DAY 03 - CYCLE 05 - SEMESTER 01: 10-02-09

HANDOUTS FROM TODAY:

You received a handout describing two options to approaching Antigone in class: as reader and as writer.  Both require astute attention, thoughtful reflection, and careful articulation of insights.

IN CLASS TODAY:

We read sample sentences for the first five words of Unit 2 in the vocabulary book.  Remember that providing adequate context is critical!

We finished watching Whale Rider and discussed why Paikea was able to be so tolerant of her Grandfather Koro's intolerance of her.  If you cannot explain why to yourself now, you should remember to ask again when class resumes on Tuesday (we don't meet on Monday).

We began Antigone in class with a conversation between Antigone and Ismene.  Questions you should be able to answer before moving on are these (these are the very same questions with which we will begin on Tuesday, so you should all be able to answer them!):

• Where are they?
• What recent circumstances are affecting them?
• What are their attitudes toward Creon's decree?
• What does Antigone want to do?
  
• What is Ismene's response?
• Why do they want to pursue the actions they do?
  
• What are the emotional states of each character?

We selected readers for Tuesday's class. 

Students who are not readers were also asked to read and develop questions for Tuesday's discussion.

CLASS NOTES:
There were no notes taken in class, except for those which you were to write down on your study guide.

HOMEWORK FOR NEXT CLASS:

Those who want to demonstrate better engagement in class will read the above post in full. If you cannot answer the above questions, re-read 59-60.

Read pages 61-86 (up until Ismene enters) in Antigone.  

Readers, you will be performing your parts on Tuesday.  Read all of 61-86 and work to understand how all of the characters interact.  Then, go back and decide who you are within that context. You should give very careful thought to what words you will emphasize, where you will pause, what your volume of voice will be, where you will speak rapidly, what gestures and facial expressions will accompany your reading, and why your choices make sense.  Remember that all characters experience more than one emotion, even if only one value drives their choices.

Students who are not reading aloud, you should develop questions for each of the characters about why they are the way they are, why they act as they do, how the demonstrate their traits through speech and action.  Remember the value of indirect characterization in determining the essence of a character.  Have an idea about how you think the parts should be performed.  Think of larger questions you would like the characters to speak to, e.g. Why is ____X_____ such a priority for you?  Readers, as their characters, will need to be able to answer these questions.  Your questions should demonstrate that you have given careful thought to the characters, the issues they raise, and the choices your peers make in their interpretations of those characters.

Your level of engagement in these tasks will have a direct correlation to how engaging class is over the next week.  Take your work seriously.