Michael Spino

Course overview and lesson plan

Book IV

For 10/12- This is commentary for Book IV of the Iliad

Two words yet undefined:

Epic simile- Same as a regular simile but longer and mostly dramatic

Hubris: Tragic pride that leads to downfall.

What major role does Athene play in Book 1- Interrupts quarrel between Agamemnon and Achilles.

Group of Mythological figures ABOVE all the Gods- Titans

First Paragraph- 

1-8 Hecktor speaks to

Paris

and tells him that the people are dying for him and talking about the city under peril

8-15

Paris

had stayed in his room in gloom but after speaking with Hecktor says he will go with him to see about the battle

15-20- Helen, is in the middle and calls herself a crafty hag.

25-30- Helen is unhappy about her place in the world and is not happy with the marriage to her husband Menolos, king of

Sparta

30-40- Hecktor tells Helen he must fight and foreshadows his own demise.

40-50 can’t find his wife Andormache, and she has gone to lament.

50-65 he asks where she has gone and gives a number of options but actually she has gone to the front as the Achaeans seem to be winning.

65-75- goes to find his wife and they meet at the northwest gates of

Troy

75-80 Andormache is with her son  (Astyanax) and holds him to her bosom

82-87- A tries to have Hector consider not going to War.

88-93- She tells of her father who was killed by Achilles but buried with honor

95-115- Achilles killed all of Adrome brothers and now Hecktor is mother, father and brother to her. The warriors of Achaeans had come over their walls so she begs him to stay. They knew they were going to win maybe by the prophetic arts

115-120- He must fight and will not shrink away and lose great glory

120-135- He feels sorrow that they will take Adrome and make her into their almost slave.

135-145- Does the child speak from his own viewpoint about being terrified of his father?

145-155- Hecktor talks about the glory that will be his son’s but do we think otherwise?

155-165- The Archians are run out of

Troy

after they have said they will accept his fate.

Afterword- Oddyess and Ariras return to Agamemnon and tell him that no persuasion will move Achilles to come back and fight

mULTI-cULTURAL cOURSE

Poster Assignment;

Each group depicts a scene from the novel. Following are some of the scenes that you may find interesting. The assignment includes drawing a picture to depict your scene and you must also add dialogue that comes from the actual book.

• Okonkou wrestles for the championship  (Chapter 1)
• The locust come to the village
• Unoko playing the flute but not paying his debts (Chapter 2)
• The entrance to the cave where the Oracle supposedly lives with her care keeper
• Okonknou killing his adopted son Ike (Chapter 9)
• The coming of the Christians on a bicycle or “iron horse”
• The time of Peace is celebrated in the village (Chapter 5)
• Okonkou killing tribal leader’s son at his ritual burying (13)
• Okonkou and his family leaving for exile (Chapter 14)
• Okonkou toiling on the land during the bad weather.(Chapter 3)
• Nywoke becomes converted to Christianity (16)
• Mr. Brown gets along with the IBO (21)
• Enock pulling off the mask of an eguagua (22)

Answer the following questions by circling the correct answer

1. In Okonkwo’s determination to be a perfect example of manhood, he begins to reveal the consequences of his tragic flaw, which is

a. greed

b. the pursuit of physical beauty

c. narrowmindedness

d. the fear of weakness

2. Before dying, Ikemefuna thinks of Okonkwo as

a. an evil spirit

b. a betrayer

c. his real father

d. a vessel of bravery and strength

3. Nwoye questions the customs that condone the killing of twin babies and Ikemefuna. He seems to find the answers in

a. the Oracle

b. the

Evil

Forest

c. Christianity

d. the District Commissioner

4. : Which of the following is not considered to be one of the key outside influences that enabled the British to move into Umuofia?

a. Religion

b. Higher education

c. Government

d. Commerce

5. The Central character of the novel “All Things Fall Apart is On.” The term given for this character in a novel is:

a)      The hero

b)      The epic hero

c)      The protagonist

d)      The antoagonist

6. An important personage in the novel which individuals go to for advise and also fear is the:

      a) Prophet

      b) Oracle

      c) farmer

      d) District Commisioner

7. What is the mode of transportation on which the white Christians first arrived in Ob

village

of

Umptgoa

.

     a) Sleek automobile

     b) White horse

     c) iron horse

     d) train in the city of

Lagos

8. Which of the following two characters are O father and best friend:

      a) Nwoye and Ezinma

      b) Mr. Smith and Unoka

      c) Onoko and the Oracle

      d) Unoka and Obierka

9. The nine member council that makes decisions for the IBO tribe is called:

      a) Judicial Justice System

      b) The tribal council

      c) n

10. The missionaries were sold land that was known in the village as the:

      a) land beyond the sea

      b) the evil forest

      c) the heart of the lion country

      d) the location of the Oracle

11. The title of the novel “Things Fall Apart” is taken from a poem  “The Second Coming” by which of the following authors:

       a) Dylan Thomas

       b) W.B. Yeats

       c) Alice Walker

       d) Luke Skywalker

12. The setting of the novel is in what African nation and during what time period>.

      a)

Ivory Coast

in 1700’s

      b)

Kenya-

modern day

       c)

Nigeria

in modern day city of

Lagos

       d)

Nigeria-

in

village

of

U

in mid 1800’s

13. How many years does O put into exile and for what offense.

       a) Seven years for hurting a clansmen’s wife

        b) Three years for stealing a clansmen’s Yams

        c) Seven years for killing a clansmen’s son accidentily

        d) 20 years for armed robbery

14. Nwoye is a son to O as Ezinma is:

        a) his mother

        b) his cousin

        c) his daughter

        d) his aunt

15. At the end of the story, O :

       a) has a big farm and fame

       b) becomes the wrestling coach of his country

       c) hangs himself

       d) marries a virgin.

      HoH

    

Essay Question Section:

Answer the following questions with at least a three sentence response

1.      What is chi? Explain the importance of chi in shaping Okonkwo’s destiny. If you were going to define Okokwo’s personal chi what qualities would it be comprised?.

  2. What is the role of women in the novel?

 

Growing into Gilgamesh

THESE ARE SOME OF THE PRIMARY QUESTIONS THAT ARE COVERED IN THE CLASS IN THE ILIAD

When was the Iliad written and by whom: (750 B.C.) in the tenth year of the Trojan War by Homer)

1. How did the Greeks of the time respond to the poem (“The revered the poem as an expression of central truths about human beings and their place in the scheme of the universe)

2. What does the term, Achaean expeditionary force mean? Who is the leader of the force in terms of rank and position..

      4. Explain in your own words the term ;code of conduct: He is willing to sacrifice his life, and fights for the noble cause, preservation of society, honor, and the noble way of life

THE CLASS IS WRITING AN ESSAY ON THE LAWS OF LIFE. WHAT QUOTATIONS CAN BE USED TO ADVANCE YOUR LIFE AND ACCOMPLISH YOUR LIFE OBJECTIVES

BACKGROUND TO THE WRITING OF THE ESSAY

                LESSONS OF LIFE   

Power Point of the Writing Process:

6 slide Presentation to help with Lessons of Life Essay.

I will print it out and provide it with the lesson plan for reference during the process of writing

Hand out and go over the Laws of Life Essay Contest Rules, Regulations, etc.  Provide time in class for the students to work on the first draft of the essay- Make up diagrams, design your ideas into sections, etc.

1.    Identify the six steps to the writing process for your themed writing.

2.    What is pre-writing

3.    Identify some of the important transitional words

Two time order words:  1)           2)

Two importance words  1)            2)

Comparison words       1)             2)

Cause words               1)             2)

Cause and effect words 1)            2)

Be sure to use the following types of words in your essay

4.    Vivid descriptions:

Give examples in your essay of using sense words:

Hear_____________________

Smell_______________________

See_______________________

   Taste______________________

  Touch_____________________

Hand in draft- Will have peer revision and proofreading period later in the week.

1.    Choose an example of a term such as:

“An attitude of gratitude creates blessings”

2.    Think about a personal experience that has taught you about a Law of Life…

3.    Write an essay that relates your experience to a Law of Life.

4.    Your essay should be between 500 and 700 words, typed and double spaced.

5.    Planning and writing outline of essay

Wrap-Up: Describe your best quality of personality. Use this information as develop your essay

THESE ARE THE PERSONAGES AND CONCEPTS THAT WE ARE COVERING IN THE ILIAD

A. Who was Pericles  - Well known statesman of the Athenian Golden Age- Hailed supremacy of

Athens

and public monuments

B. What is the Peloponnesian Wars-   Between Athens and

Sparta

lost by

Athens

in 432.BC-

Athens

fought on too many fronts (why didn’t you learn Napoleon and Hitler)

C. Who was Alexander the Great- A Macedonian who transformed the

Eastern Mediterranean

into a Greek Empire by 323 BC… The young king took his army half way around the world and then died at the front at the young age of 32.

D. Who are the Greek Gods personification….The personification of war, plague and earthquake and can be formidable and even comical in every person’s lives.

E. What is Divine Hierarchy – From Zeus down these Gods represented all aspects of nature   

F. What is the spiral of the tragic hero- Look for the flaw, often inborn, that has the hero fall from his high grace, and sees his own endings but is compelled to go on, hence the idea of the Greek Tragedy. This is called huburis

THIS IS A UNIQUE VOCABULARY EXERCISE IN WHICH IDENTIFICATION OF THE WORD AND A USEAGE IS IDENTIFIABLE

Reading

lines 100-170 to answer the following questions

Question 1-   According to lines 152-160, why did Achilles agree to join the war against

Troy

?

Question 2. What complaint against Agamemnon does Achilles make in lines 163-168?

Post Reading Question:

We have looked at the epic poem the Iliad by Homer to see how the motivations and emotions of antiquity remain with us today. Questions revolve around the concept of Achilles choosing a long undistinguished life or a short glorious one. Review this in light of what you know about the ancient Greek heroic code, rather than your own present cultural understanding?

1. Time in the lab to work on writing of the Essay of Life

Wrap Up: Go over the following main ideas of the section.

1. What war is the backdrop for the Iliad
2. Who is the war between?
3. Why did it start?
4. In Book 1, what are Agamemnon and Achilles fighting about?
5. What god is angered and why?
6. What does he do to the Achaians?
7. What does Achilles pledge not to do for the Greeks (Achaians)?
8. Who are Chryseis and Briseis?
9. Who are the parents of Achilles

ANSWERING THESE QUESTIONS LETS US KNOW MORE ABOUT THE SUBJECTS

1. Explain what happens when Agamemnon and Achilles are ready to come to blows? Who intercedes and what does she profess for the future?

Read as a group pages 342-44, and answer first individually these questions

2. How does Achilles God mother appeal to Zeus to favor her son in the battle with Agamemnon?

      

3. Whose side do you take in the argument between Achilles and Agamemnon? Explain what segments of society they represent and why you take the side of the particular conflict?

Spelling words: antiquity, heresy, analogy, bayou, indomitable, malleable, melodramatic, visage, whimsical, judicious

Place the word that is the opposite in the blank space:

1. I am a modern story about a warrior ______________
2. I am in comparison of different perspectives_____________
3. I give up easy, and wish I were more __________________
4. I am determined and know exactly what I want, not ________________
5. I am very serious about situations and very rarely_______________
6. I believe in the doctrine of the Catholic Church and am therefore not in _____________
7. My body tells my personality not my _____________.
8. I live in the desert not in the ____________
9. The decision of the court appearance were not clear and they could have been much more _____________.
10. The brick of stone was not as ________________as tin.

THIS IS THE STUDY GUIDE FOR THE ILIAD CHAPTER ABOUT THE QUARREL

MULTI-CULTURAL LITERATURE

PARENTS/STUDENTS- THESE ARE THE RULES, BEHAVIORS AND CONSEQUENCES FOR MY CLASSROOM

 

RULES AND REGULATIONS FOR MR. SPINO’S CLASSROOM

 

Rules of the Class- Multi-Cultural Literature:

 

Review of Class Rules:

 

1. Come      into the class quietly and take your assigned seat.
2. Beginning      this week, each student will be given a report of their perceived behavior      in the class. The report will look like this…..

 

BEHAVIOR CHARTING FORM

 

After two weeks of school, we are doing a good job in relation to the material; however, classroom behaviors are hampering our progress. Therefore, immediately, we are implementing the following tracking format for classroom behavior awareness..

 

 

Class Period: Multi-Cultural Literature     Week of: January 22, 2008     Points 1 to 3- From very good to acceptable     4 -5- Poor classroom behavior and/or staying on task?                                                                                                                                                                                                                                                                                                                                                                                            Student       Name               Mon/Code/       Points               Tues/Code/       Points               Wed/Code/       Points               Thurs/Code/       Points               Fri/Code/       Points

 

 

 

1. Be      respectful of the order of the class. .Don’t blurt words out of turn.

 

2.Students need to stay on task, those falling off task with behaviors such as sleeping, or talking to those around them will be given a poor grade.

 

2. Do      each assignment diligently and participate in discussions

 

Consequences: First Offense: Warning

Second Offense: Written up for ISS and/or call to parents

 

 

“Culture Collage”

For Multi-Cultural Literature:  THIS WAS ONE OF OUR FIRST PROJECTS OF THE SEMESTER

 

Discuss this overview with the class:

 

During the course of the semester we will be studying the literary work of various cultures. A culture is defined as “the values, beliefs, and ways of thinking and speaking that a group develops in their particular environment” Values can be defined as belief a social group has emotional investment, and belief is any thought (cognitive content) held as true. Some values can be like your family agreeing to keep the house clean, or that you come to school on time. A belief might be religious, like the belief in God, or a conservative belief system that might make you a Republican.

 

The purpose of this project is for each student to have an understanding of what makes up the aspects of a particular culture. Therefore, the “culture collage” provides a framework for the full range of our course content.

 

The Collage Project will proceed as follows:

 

1. This is a partner project. You can choose your      partner at the beginning of the class. On January 13^th we will      meet in the classroom and go together the library. Your task in the      library will be to find images that correspond to particular cultural      identities. The class will gather at one of the computers and I will show your      how to find photographic expressions of particular cultures. 
2. These photos are royalty free by going into      Google.Com and placing the following words: Images of (Your Topic).      Usually, the first entry you find will have the photos. You can click on      them and highlight representative ones you would like to print out. Below are the topics which I have      researched for you and have an image of each printed from the website. :

 

Here is what to Google into the computer

· Images of Teen Culture

· Images of African Culture

· Images of Christian Culture

· Images of European Culture

· Images of African American Culture

· Images of Middle Eastern Culture

· Images of American Culture

 

Your task is to print out a few (no more than three) of the images and bring them back with you to class.

 

1. You will place the images artistically on paper provided

2. You will prepare a brief presentation in which you present and explain each of the images to the class. Photos can represent the cultures food, dress, environment, celebrations, and religious symbols (if available) and/or anything that relates to how the culture presents itself to the rest of the world.

Hand out of Rubric for scoring:

 

You will receive 75 points if the groups poster:

has demonstrative images and designed in an

attractive and somewhat orderly manner.

Art Work, illustrations and clippings are representative of the culture and clearly demonstrate at least 3 different aspects of culture.

The presentation shows numerous aspects of culture and is well-delivered

and each partner contributes to the presentation

 

You will receive 50 points if your group poster

is somewhat complete of images and designed in a moderately

attractive and somewhat orderly manner.

Art Work, illustrations and clippings are representative and clearly depict at least 3 different aspects of culture.

The presentation is incomplete, but fairly well-delivered

And each partner contributes

 

 

You will receive 30 points if your group poster::

is incomplete, not very attractive, and unorganized.

Art work, clippings, illustrations are not representative  of at least 3 different aspects of culture. The presentation is incomplete and poorly delivered.

QUESTIONS ABOUT THE SHORT STORY FROM BEHIND THE VEIL

Answer the following questions about the picture of the Islamic women with the veiled part of her face covered. . Show the picture with the veiled part of her face covered.

 

Circle Your Answer with the Veil:

 

1. Do you      find the woman especially attractive? (T/F)
2. What      can you tell about the woman by looking closely at her eyes

 

Circle your response:

 

3. Do you      believe you would be able to relate to her as a man or in a friendly way      as a woman? (Y/N)
4. If you      approached this women to make conversation do you think she would be      receptive? (Y/N)
5. .Think      of the following words meanings and notice how they relate to the story      line: long cloaks, concealed      glances, captivated, endearment, flirtatious, rebuffed, heresies,      scandalous, shroud.

 

1. I      would be okay to wear a robe like outfit with inner pockets (Y/N)
2. If I went to a mixed party with girls      with veils, would I be able to adjust to the surroundings (Y/N)
3. For      Girls- If I went to a party with women wearing veils, would I try to      persuade them to take them off and act “natural.”
4. If my      father told me to wear a veil because it protects me from men looking at      me, would I believe him (Y/N)

 

Girls: Do you believe you could be comfortable behind a veil? Why or Why not, Explain.

 

Boys: Would you or could you be attracted to a Girl behind a Veil

Why or why not?

 

More questions about the story FROM BEHIND THE VEIL

 

Do you believe the veil she is wearing is alluring? Might it be a trap for a bomb?

 

 

Do you think that Sihan (the woman) is actually alluring or just thinks so. Is she using her allure for criminal activities

 

1. Do you      believe the women would be attractive to the regular European or American      (T/F)

 

 

1. Why is      the narrator attracted more to the veiled women than those without?

 

 

 

2 How would you characterize the male protagonist named Ihsan? Why did he perceive poise as unattractive? Would he be a success in a more Western oriented society?

 

3 How does the female character Siham use her veiled appearance to be able to flirt with Ihsan? Boys, would you find this attractive. Girls, would you notice the veil as a benefit or liability? When Siham’s father praises her, do you think she could or would ever speak to him about taking off her veil off in public?

 

PRIMARY ESSENTIAL QUESTION FOR READING NOVELS IN MULTI-CULTURAL LITERATURE

Essential Questions:

 

How will reading a novel in Multicultural Literature affect my personal belief system? Will the study of a multicultural novel help me understand the cultural diversity I encounter on a daily basis? Will my own prejudice and accepted beliefs interfere with the themes I will encounter in a multicultural novel. Are the methods of writing novels fair to all cultures.

STUDY GUIDE FOR THE SHORT STORY "EVERYDAY USE"

 

Study Guide to Think About During the

Reading

of the Story

 

1. What is the significance of the title in relation to the central conflict of the story?

 

2. Describe Maggie’s personality and her feelings toward her sister Dee. How does she deal with

Dee

’s demand for the quilts, and why? Are there any ways in which Maggie is “better off” than

Dee

?

 

3. Discuss some of the positive and negative aspects of

Dee

’s character, focusing in particular on her relationship with her family. What is implied about

Dee

in the passage describing the loss of their previous home? (

Dee

is successful in the world but has lost her sense of identity. The previous home is a symbol of her loss of contact with her past.)

 

4. Is there anything ironic about

Dee

’s accusations that her mother and sister do not understand their heritage? What are the personal consequences of her efforts to stake her claim to a piece of that heritage?

5. Describe the narrator’s personality and her feelings about her daughter Dee. In what sense is this “her” story? In the end, where does Alice Walker seem to stand on the issues she raises regarding the characters’ sense of their heritage? (She stands for the narrators and Maggie’s reality of heritage)

 

 

 

 

 

 

EVEN MORE TO KNOW ABOUT THE EPIC OF GILGAMESH

QUESTION motivated by the reading of the epic

OF GILGAMESH

Did you ever accept a challenge that was beyond your capabilities? How did you know, what did you do about it?

Read the following together as a Class.

 

When Utnapishtim tested Gilgamesh by asking him to stay awake for a week, he knew that he would fail, just as he knew that Gilgamesh wouldn’t profit from the magical plant that had the power to make him young again. Gilgamesh is one-third man, which is enough to seal his fate—all men are mortal and all mortals die. Yet since Utnapishtim “sees life,” he knows that life extends beyond the individual—that families, cities, and cultures endure.

 

Study Plan Questions:

GETTING READY FOR THE TEST- QUESTIONS TO THINK ABOUT

 

1. Why do you think Utnapishtim and his wife have opposite sensibilities in regard to helping or being against Gilgamesh? What are their different motivations? Is it gender or position that causes the discrepancies?  (Remember about Utnapishtim's wife – (her role is like that of a servant, yet she is wise and compassionate. She is the one who persuades Utnapishtim to tell Gilgamesh about the plant which restores youth) .

 

 

2. Provide an analysis of the phrase, “ the thief in the night has hold of my limbs” What does this mean about Gilgamesh’s reflection on his own future.

 

 

 

3.What does the washing and new clothes symbolize about Gilgamesh’s quest for immortality? What does the role of Urshanabi (the boatman) have on the epic?

 

4. Compare and contrast the characters U, G and E. How do their actions and thoughts reflect a person who is mortal, seeking immortality, or achieved immorality?

 

 

 

5.What does the wife of U tell her husband to communicate to Gilgamesh—why do you think she has pushed him to do this—provide a depiction of the term female wisdom (earth mother) and explain what it might mean for U’s relation to the other characters?

 

 

 

 

6..When Gilgamesh finds the plant he tells U, “ I will give this plan of rejuvenation to the old man in my land.” What does this phrase demonstrate about a change in personality of Gilgamesh? Were you surprised by his idea to share with the other people in his city?

THE KIDS REALLY LIKED DOING THIS POSTER ACTIVITY

 

POSTER ACTIVITY

 

1. Students      will break up into groups of four..
2. Students      will be provided poster paper and markers to make their designs
3. Students      will be asked to draw the pictures of one of the following scenes on their      board, and provide dialogue of the happening that corresponds to the      drawing.
1. They      will choose one of the following scences from the Epic::
   • Enkidu       and Gilgamesh fight Humbaba
   • The       Goddess Shamash intervenes as the light for Gilga and Enkidu
   • The       Wrestling match between E and G
   • U       and wife discuss assisting G on quest for immortality
   • Gil       goes with Un on the quest, and the snake steals the magic plant
   • A       landscape of the walled city of

     Ur

   • Make       up cuneiform images on a clay tablet
   • Ut       and the people preparing for the Flood
   • The       God Ea providing information about the Flood to U in his sleep
   WE ANSWERED THESE QUESTIONS TO DISCOVER WHAT HOW GILGAMESH RELATED TO OUR OWN LIVES

   BEFORE ACTIVITIES—WARM UP

   1. The character of Gilgamesh has taught me how to develop more responsibility to others in my life

   Yes ( )  No ( )

   2. What do we learn from the character U that we can transpose to our own lives

   (a) when you get something special keep it to yourself or others will become better than you

   (b) A person who covets his gifts eventually loses his responsibility to others

   (c) Keep your spouse or mate in check because they may eventually like someone else better than you.

   (d) Becoming immortal makes everything work in your life forever.

   3. Ekindu taught us that to become a good friend means two of the below statements

   (a) that you have a better chance to trick a friend

   (b) you tell the truth so you can face the future together

   (c) competing farily with each other can create a lasting friendship

   4. The intervention of the Gods in the characters life always causes hardship

   (True) (False)

2. THIS IS THE STUDY GUIDE FOR THE UNIT TEST ON GILGAMESH

   Study Guide for the Test Review of Gilgamesh:

   We will discuss each of these with the class in sections after they have written down the answers for the Study Guide.

   Prolouge:

   1. Who was Gilgamesh and what did he want in life?

    2 .What nation did Gilgamesh rule over?

    3. How many years before Christ was the epic-story told?

   Question and Answer period..

    The

   Battle

   with Humbaba:

   1. Give a brief description of Humbaba—describe what he looks like and your description of his splendors.

    

   2. What are some of the negative characteristics of Gilgamesh

    

    3. Who did Gilgamesh get help from and what is she the goddess of? Tell a little bit about her characteristics

   Enkindu’s Dream of the Underworld

   1. Who sent the “Bull of Heaven” on Gilgamesh and Enkindu? Why?

    

   2. Who is the “Queen of Hell”

    

   3. What did Enkindu see in Hell?

    

    The Story of the Flood

   1. How did Utnapishtim achieve immortality?

    

   2. Who told Utnapishtim to build a boat—how did he communicate the message

    

   3. What did Utnapishtim release to search for signs of life and/or land? How did his endeavors work out.

    The Return:

   1. What was the challenge given from Utnapishtim to Gilgamesh. What was the result?

    

   2. How was the days of sleep and awakenness measured, how kept a record, and why

    

   3. Who showed pity and gave Gilgamesh assistance, and who was the boatman and what would characterize their relationship

    

   4. Who stole the plant and where were they headed?

 

ROUNDING OUT THE STORY OF GILGAMESH

Simile identification and understanding

SIMILIES ABOUND IN GILGAMESH, AND GIVES US AN OPPORTUNITY TO WORK ON GRAMMAR AS PART OF THE STORY

Define in your own words what the similes in the Epic of G mean

Share your answers with a partner:

1. smashed      the land like a cup

 

2. it      poured over the people like the tides of battles

 

 

 3. The following simile is written on page 26 “When the gods smelled the sweet savor, they carried over like flies over the sacrifice” Explain what you believe this simile is expressing?

 

 

 

Reading Assignment:

 

Read pages 25 and 27 first silently

Answer the questions below individually

Share the answers with your partners

Group discusses the pages with the class.

 

 

1. Do you think the God’s are acting petty by deciding to damage the whole world because too many are there causing too loud a sound. Do you think this is the real reason for their action?

 

 

 

 

2. Who warned who about the flood and what God was the initiator of the flood. (Enil destroyed and Ea warned)

 

3. Read poem on page 27 together with the class: What does the message of the poem tell about the wisdom of God Ea as he speaks to God Enil

 

 4. What happens to Utnapishtim and his wife at the end of the Flood? Do you believe this was a necessary reward? Forecast what you believe their future will be?

 

Investigating the Story of Gilgamesh

THE EPIC OF GILGAMESH IS OUR FIRST UNIT OF THE SEMESTER.

HERE ARE SOME OF THE THEMES AND TOPICS WE ARE STUDYING IN THIS UNIT

What is the heroes Quest?

1. Define the difference between an ordinary quest and an heroic quest. Does it have to do with the scope of the quest, how many people are involved, the status of the questee.

 

 2. Share your answer with a partner

 

 3. Discussion in class of the concept of the hero’s quest

 

 B) Write the definition of hero’s quest in your notebook- the heroes quest is the search for immortal life or secret knowledge?

 

Hook: What happens when someone knows about an upcoming calamity and doesn’t tell anyone. Think about recent tragedies at Columbine or Virginia Tech?

 

 Section on the Power of Dreams:

 

Read Pages 24-27 in your Textbook—It is the story about how U gained the information about the upcoming flood.

 

1. Who warns U about the coming flood, and how does this God of Wisdom accomplish this transfer of knowledge? 

 

 

 

 

2. Explain why the flood story is an archtype? How is it similar to the Bible story of Noah and the

Ark

? What do you predict will be similar, and what will be different about Noah and the character Utnapishtim?

 

 

Students read the following summary to gain additional background information on the character Utnapishtim and his wife.

 

Read this background information on the immortal character Upnapishtim.

 

Read this silently as background to a new character:

 

 

Utnapishtim’s name means “He Who Saw Life,” though “He Who Saw Death” would be just as appropriate, since he witnessed the destruction of the entire world. The former king and priest of Shurrupak, Utnapishtim was the fortunate recipient of the god Ea’s favor. His disdain for Gilgamesh’s desperate quest for eternal life might seem ungenerous, since he himself is immortal, but Utnapishtim must carry a heavy load of survivor’s guilt. He doesn’t know why, of all the people in the world, Ea choses him to

live, but he does know that he tricked hundreds of his doomed neighbors into laboring day and night to build the boat that would carry him and his family to safety while he abandoned them to their fates. What Utnapishtim gained by his trickery was a great boon for humankind, however. He received a promise from the gods that henceforth only individuals would be subject to death and that humankind as a whole would endure.

 

 

Wrap-Up- Additional vocabulary words for fully understanding the content of the epic.:

 

2. What is a Ballast

 

 

2b What does one do when they herald?. Who was it that heralded Jesus?

 

 

2c When one is involved in travail, what is the depth of the worry and problem

Wrap Up:

 

Give an example from your own life when things changed dramatically in a short period of time?

Two Friends

The short story Two Friends is a tale of two gentlemen who go fishing during wartime into an un chartered territory and end up facing a firing squad. 

It is written by Guy de Maupassant a well known 19^th Century French writer

He would be called a Naturalist as most of his stories present a somewhat grim and uncomplimentary portrait of the world.  In TF presents a graphic depiction of the violence and destruction of war.

The Overcoat

THE OVERCOAT BY GOGOL

     plot of the story.  The story is set in 19^th Century

Russia

and is the tale of a mid-rank copy clerk who strives to purchase a new overcoat. Something terribly wrong occurs after he purchases the coat. The later part of the story is about callous administrators and revengeful ghosts.

A characterization of a mundane and alienating world of bureaucratic

St. Petersburg

where an impoverished clerk  needs a new winter coat.”

Bio of the Author: Nikolai Vasilievich Gogol-Yanovski (who later dropped the second part of his hyphenated name) was born in

Russia

in 1809. He was by all accounts a driven, moody individual. Extremely sensitive to the opinions of others, he could be crushed by the slightest negative criticism and then swell with confidence from positive feedback. Yet he was most strongly motivated, it seems, by his own search for spiritual meaning.

Fact: Gogol’s Writings have a bridge between the genres of romanticism and realism.

Short Story Unit

PLANNING AND WRITING YOUR OWN PARABLE

Write a parable of your own modeled after Tolstoy’s story. Fill out this outline first.

What do I want my parable to teach____________________________________

My setting is______________________________________________________

My two main characters are_________________________________________

Write a  brief outline of your story here___________________________________________________________________________________________________________________________________________________________________________________________________________________

Write a parable in at least three paragraphs (Remember a parable teaches a lesson)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The following of the Death of Hektor

THIS IS THE INFORMATION FOR THE FINAL OBSERVATION FROM THE BATTLE OF ACHILLES AND HEKTOR TO PRIAM'S BEGGING FOR HEKTOR'S BODY

THE WARRIORS ARE FIGHTING WHILE LOOKING TO THE GODS FOR THEIR BENEFICIENT INTERVENTION.

170-175- Achilles refers that Palles Athene (signifies war and death) .After telling Hektor he will get no mercy he should remember his valor, for he will pay in a lump for the killings he had done in his spear fury. (Do you think it is unfair that this god helps Achilles?)

175-185- Achilles throws a spear at Hektor that misses but is thrown back by Palles, and it breaks false hope to Hektor, and talks with some confidence that maybe Achilles was trying to swindle him.

185-190- Hektor is speaking as he tells Achilles he will charge right for him, and life would be easier for the Trojans if Achilles were dead.

190-205- Now Hektor throws a spear and when it falls off of Achilles shield, he seems discouraged. He calls to the god Deip.. Why has he been forsaken? Hektor

Knows now that he is not going to survive that he has been abandoned, as states that Athene has abandoned him.

205-215- Hektor makes up his mind to make a valiant effort, to run towards Achilles, and we also read that now Achilles anger is savage fury.

215-220- Description of the shield that was made for Achilles as they smash each other for the battle. (Discuss the amazing of the shield).

220-225- Hesper is associated with the West and therefore with Death.

225-235- Achilles looks for the weakness in Hektor’s armor which is Achilles taken after Pat’s death. Looks for weak part of Hektor’s body but finds none.

235-240- Hits him where the collar bone meets the neck but misses windpipe and Hektor can speak back to Achilles. Speaks over Achilles and tells him he is avenging

Pat and that the vultures are coming to eat him.

240-245- Hektor again begs for a proper burial and says he will give Achilles war spoils.

245-255- Achilles tells Hektor there is no mercy no matter what money or pleas (How does this make you feel about Achilles)

255-265- Hektor goes into death and warns Achilles that the Gods could have revenge on him.

265-275- Achilles drags the armor off of Hektor and the other Archie’s come over and also stab Hektor.

275-280- They continue to call him names and then Achilles prepares to speak to the Archians.

280-285- Achilles tells the Archians to come with him to

Troy

and see what they will do now that Hektor is dead.

285-295- Achilles still talking about revenging the death of his friend Pat.

295-305- Takes Hektor’s body and ties it to the back of this chariot and drags him behind the chariot, stating that Zeus had given him over to his enemies.

305-310- lamenting of wife and father king Priam as much as if the town had burned.

310-325- Priam tells his people that he must go to Achilles in supplication and ask for the body of his son (remember the movie)

(For writing and discussion- Compare and contrast how Achilles responded and felt about the death of Pat and what Priam is experiencing about his son)

325-330- Speaks that Priam feels he will go to his death.

330- of the wife of Hektor, preparing for him coming home in victory and then hears about his demise.