Happy Holidays

Scrooge - Disney

I changed my mind after watching Scrooge's conversion.

No assigned work for the holiday. However, you may earn extra credit if you do the assignment in the previous post.

For those with failed Dante essays, you may re-write and give me your new paper after the holiday

Holiday Learning

To keep your mind working over the holiday, I have a small extra credit task for you. This assignment is worth 10 points, an easy 10 points.

We watched the movie, A Christmas Carol. Your task is to connect the ideas we’ve learned and texts we’ve studied to Dicken’s famous work. Via comments to this site (remember not to use your own name) or in an e-mail to me, please answer the following questions:

What is the theme of A Christmas Carol?
How is Scrooge like Dante?
How is Marley’s ghost like the sinners in the Inferno?
List the archetypes you see in the story and connect them.
Additional observations and connections will be appreciated.

The response to each question should be no more than two-three carefully crafted, correct sentences.

Bah Humbug!

We spend the next few days with Scrooge and Marley. Take a few moments and start to read the great story. I really think you will like it - if you give it a chance. The message still resonates today.

Henry V Unit Test

Test today.

Work on essay drafts that are due tomorrow. We will have a writers workshop devoted to the Henry V essays.

Focus on developing a strong thesis statement and clear topic sentences.

Also, be sure to introduce your quotes and then analyze the quotes. Do not leave them hanging in the middle of a paragraph unintroduced and unexplained. I found this information helpful.

We will also begin to discuss Dicken's A Christmas Carol in tomorrow's class.

Edward, the Black Prince of Wales

Schema: Quiz

Act IV.3 of Henry V features one of Shakespeare’s great motivational speeches, Henry’s St. Crispin Day speech. The speech is before the Battle of Agincourt. The scene opens with Henry’s nobles bemoaning the number of men at hand and the condition of their army. Henry responds with the rationale that they should not want more men because there would be fewer honors for each of them, ‘the fewer men, the greater share of honor.” (IV.3, 23) It is a masterful example of motivation and manipulation (depending on your level of cynicism).

Henry’s response to Montjoy’s request for ransom and surrender is also masterful and brave. He tells him to “achieve me, and then sell my bones.” (IV.3, 92) This is done more for the benefit of his listening men than Montjoy. Both of these speeches are forms of indirect characterization.

One of the four plot elements, climax, is seen in IV.7 when the suspense, the action that has built since Act I, is relieved with Montjoy's line “The day is yours.” (86) My feeling is that this one line is the climax; all is resolved and everything going forward is driven by this climax, the ending of the conflict.

Please be aware that we are fortunate to see the full battle, in all its gore and glory. This did not happen in the play; imagination was needed to fill these scenes, which is why the Chorus keeps referencing imagination and the feeble attempt to represent the battle “[w]ith four or five most vile and ragged foils.” (IV.1, 50) By the way, foils are swords.

Fact to remember: Edward, the Black Prince of Wales (his armor was black) also beat the French in a battle similar in odds to those at Agincourt. The battle is referred to in II.4, “[w]hen Crecy battle fatally was struck.” (54) Crecy was to Edward as Agincourt was to Henry.

Conflict - Act IV

The archers of Agincourt

Schema: Quiz

We reviewed conflict, the struggle between the protagonist and the opposing force, and five types of conflict:

Person vs. Self (Internal conflict)
Person vs. Person (Interpersonal conflict)
Person vs. Society
Person vs. Nature
Person vs. Fate

The protagonist is the central character of the story (person, animal, thing) and the antagonist is in opposition.

We see a lot of internal conflict in modern work (remember modern for me goes back to Dante), and we see person vs. fate more often in ancient works of the polytheistic era. Person vs., Society is also a recent, popular conflict with text such as 1984, Animal Farm, and Brave New World. In Henry V, we see Henry in conflict with himself, especially over his legitimacy as king because of his father’s “compassing the crown!” (IV.I 287) There is also interpersonal conflict with Henry representing England while the Dauphin represents France.

In Act IV, we see yet another side of Henry, the reflective, thoughtful man, who would be king. Shakespeare beautifully develops Henry’s complex, contradictory character through his speech and action (indirect characterization). Remember that a soliloquy is a dramatic dialogue, when the character speaking to him or herself reveals their inner thoughts to the audience. Henry has two back to back soliloquies: one about the burden of kingship (probably directed toward Elizabeth I) and the other asking God not to exact punishment for Richard’s death on Henry and his troops.

The scene with Williams and Bates is a continuation of the God and Justification theme in the play. It highlights the issue, which climaxes and finally reveals Henry’s ultimate concern, his legitimacy in the eyes of God, with the final soliloquy.

So the scene is set for the Battle of Agincourt. Read the link about the battle as it will help you understand the next section of the play. Henry’s St. Crispin Speech is a classic. He will rally the troops, destroy the French, and move onto Act V.

The Agincourt cross over the graves of unnamed French dead

Homework: read the Crispin speech, the Agincourt website, and be prepared for the quiz

Out Today

Writers Workshop today.

Complete and save to your electronic portfolios the English and Italian sonnets and your five haiku. Make sure the rhyme structure of the sonnets is correct (check Student Public for the sonnet PowerPoint if you are confused) and that the haiku have references to the seasons. Peer review them if you wish - quietly.

Type your autobiography's and resumes and save them in the electronic portfolios. This must be done this week. You may write a new autobiography if you wish.

We will have a quiz tomorrow and read from Act IV of Henry V.

Henry V on horseback



Schema: SAT – remember to work on vocabulary. Try to learn a few new words every day. Write down the words you do not know from the SAT question and learn them.

We reviewed Henry’s speeches in front of Harfleur. In the first one, he is a great, motivational leader. In the second speech, he is brutal and cruel. It shows the harsh side of Henry. However, it also shows his leadership; he makes these brutal threats to save his men from having to fight and die. These are great examples of indirect characterization – we judge the character by his action and speech.

The Harfleur speeches also confirm Henry’s character type. He is a ‘round’ character; he is complex, contradictory and well developed. You like him and then are repelled by his actions. We also see the contradiction and complexity in his decision to hang his drinking buddy, Bardolph, for stealing a pax, a religious item (remember this); and in his brave response to the French, that his ransom will be his dead body. There is a dual purpose to Bardolph’s death: it continues the pattern of Henry rejecting bad influences from his past; and it shows that he is a good, fair leader, willing to punish all, even friends. The hanging reinforces the complex nature of Henry and his actions.

The scene with Princess Katherine is for comic relief, but it also foreshadows that Henry will prevail and she will marry him. As a result, she must learn English. As an aside, the film does a nice job in highlighting the transition with light and music.

We began to review Plot and plot elements. Plot is a causal sequence of events, draws us into character action and choice, and is the order of events. Keep in mind the difference between chronological order and ‘in medias res.’ There are four plot elements. Exposition is the basic information of the story. Complication is the catalyst for the major conflict. Climax is when the conflict is resolved. Resolution is the wrapping up of all the loose story elements.

The French Prince is called the Dauphin.

Homework: Read Act IV. Study for quiz tomorrow

Friday, December 8, 2006

Schema: Quiz

We started with the movie – the scene where Falstaff is rejected my Henry and we viewed the scene where Pistol, Bardolph and Nym mourn Falstaff and leave for war. They, like Falstaff, represent Henry’s past and will be rejected as he grows as a king and leader. We also reviewed the motif of games: the tennis balls of the Dauphin; and Henry’s cruel, cat and mouse game with the traitors. This last event is a form of indirect characterization showing the morphing of his old playboy gamester into a dangerous, powerful gamester/king. We also discussed ‘dramatic irony,’ a concept you might want to remember

We also read about and viewed the French Court. I love the Exeter speeches, especially the one where he insults the Dauphin. Also, for characterization examples, keep in mind that the Dauphin says more about himself when he says Henry is weak than he does about Henry. The King is correct when he says ‘Think we King Henry strong” that is what Shakespeare wants us to think.

The most interesting form of indirect characterization takes place in front of the gates of Harfleur. We first see Henry in the role so the leader, the coach motivating his team. He pulls out all the stops with patriotism, images of tigers, telling them their fathers were ‘Alexander’s’ and that not to fight would dishonor their mothers. He is likable and human – a salesman. A different sort of salesman shows up at the gates the next scene. He is frightening and threatening. He also pulls out the stops saying his men will rape their daughters, kill the old fathers, and skewer the infants. He is no longer likable. For extra credit – to offset the bad quizzes of Friday – comment on if you think he would have gone through with this threat. To get credit do it by the end of I/I on Monday. Make sure you don’t use your real name. Use the names you used in the first comments - make sure I have your name written down.

Finally, notice how Henry always places blame for his actions on to others. He invades France after the Bishop takes the sin on his head and because of the Dauphin’s ‘mock.’ He is not responsible for all the horrors that might occur at Harfleur – it is the towns fault. He is a master at diverting blame. Keep this in mind as we determine the type of character he is.

Act II, The traitors

Schema: Notes Review

As we read Henry V, we will examine several literary concepts and apply them to the play. Henry V is part of the genre category of drama and is a history play (keep in mind that drama is sometimes included as a sub-genre of prose). Shakespeare wrote three types of plays: history, tragedy, and comedy. The method used by an author to develop, create or reveal characters is called characterization. There are two categories of characterization: direct, when a character is described by a narrator or another character; and indirect, which requires the reader to look for clues in dialogue, what a character thinks, and how others react to them. We will find the four character types in the play: dynamic character (those who change dramatically); round (complex and contradictory); static (essentially unchanged); and flat (functional with little depth)

We reviewed the roles of the bishops in characterization (see previous post) and in the development of the theme of God and justification. This theme is tied into Henry’s concern with legitimacy since his father committed regicide. We saw indirect characterization of Henry in his reaction to the Dauphin’s insult with the tennis balls and his handling of the traitors. In both those scenes, we also see the further development of the themes of God and justification and his leadership (we also see patriotism with his noble’s reactions to the French ambassador). Notice the motif of games: tennis with the French Ambassador; and the cat and mouse game with the traitors, when he traps them into being unmerciful to the prison he was releasing and the ‘commission’ letters that were actually death warrants.

Pay careful attention to the Chorus and what he has to say. It will help as you read the Act. Also, while we did not read the act, remember Pistol, Bardolph and Nym as symbols of Hal’s wild, youthful days. Like Falstaff, they will be rejected as he grows into a king.

Homework: Finish Act II, read Chorus of Act III…study for quiz

Henry V- Characterization & God and justification

Good job by everyone today. Shout out to Roberta, Christian, Lakesha, Shatia, Keyla, Geoff, Akeem, Jordan, Morgan, Nick, Renard, Jon, Meg and others for either surprise answers or good reading, and for being on task in class. Others participated but then…

Let’s list the points to remember:

I.1. Bishops - provide examples of both direct and indirect characterization. We know that Hal has really changed because of their comments and that the bishops are ‘sketchy’ because of the deal they appear to work with Henry. I love the metaphor about the strawberry and the nettles – a great example of what makes Shakespeare so different, his attention to words, images and detail.

I.2 Henry shows his new mettle. Keep in mind the themes of Henry’s personal growth, and God and justification. Notice how he plays the bishops and gets them to assume the ‘sin’ if his cause is unjust. Remember the Law Sallic and the robust rogue, Falstaff. He represents Henry’s past that Hal rejects in order to move on and grow as a leader.

Have sonnets ready for tomorrow.

Haiku and Shakespeare (11-30)

Schema: SAT

Examine Haiku and its structure. Don’t be fooled into thinking that haiku is simple; many are very complex once you begin to examine them carefully. While the rules of haiku are broken by its masters and those writing in English (because of the differences we discussed in the languages, English word being more broad), I will expect you to know the basic 5-7-5 rule. In Japanese, a haiku is on a single line while in English is the separated into three lines. Remember “hai” means unusual and “ku’ means line, verse or stanza and the inclusion of a reference to the cycle of nature and the year in haiku.

Quiz Monday on Parts of Speech, haiku and Shakespeare.

the concise clear five
and the summer of seven
five ends poets move on

Shakespeare and Henry V

Schema: Renaissance

Shakespeare video and graphic organizer was today’s (12/1) activity. As with Dante, Shakespeare’s life had a major influence on his work. When we read Henry V, keep in mind that the English are again at war with France, and Shakespeare is said to be writing a patriotic play for his Queen.

To support the video take a look at this timeline of Shakespeare’s life. Also, take a virtual walk through Elizabethan England to get an idea of how Shakespeare lived.

For Monday:

We will read Henry V and examine it through the lens of Social Literary Analysis. Understanding Shakespeare, his life and times, and the topic of his play will help us apply this often used analysis tool. We will also examine how Shakespeare develops his characters and we will categorize them as either dynamic, round, static or flat. Finally, we will look at the plot elements of the play.

Monday, we will read the opening of the play and look at websites on the Hundred Years War.

Writing Workshop

Schema: quiz

We will examine verbs to start today.

The purpose of today is to write. For once, you don’t analyze someone else’s work but create your own. These works will begin in class, but it is expected that they will also be edited, revised and lovingly sculpted outside of class. The works created in the workshop will be put into your electronic portfolio.

First task: create an electronic portfolio in your student folder.

Second task: think about an idea, emotion, event, person about whom/which you’d like to write. Write this as a sentence; for example, “I will write about my grandfather who had polio and used to walk with a terrible limp, yet never complained.”

Third task: write an English sonnet (about topic in task two)

Fourth task: write an Italian sonnet (about topic in task two)

You may allot time to revising your Dante essay – but no more than a ½ hour.

Italian sonnet - Petrarch visits

Schema: SAT – remember to skim the readings and then read the questions carefully and refer back to the passage.

Petrarch was in class today, sort of. His sonnets are called Italian sonnets and have a different structure than an English sonnet: 14 lines, iambic pentameter, an octave/octet and sestet/sextet, and a rhyme structure of abbaabba (for the octave), and cdcdcd, or cdecde (sestet). The octave starts the conversation with a problem, issue, idea, etc, and the sestet responds. The point the second topic or response begins is called the ‘volta.”

"Scorn Not the Sonnet"

Scorn not the Sonnet; Critic, you have frowned,
Mindless of its just honours; with this key
Shakespeare unlocked his heart; the melody
Of this small lute gave ease to Petrarch's wound;
A thousand times this pipe did Tasso sound;
With it Camoens soothed an exile's grief;
The Sonnet glittered a gay myrtle leaf
Amid the cypress wtih which Dante crowned
His visionary brow: a glow-worm lamp,
It cheered mild Spenser, called from Faery-land
To struggle through dark ways; and when a damp
Fell round the path of Milton, in his hand
The Thing became a trumpet; whence he blew
Soul-animating strains--alas, too few!

Wm. Wordsworth

Homework: essay and study for quiz (tomorrow)

Classwork for 11-28-06

Now that we have reviewed the mechanics of English and Italian sonnets, you need to read and study sonnets. We will focus on Shakespeare since he is the standard for most of us and there are many great resources available to us. Before doing so, let me point you to several, additional resources on sonnets. The first is "Sonnet Central" that has all kinds of sonnets and links to explore other sites. There are also sites from UCONN and elsewhere that have interesting information.

Classwork

Your task is to look at two Shakespeare sonnet sites, the first is this one (The Place 2 Be...) and the second is this one (The amazing web...). Pick the one you like best, read some sonnets, look at the analysis, and then write a brief comment on this blog about the sonnet; list the number (e.g. Sonnet 38), and one thing you learned about it (theme, tie words, metaphor). When you comment, you must make up a short name, a pseudonym for yourself, no more than 5-7 letter, that you will always use to comment with - tell me the name in class. Under no circumstances will you use your own name. This is classwork and will be graded.

Dante Essay and English Sonnets

Schema: SAT

Question: What is poetry?

The Dante essay drafts were due today. The class peer reviewed the draft essays. Please make sure you quickly read the essay to find the thesis and support for the thesis (are the quotes appropriate); make sure that the ideas connect and make sense; check for any mechanical errors (just like looking at the SAT questions); be positive before you begin to make critical comments about the essay. I was concerned with the number of students who came unprepared to class. Not a good idea right before progress reports are due.

The class also began its examination of different types of poetry by looking at Shakespeare's wonderful, lyrical sonnets. Make sure you understand the structure of the sonnet – 14 lines; 3 quatrains ending with a rhyming couplet; the meter is iambic pentameter (unstressed, stressed, 5 feet); rhyme is ababcdcdefefgg; each quatrain is unique and their issues are resolved in the couplet.

Homework: essay - due on 11/30. Quiz on Wednesday so review your sonnet notes.

Unit Test

I think all that needed to be covered was done so today.

Get a good nights sleep, relax, and you'll do just fine.

Next week we begin with Shakespeare's sonnets, a little Petrarch, some haiku, and more

Dante is in flames
To study is to succeed
Use free will wisely

Ciao!

Dante Test and essay

Schema: quiz on canti

This is a great website for your essay development. Read about thesis statements, how to use quotes, and how to write a conclusion. This will really help you as you are writing your essays.

The outline is due tomorrow. Make sure you have quotes for each body paragraph and that the quotes are correctly cited (see Cerberus post for info).

Quiz tomorrow on Canti 32-34. Keep in mind: Cocytus, Dis, the fate of Judas, Cassius and Brutus, the punishment (frozen), how this is a reverse archetype, Cain, Judecca, and Count Ugolino.

We'll do the quiz game tomorrow in preparation for Wednesday's unit test.

Reviewing for the test

Begin by looking at the previous posts on this site; you'll find what I've stressed in class and will probably ask on the unit test. There will be many questions from the first six cantos. I tend to ask about mythical characters and sinners and their punishments that seem well connected. The cantos to review are 11,12,13,17,19,20,23,24,25,27, 32,33,34. Review your presentation notes and the summary for each canto.

Make sure you review the material covered in the beginning of the unit on Dante's life, the use of numbers, the literary concepts from the text, and the theological connections. The PowerPoints are on Student Public.

The essay outline is due Tuesday. Back up your computer when you get into school and print a copy for review. No excuses will be accepted.

Monday's quiz will focus on the cantos.

Unit Test and essay outline

Schema: Quiz on previous days canto presentations.

We should finish student presentations tomorrow and then wrap up the Inferno tomorrow or Monday.

There will not be a quiz tomorrow; however, review this site for important points for a quiz on Monday and to prepare for the unit test on Wednesday. Our schema will be review questions. Your homework for the next few days and over the weekend will be reviewing for the unit test and completing the outline due 11/21.

Go to Student Public and check out the Dante PowerPoint presentations. I will also post canti that I'm likely to use for the unit test. There is an awful lot of information so I will focus on the items stressed in class. Think about Beatrice an Virgil, who they are and what areas they lead Dante through. Know the archetypes in the poem and other literary concepts we've studied.

More Student presentations

Schema: Quiz on previous day's canto presentations.

A Block - covered canti 8, 12, 13 and 14
B Block - covered canti 13 - 18
C Block - covered canti 10, 13, 15, 17, 18

Review notes from the beginning of the unit. Look on Student Public for the Dante PowerPoint presentations for fun facts that might appear on tests. Look at definitions for free will, allegory, parody, satire, imagery, King of Time. Review facts such as:

• Dante goes to the Inferno to recognize sin
• He goes to Purgatorio to renounce sin
• This journey is a quest and his 'neukia'
• The long list of mythical creatures (Centaurs, Minos, Minotaur, Charon, Styx)
• Minos condemns sinner to their circle by wrapping his tail
• Why the number 3 is important (Trinity)
• That Dis is Lucifer and a parody of the Trinity
• Dante starts his journey in the 'Dark Wood of Error'
• His journey is an allegory

Homework: review notes, work on essay ideas

Student Presentations

Schema: fixing PowerPoint and e-mailing to Mr. Little.

A Block covered canti 7,8,9 & 11. Good job by all, especially Raymond.

B Block covered canti 7, 9, 10, 11, 12, 13. Good job by all. Excellent work by Chanti.

C Block covered canti 8,9, 11&12.

Start thinking about what essay question you will use.

There will be a quiz tomorrow. Remember: the two rivers of the Inferno, the Acheron and Styx; that Phlegyas is the riverman of Styx and Charon of Acheron; that Medusa (C.IX) was used to threaten Dante - turn him to stone; who we unexpectedly find in a fiery tomb in Canto 11, Pope Anastasius; that the rings of inferno holding the violent are the rings of the lion; the bloody river that holds the murderers and their guards, the Centaurs. You are also responsible for basic info like the names of the books of the Comedy, the number of books in each, three beasts, and literary terms used in the rubric.

Cerbeus - http://danteworlds.laits.utexas.edu

Schema: we reviewed what is needed in the project PowerPoint.

Use the rubric below as a guide to make sure you have covered all the critical information.

1. Canto ___ ________________________________
2. Circle ___ ________________________________
3. Sin ___ ________________________________
4. Punishment ________________________________
5. Mythic figure ________________________________
6. Character/sinner ________________________________
7. Citation __ _____________________________
8. Discussion Basic Proficient Goal Exemplar
9.Literary concepts Basic Proficient Goal Exemplar
10.Class work Basic Proficient Goal Exemplar
11.PowerPoint Basic Proficient Goal Exemplar
12.Presentation Basic Proficient Goal Exemplar

Remember to discuss literary concepts - allegory, archetypes, imagery, symbols. Also, don't confuse imagery and symbol. Imagery is language used to create a vivid image, like when you were grossed out by the worms and maggots eating the offal from the Opportunists. A symbol has a meaning outside of itself and its story context.

Edit the PowerPoint using the rule of six - no more that 6 bullet points and six words per point. We can violate this somewhat because of the quotes and the fact that this will be a resource to be read later on, not simply presented.

Two quotes are needed and they will be cited as such: (X. 23-24) A quote from the summary or notes simply lists a page number: (163).

I expect you'll have read the canti before and after your canto and that you'll use them if necessary to define the sin, sinner, or punishment.

Good luck - we begin presenting tomorrow.

November 9, 2006

Schema: SAT

Class reviewed Canto presentation rubric and selected information from Canto VI that might be used for a presentation.

Class time was given to work on projects.

Homework: canto project

Wednesday, November 8, 2006

Michelangelos' Minos - Sistine Chapel

Schema: SAT question of the day – vocabulary.

We reviewed first section of Success with Words - the influence of Latin roots.

The Student Canto project was introduced. Students are assigned a canto that they will teach to the class. They must read the canto along with the canti that precede and follow. This will allow for a better understanding of the canto’s action, from where Dante came and where he is going. The PowerPoint must present specific information, have appropriate visuals, and quotes from the poem to support the presentation. The rubric and sample canto presentations are on Student Public (section below)

• Read assigned canto + canto before and after
• Create a PowerPoint with visuals to teach the canto to the class
• The PowerPoint will list:
– Canto # and Circle #
– the sin/sinners and their punishment
– Mythic figure (if in canto)
– primary sinner(s) if named
• and
– provide a brief description of the action
– Discuss symbols, allegory, imagery, archetypes
– Must cite from the text at least twice

Canto V finds us in the Second Circle with the Carnal. We meet Minos who assigns sinners to their appropriate circle with his tail (e.g. circle five is five wraps of the tail). The carnal are caught up in a terrible whirlwind (reflecting their passions) and see a number of lusty sinners such as Helen of Troy and Achilles. Dante is still sympathetic with the sinners and swoons; this is key since he must learn that the sinners choose to be in the inferno and he should not feel sorry for them.

Monday, November 6, 2006

Quiz Wednesday (11-8) on material covered to date. This will include highlights from Canti I - IV, and a reading check on Canti V - VI.

Schema was SAT question of the day. Remember to look for pronoun antecedents to make sure they work.

We covered Canti III - IV. Remember the Acheron as the first river in the Inferno, and the odd Charon as its ferryman. Remember the inclusion of Pope Celestine V into the Vestibule of Hell. Please note that Celestine, while reviled by Dante, was made a Saint by the Catholic Church.

The souls are "eager" to go into the inferno since they have exercised their free will and chosen their path to darkness. This concept of free will is critical to this section and others. Free will, as I understand it, is the power of moral beings (us) to chose without physical or other restraints - there are no excuses. Canto IV is about Limbo and Dante meeting the great poets, who embrace him as one of their own. This concept of Limbo is controversial and confusing.

Satire, parody, irony, allegory, imagery are all important concepts to keep in mind while reading Dante (and for the quiz). For those who are interested, here is the Cagle cartoon link. I think there is an interesting connection to Dante's imagistic writing and today's political cartoons. In case you missed it, Dante starts his journey on Good Friday, the day Christ was said to be crucified, and will exit on Easter, a symbolic resurrection. Look for all the water images in the text - the archetype of rebirth.

Homework: Canti V-VI, complete organizer

Friday, November 3, 2006

Schema today was on Canto I. Keep those facts in mind as they will help you understand why Dante is going to the inferno and how Dante uses allegory and symbols. You'll also see these questions on future quizzes and tests.

We did an SAT practice test - the reading section.

We reviewed Canti I and II and slide 3, main characters. II explains some facts and gives background that is helpful, not a lot happens. Remember Limbo and Aeneas for future reference. Dante's journey is a quest to find salvation or heaven. Virgil, human reason can only get him so far. To get to Paradise he needs divine love, represented by Beatrice and the three female saints. He can't get by the beasts, or sins, until he recognizes them and renounces them. Note that the day is Good Friday, the day Christ died according to Christians.

Homework: Canti III and IV - complete the organizer. Prepare for quiz...

Thursday, November 2, 2006

A Block caught up with slide 2. Myth presentations made up most of class. More than 1/2 the class was at the college expo.

Canto I finds Dante lost in the Dark Wood of Error - you need to use this full name when asked where we find him in Canto I. He is on his way to The Mount of Joy when blocked by the three beasts (leopard, lion, she-wolf). He meets Virgil, symbol of human reason, the Roman poet of the Aeneid, who was sent by Dante's great love, Beatrice. Virgil tells him he must go the long way to reach the mount.

When reading the canti, start with the prose introduction, review the notes at the back of the canto, and then read the canto. Complete the organizer. Make sure you look for archetypes.

Wednesday, November 1, 2006

Street sign in Florence with Dante quote.

This post's links are for information only - not required reading.

We began with a quiz on the Dante video and last night’s reading. A Block did slide 1 and B, C Blocks did slides 1-2. Keep in mind the importance of structure, order and numbers in the Divine Comedy, and the Inferno. Remember - you must list the books, Inferno, Purgatory, Paradise, in order, and the beasts, Leopard, Lion and She-wolf, in order. The number 3 is critical because of the Trinity and its parody, Dis, with his three hideous faces. 9 is the square of 3 and the number of rings in the Inferno. 100, the square of 10, is the number of canti in the Comedy: 33 + intro, 34 in the Inferno, and 33 each in Purgatory and Paradise. Also, keep in mind the concept of free will, which is important to the theology of Dante. It is the sinners who condemn themselves to the inferno, not God. Dante’s God is just but always offers grace, love and forgiveness. The horrors of the Inferno reflect Dante’s world of Florence and Italy; the physical torture a reflection of what he saw in his life. Keep in mind that as we walk with Dante through the inferno, it is Dante’s task (and ours, which is why he wrote the poem) to recognize that it is the sinners who brought this upon themselves.

We had Myth PowerPoint presentations today – good job by everyone.

Homework: Read Canto I and complete the organizer.

Ciao

Introduction

We begin by looking at the author and the events of his life that drove him to write the Divine Comedy. We will read the Inferno, the first of the three books that make up the Comedy. We will also look at the era in which he lived and the Renaissance that followed. We will view a video about Dante, his life and his works. Students will complete a graphic organizer for the video.

Homework: Read introduction in text (xiii - xxvi) and bio (handout).

Schema: SAT