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Tuesday, December 3

December 3, 2013
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Violence: Today we went over King Lear. I gave everyone an outline, which you filled in (hopefully) during our discussion. I know it was probably difficult doing that if you haven’t yet seen/read the play. However, I will make copies available to everyone who still needs to watch it. The material we covered today is important, and might well show up on a test. I would hope that it is something you can reference in your own work, perhaps as soon as the final project. And we will definitely see some of it in Native Son.

Remember: we start Thursday with a reading quiz on Native Son. You know the sorts of things I am going to ask — please be ready to respond to questions about the violence in the book.

Radio: Today you reported your weekly listening and handed in your Project #3 essays.

On Thursday, we will be informally workshopping 6 of these essays. The Google Drive folder entitled “Project #3 Essays” has been shared with the gmail account you have been handing in your projects with – you should have received an email also informing you of this. Go to Google Drive and listen to the essays directly from the website.

The 6 we’re doing on Thursday are: Kat B., Allison, Alyx, Rosemary, Rae, and Autumn. Please listen to these essays and write up some workshop-esque comments (handwritten is fine) that will be given to the author (so make them legible). Comments will be checked and you will get points for doing them.

Siren: Today we checked the December copy. If yours has not been turned in, it is late. If it isn’t in by the start of class Thursday (except for those people who are covering weekend events), we will have to move on without it.

The plan is to proof stories on Thursday. We will have the finished copy to Mr. Wischerman so that he can lay the paper out next week. We hope to print next Friday afternoon, assemble the papers on Tuesday the 17th, and distribute them on Wednesday the 18th.

We are having a bake sale/fundraiser on Friday before the basketball game. People signed up to sell and work — bring things in on Friday morning, please!

We spent the last half of class talking about the “Seven Deadly Sins” of journalism — I gave you a handout with that material on it. (It’s also in your Chapter 7 handout, pp. 146-7.) Expect a quiz Thursday that will cover these seven items, the definition of libel (know it!!!) and your ability to identify whether a situation is potentially libelous.

Style: Today we got some stand-up routines (nice job, everyone) and then the material for this week was handed out: this article, which is a textual analysis, and the opening chapters of The Hunger Games, Harry Potter, and Twilight. Take notes on things you think we should discuss in class – elements of the style, elaborations on the article, or ways of approaching the material. Due to be discussed on Thursday.

Note that there are 4 opportunities remaining in the semester to read, so please plan accordingly (and make sure that you’re here, also).

Film Studies:

8th Grade: Map quiz. Average score: 14.3, or 79 percent. Good enough to watch The Twilight Zone — “Escape Clause” — in the second half of class.

Next week: a quiz on the baker’s dozen Olympians. Remember: there are six brothers and sisters (sons and daughters of Cronus and Rhea):

1. Zeus (the youngest; King of the Gods)
2. Hera (his sister/wife; Queen of the Gods)
3. Poseidon (King of the Sea)
4. Hades (King of the Underworld)
5. Hestia (Goddess of the Hearth)
6. Demeter (Goddess of the Harvest)

and seven kids (they all had Zeus for a dad, though they were born of different mothers):

7. Ares (the God of War)
8. Athena (Goddess of Wisdom)
9. Apollo (God of Knowledge/the Arts)
10. Artemis (Apollo’s sister; Goddess of the Hunt)
11. Hephaestus (God of the Forge)
12. Aphrodite (his wife; Goddess of Love/Beauty)
13. Hermes (Messenger of the Gods)

Survey: Poetry: Today we talked about epistolary poetry. There was a handout, which contained the Terrance Hayes poem “MJ Fan Letter.” This poem is written like a fan letter to Michael Jackson, but is actually a way for the writer to revisit a formative experience (“my very first brush with love”). I asked you to choose a well-known figure and write them a “fan letter” poem, remembering that when we write fan letters, they are usually for ourselves and not for the recipient. We compared writing a fan letter to a more socially acceptable way of talking to yourself, and maybe that’s the best way to think of this. (However: imagery. Imagery! Imagery!!! “MJ Fan Letter” is full of strong imagery.)

Also Thursday: we will begin with a short quiz on Chapter 10, Tone and Voice. That will cover the types of irony, paradox, satire, and coincidence, as well as denotation/connotation and diction/syntax.

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