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 brief introductory lesson about dependent clauses, complex sentences, and fragments. Students should now understand how to combine and punctuate dependent clauses with independent clauses to create complex sentences and recognize dependent signals (i.e. subordinating conjunctions). Today we focused on a few examples of adverb dependent clauses; in the next few days we will learn about adjective and noun dependent clauses. After grammar, we briefly reviewed the Oedipus ACECES question about dramatic irony: How does Sophocles generate empathy for Oedipus through the use of dramatic irony. Students have been finding examples of irony throughout the play; now they must choose two examples that both reveal something empathetic about Oedipus's life or character to create an answer statement for this paragraph. Paragraphs (draft form) are due tomorrow (Thurs.). Next, I introduced to everyone the story of Shakespeare's Julius Caesar through a video (see below). Then, students worked in new groups to read/annotate one of the key speeches in the play. Students will eventually present the speech, teach the vocabulary in the speech to the class, perform a skit about the part of the play leading up to the speech, and then analyze the speech in a rhetorical analysis paragraph. For today, however, they just read and annotated the speech.
Homework: Complete draft of ACECES paragraph about dramatic irony in Oedipus.
Finish reading and annotating your assigned speech.
Coming up: Vocabulary teaching and skits begin in class on Friday.
Allison Houck, MAT