I post here daily about what we accomplished in class each day, including handouts and links available to students on my CANVAS site.
We started class with 10 minutes of independent reading and then had a quick review of independent clauses (see what I did there?)! We are beginning our grammar unit on types of sentences this week; our pretest showed that most student recognize simple and compound easily but have trouble with complex and compound-complex sentences. Therefore, I'm not spending much time on reviewing simple and compound sentences except to focus on punctuation issues that I do see in student writing. Today we reviewed the four basic structures of simple sentences. Next, students read the final scene of Oedipus Rex (p. 252-262) and answered the study questions in their notes. They also had some time to add textual evidence to the claim they have been tracking throughout Part II. After reading, I assigned students a vocabulary review activity due tomorrow, and then we began to discuss our literary focus for this week: irony. I introduced our ACES prompt for the week: How does Sophocles generate empathy for Oedipus through his use of dramatic irony? We talked briefly about the definition of dramatic irony and how to approach this question, but we will pick back up with this topic tomorrow in class.
Homework: Complete vocabulary review activity for each of your selected words. Work on your seminar preparation: claim statement, textual evidence written out with page and line numbers, notes on answers to Helpful Hint questions, and questions of your own for the discussion.
Allison Houck, MAT