to choose your arrangement.  Enjoy it ;)

Writing

• Complete the arrangement worksheet on pages 195-198
• Create an outline from the template on pages 199-200.  Alternately, you can use the outline I printed for you in class or create a new outline based on the Snack Foods essay.

Reading

• Aristotle 20 - 21
• Huck Finn 19-27 

Week 8

A quote to contemplate in light of our discussion of Jekylll, Hyde, and Romans 7.

"The Christian religion, then, teaches men these two truths: that there is a God whom men can know, and that there is a corruption in their nature which renders them unworthy of Him. It is equally important to men to know both these points; and it is equally dangerous for man to know God without knowing his own wretchedness, and to know his own wretchedness without knowing the Redeemer who can free him from it. The knowledge of only one of these points gives rise either to the pride of philosophers, who have known God, and not their own wretchedness, or to the despair of atheists, who know their own wretchedness, but not the Redeemer."  - Blaise Pascal, Penseees, Section VIII)

Writing

• Complete the extended comparison worksheet that I will email to you.  Use these terms.
• Term A = Frankenstein's monster (Frankie) 
• Term B = Hyde

Reading

• Huck Finn chapters 10 - 18
• Aristotle chapter 19