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March 13th - 17th
Monday

Welcome to the "Cave of Learning"!

Allow me to begin with a story.....

Cave Drawings: The Art of Storytelling

Searching for the "centre that holds" - Yeats (link)
"Living stones" in the "Life-giving water." Myth and Ritual

Course Overview

Why Study Literature?

Organizational Information LINK

One of the Essential Questions in this Course: "What is the myth you are living?"

HW: Please fill out the Welcome Survey (found in the Organizational Information LINK.)

Complete your reflection on the essential question in the "What is the myth you are living?"document located in Google Classroom. This assignment is due by class time on Wednesday.

Tuesday

Introductory Unit

Gathering a "living stone"

The Explanation Game

I would like to tell you a story...but first allow me to share a song about "Wonderous Stories"

What is the myth you are living?

Why Study Literature?

HW: Complete your reflection on the essential question in the "What is the myth you are living?" document located in Google Classroom. This assignment is due by class time tomorrow.

Wednesday

Introductory Unit

Gathering a "living stone"

A famous storyteller has One Story to share: "What is the world's story?"

- Pausing to Connect :

? * O

Listener/Reader Response:

Write this reflection in the Pausing to Connect document located in Google Classroom.

Discussion of Steinbeck's chapter 34

*Optional - Exploring "deeper regions" in the Cave of Learning

AFTER READING David's Tuffley's footnote on Steinbeck's East of Eden  PAUSE AT THE CONCLUSION OF THE PASSAGE (please respond in Google Classroom.)

What kind of ideas or connections surfaced as you read this passage?

What is the Tuffley’s purpose?

How does his commentary add to your understanding of and reflection upon Steinbeck’s story?

The question of the "one story" persists, lingers and haunts us:

Another famous storyteller has one to share:

Why is there Evil in the World? "A hermit lived in the forest...

> Identify the various responses to the question.
> Determine which cause makes the most sense to you. Explain why.

HW: Complete your reflection and analysis of Tolstoy's story from the Prologue of a book entitled Good and Evil: Myths and Legends in the Pausing to Connect document located in Google Classroom.

Complete the OPTIONAL reading from the "deeper regions"of the cave of learning: David's Tuffley's footnote on Steinbeck's East of Eden (ch. 34). Respond in the second part of the Steinbeck section in the Pausing to Connect document located in Google Classroom.

Due tomorrow

 

Thursday

Introductory Unit

Gathering a "living stone"

Discussion of Tolstoy's story

Science - Anthropology - Mythology -Religion

Entering the "epic story" of the Universe...

Brian Swimme: The Journey of the Universe - Part One

A New Story -

“One grounded in contemporary science, but nourished by the ancient religious wisdom of our planet.”

Beginning of the Universe (3:00) - The Great Flaring Forth

“The Universe must have known that life was coming!”

 

HW: Add further thoughts to your viewer responses to Journey of the Universe (Brian Swimme): The viewer response document is located in Google Classroom.

Complete a "close reading" (annotation and marginal notes): Employ the Q-C-O-R Strategy based on your reading of J.F. Bierlein’s Parallel Myths (pages 3 - 6). in Google Classroom.


Friday

Introductory Unit

Gathering a "living stone"

Discussion of J.F. Bierlein's Parallel Myths (pages 3 - 6)

* "What is a Myth?" PPT (click here) - note worthy!

Selecting Myth Units in Google Classroom.

Science - Anthropology - Mythology -Religion

Entering the "epic story" of the Universe...

The Journey of the Universe - Part Two

The Formation of Galaxies and Stars (7:00)

“What is the creativity that brought forth a trillion galaxies?”  


HW: Chapter 15 "Alone and Free in the Universe" from E. O. Wilson's The Meaning of Human Existence. Please read pages 173 - 180 (stopping at the sentence which ends with "...but let us never even think of domesticating human nature." Complete a "close reading" (annotation and marginal notes): Employ the Q-C-O-R Strategy based on your reading. Come prepared to discuss your ideas on this thought-provoking final chapter of his book.

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March 20th - 24th
Monday

Introductory Unit

Gathering a "living stone"

Exploring Indpendent Reading Choices (book selection and sign up online)

The Journey of the Universe - Part Three

Birth of the Solar System  (13:00)

“The crust is the only solid part of the earth. All the rest is in motion.”

Life’s Emergence (17:00)

"How are we going to tell the story of life?  How did it all begin? What theory are we going to offer to explain this?   The simple truth is no one really knows for sure with full certainty.”

Living and Dying (30:00)

“With conscious self-awareness,” state Swimme and Tucker, “we have developed a new kind of sight –insight into deep evolutionary time”

The Passion of Animals (33:00)

Discussion of

 

Tuesday

Introductory Unit

Gathering a "living stone"

The Origin of the Human (36:30)

"A concentration of symbolic construction occurred and human consciousness complexified.  Symbols allow humans to concentrate on consciousness and magnify consciousness."

Becoming a Planetary Presence (50:00)

"As we float in such mystery, Is there any deep wisdom that might help us align our consciousness with the grandeur of cosmic evolution … Wonder will guide us."

E. O. Wilson's "Alone and Free in the Universe": Constructed Response based on pages 173 - 180). Utilize the ideas generated by the Q-C-O-R Strategy that you used during your reading of the first half of the chapter.

HW: Complete your final reflections on the "scientific story" told by Brian Swimme in The Journey of the Universe and explore the "comic universe" for a connection to the film. Complete this activity at the bottom of the Journey of the Universe document. Make sure the following Google Classroom.documents are turned in by the end of class time tomorrow:




 

 

Wednesday

Introductory Unit

Gathering a "living stone"

Please use your time wisely and efficiently today. Activities include the following:

Individual work time to finish your E. O. Wilson's "Alone and Free in the Universe": Constructed Response. This "writing introduction" should be a sample of your writing. Please allow me to see your thoughts in writing. Look upon it as a first draft, not as a final, polished piece of writing; however, give me your best effort based on your reading and annotations (Q - C - O - R ).

Complete your reflections in The Journey of the Universe document, including your search for the "comic universe" connection to the film. Complete this activity at the bottom of The Journey of the Universe document.

At the half way point of class, those who have completed their "comic universe" connection are invited to take a walk and talk: Take A Cosmic Comic Journey with your chromebooks and share a little laughter, it can be Life-Saving & Life-Giving .

When you have completed and turned in your four documents (see above in Tuesday's box). You may explore the following optional links (you should use "ear buds" so as not to disturb those who are still completing their constructed response and other documents.

The time for collaborative work will come later in the course. Thanks.

Optional: A Tale of Two Cosmic Calendars

Cosmos - The Cosmic Calendar (click here)

Cosmos - A SpaceTime Odyssey: Standing Up in the Milky Way (click here)

Optional: The universe according to Nietzsche: Modern cosmology and the theory of eternal recurrence (click here)

Remember, the second half of E.O. Wilson's Chapter 15 is due by class time tomorrow.

HW: Complete the reading of Chapter 15 "Alone and Free in the Universe" from E. O. Wilson's The Meaning of Human Existence. Employ the Q-C-O-R Strategy based on your reading by Thursday. Come prepared to discuss your ideas on this thought-provoking final chapter of his bookDue Thursday

Thursday

Gathering a "living stone" - All Reality is Interactional

A Discussion of E. O. Wilson's The Meaning of Human Existence

Why Study the Humanities?

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

UNIT ONE: Creation Myths

Mythos: Pysche, Symbol and Archetypes

A Place of Honor to the Indigenous Peoples of this Land - Dances and Songs

Two Native American Creation Myths:

Framing Questions

The Haudenosaunee Confederacy - People of the Long House

The Oneida Nation - People of the Standing Stone

Friday

Art in Bloom

Unit One: Creation Myths

The Haudenosaunee Confederacy - People of the Long House

The Oneida Nation - People of the Standing Stone

Anthropological and Pyschological Approaches:

* Compare and Constrast The Oneida Nation Creation Myth with The Haudenosaunee Creation Myth.

* Annotations and marginal notes that include three similarities (S-1, S-2, S-3) and three differences (D-1, D-2, D-3).

* The Oneida Nation is part of The Haudenosaunee Confederacy, so what might be some of the reasons why the two Creation Myths differ in their content? Place your written response at the end of the story (in the space provided at the end of the story).

 

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March 27th - 31st
Monday

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

Unit One: Creation Myths

Framing Questions:

The Haudenosaunee Creation Myth
The Oneida Nation Creation Myth

The Creation Myth of the Fulani People (West Africa, from the pre-Islamic past)

How the World was created from a Drop of Milk

Indian Hymns of Creation

Rig Veda - one of the four Aryan books of wisdom
(containing 1,028 hymns to Aryan gods)

Bhagavad Gita - the Hindu Scriptures
(excerpt from the Mahabharata, an 18 chapter episode)

Symbolic Consciousness Activity: Four Depictions of Creation Myths

Complete (Quadrant # 1) by selecting one of the following

Hundun/Hu/Shu, Haudenosaunee, Onieda, Fulani, Indian Hymns,
more to come.....

Your Symbolic depictions must include the following:

Some of the Key Thematic Elements in the Story

Identification of the Culture

A Significant Quote from the Myth

The Drawing should include Color

Strive for Quality and Respect in your Symbolic Consciousness

BRING YOUR INDEPENDENT READING BOOK TO CLASS TOMORROW

Tuesday

Unit One: Creation Myths

*Independent Reading Book - Sustained in-class reading time (25 minutes)

**Initial Written Reader Response (5 x 8 notecards):

Comment on the Author's Writing Style
Compose a Summary of Initial Pages that you read

Indicate the number of pages that you read
Share one significant direct quote (page number)
and explain why you thought it was "noteworthy."

"Walk and Talk" with Book Partners (Share your initial reader response)

Symbolic Consciousness Activity: Four Depictions of Creation Myths/Hymns

Complete (Quadrants #1 and  # 2) by selecting from the followings:

***Chinese story of Hundun/Hu/Shu, Haudenosaunee, Onieda, Fulani,
Indian Hymns, more to come.....

Your Symbolic depictions must include the following:

Key Thematic Elements in the Myth: Symbols, Imagery and Characters
Identification of the Culture
A Significant Quote from the Myth
The Drawing should include Color
Strive for Quality and Respect in your Symbolic Consciousness

***Found in the What is a Myth? handout

No HW

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

 
 
Wednesday

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

Unit One: Creation Myths

Native American Story Teller Receives Artistic Honor (Link)

Student Myth:

1st hour: Native American
2nd hour: Serbian
4th hour: Native American

Framing Questions, Terminology, Interpretations, Illustrations

The Writings of the Greek poet Hesoid -

Works and Days
(
Summary and Analysis)

Optional Reading: Theogony (Summary and Analysis) Parada's Greek Mythology

The Writings of the Roman poet Ovid: Metemorpheses The Ages of the World

No HW (other than continuing to read your independent reading selection)

BRING YOUR INDEPENDENT READING BOOK TO CLASS TOMORROW

Thursday

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

Unit One: Creation Myths

Student Myth: Parada's Greek Mythology

1st hour: Ancient Greece
2nd hour: Ancient Greece
4th hour: Ancient Greece

The Writings of the Roman poet Ovid: Metemorpheses The Ages of the World

The Babylonian Creation Myth (Enuma elish) - PART ONE

Framing Questions, Terminology, Interpretations, Illustrations

*Independent Reading Book - Sustained in-class reading time

No HW (other than continuing to read your independent reading selection)

 
Friday

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

Unit One: Creation Myths

Student Myth:

1st hour: Norse
2nd hour: Judeo-Christian
4th hour: Central American

Mythos: Pysche, Symbol and Archetypes

The Babylonian Creation Myth PART WO (Enuma elish) (The Tablets)

Framing Questions, Terminology, Interpretations, Illustrations

Symbolic Consciousness Activity: Four Depictions of Creation Myths

Complete (Quadrant # 3) by selecting one of the following

Hesoid's Works and Days, Ovid's Metemorpheses The Ages of the World, Babylonian Creation Myth, One of the Student Myths, more to come.....

HW: A Modern Commentary and Application of the Ancient Babylonian Myth:

"The Myth of Redemptive Violence" - an excerpt from Walter Wink's Engaging the Powers - Read and Respond:

Questions (Q) - Connections (C) -Objections (O) - Revelations (R)

Identify Author's Thesis Statment (Main Idea)

The Q-C-O-R strategy of annotation and marginal notes is required for this assignment and will be assessed for points. This is due by class time on Monday.

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April 3rd - 7th
(Progress Reports)
Monday

Comparative Myth Units- Student Sign Up

Independent Reading - Student Selections

Unit One: Creation Myths

Unit One: Creation Myths

Student Myth:

1st hour: Norse
2nd hour: Judeo-Christian
4th hour: Central American

Discussion of "The Myth of Redemptive Violence" -
an excerpt from Walter Wink's Engaging the Powers -

Questions (Q) - Connections (C) -Objections (O) - Revelations (R)

The Judeo-Christian Creation Myths -

The Book of Genesis
- Chapter One (P source)

 

Tuesday

 

Unit One: Creation Myths

The Judeo-Christian Creation Myths -

The Book of Genesis - Chapter One (P source) & Chapter Two (J source)

Symbolic Consciousness Activity: Four Depictions of Creation Myths

Complete (Quadrant # 4) by selecting one of the following

The Babylonian Creation Myth, The Judeo-Christian Creation Myths:
The Book of Genesis - Chapter One, Chapter Two

BRING YOUR INDEPENDENT READING BOOK TO CLASS TOMORROW

Wednesday

Exam Preparation

Student Myth:

1st hour: Norse & East Asian
2nd hour: Norse
4th hour: East Asian

Unit One Exam Preparation Questions:

The Venezuelan Creation Myth - Wanadi the Creator (Yekuhana).

"Tablets of the Myth..."

Using the Framing Questions Handout as Guide

Gods of America

Wanadi

Be sure you have all the Creation Myth handouts with you for tomorrow's exam

Thursday

UNIT ONE EXAM

BRING YOUR INDEPENDENT READING BOOK TO CLASS TOMORROW

Friday

Progress Reports Due

*Independent Reading Book - Sustained in-class reading time

Independent Reading Purpose and Presentation


+ Why do you think the author wrote this book?  In other words, how would you distill its message down to the main idea (thesis)? Comment on this in one explanatory paragraph.


> What are three significant insights/understandings that you would like us to know about your book? (Take us to specific, “noteworthy” moments in the story/text.  No spoilers!


* How could you creatively present one of those moments (individually or collaboratively)?

Gods of America

 

 

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April 10 -14

Monday
Easter/Spring Break - No School
Tuesday
 
Wednesday
 
Thursday
 
Friday
 

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April 17th - 21st
Monday

Unit Two: The Fall of Man: The Garden, The Trickster and Flood Myths

Making Thoughts Visible: The Explanation Game - Exploring Understanding

Playing in the Garden: Password

The Story of Poia (Blackfoot Indians of the Great Plains)

HW(Optional): Digging Deeper into the Cave of Learning: Tricksters Make this World (click on the pdf link to read the entire Introduction to Lewis Hyde's book). Come prepared to share your insights on Wednesday.

Continue to read your Independent Reading Book Selection

PRESENTATION SCHEDULE: LINK

Independent Reading Purpose and Presentation


+ Why do you think the author wrote this book?  In other words, how would you distill its message down to the main idea (thesis)? Comment on this in one explanatory paragraph.


> What are three significant insights/understandings that you would like us to know about your book? (Take us to a specific, “noteworthy” moment in the story/text.  No spoilers!


* How could you creatively present one or two of those moments (individually or collaboratively)?

 

Tuesday

Unit Two: The Fall of Man: Fire and Flood Myths

The Book of Genesis - Chapters Three - Six

Tales from the Mythologies of Polynesia

Maui the  Polynesian demi-god and trickster

HW: Complete the reading of the following source: Fire Symbolism

Continue to read your Independent Reading Book Selection

Wednesday

Unit Two: The Fall of Man: Fire and Flood Myths

Digging Deeper into the Cave of Learning: Tricksters Make this World

Tricksters

Tales from the Mythologies of Polynesia

Maui the  Polynesian demi-god and trickster

Maui Finding Fire

Fire Symbolism

Consider the levels of symbolic meaning of fire for island people who are surrounded by water. How might access to/knowledge of fire be essential for life?

Then consider the symbol of fire blocking access to the tree of life in the garden of Eden story found in the Book of Genesis Chapter 3. Why might mortality (access to the tree of eternal life) be desirable for human beings? Why might immortality be desirable for human being? How does contemporary American culture (how do you) approach the mystery of death and dying?

 

HW: (Optional): Digging Deeper into the Cave of Learning: Fire and the Fire Bringer by Heins Insu Fenkl taken from The Journal of Mythic Arts. Come prepared to share your insights on Thursday.

Thursday

Unit Two: the Fall of Man and Flood Myths

Digging Deeper into the Cave of Learning: Fire and the Fire Bringer by Heins Insu Fenkl taken from The Journal of Mythic Arts.

Modern Interpretations of the Fall
The Talmudic Fall

Flood Myths: Background Themes

Ancient Writings Link

HW: Continue to read your Independent Reading Book Selection and Prepare for Presentations

Friday

Unit Two: The Fall of Man and Flood Myths

Ancient Writings Link


NOVA: Secrets of Noah's Ark (Part One)

The Epic of Gilgemesh (section containing the flood story)

The great Flood: the Epic of Gilgamešh Link

HW: Continue to read your Independent Reading Book Selection and Prepare for Presentations

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April 24th - 28th
(Aspire Testing: Freshmen & Sophomores)
Monday

Unit Two: The Fall of Man and Flood Myths

PRESENTATION SCHEDULE: LINK - scroll down to Thursday
Also see Google Classroom for Writing and Presenting Rubric Document

The great Flood: the Epic of Gilgamešh (continued): Link

NOVA: Secrets of Noah's Ark (Part Two)

The Great Flood: the Epic of Atrahasis Link # 1

HW: Continue to read your Independent Reading Book Selection and Prepare for Presentations

Tuesday

Unit Two: The Fall of Man and Flood Myths

NOVA: Secrets of Noah's Ark (Part Three)

The Flood in the Age of Deucalion: Link # 1
(please note that this source provides information about a flood story from the Greek culture, but it is not the story itself.)

The Great Flood: the story from the Quran: Sura 11 and Sura 71

HW: Please read The Great Flood: the story from the Quran: Sura 11 and Sura 71

Continue to read your Independent Reading Book Selection and Prepare for Presentations

Wednesday

Unit Two: The Fall of Man and Flood Myths

The Great Flood: the story from the Quran: Sura 11 and Sura 71

"Noah, I want you to build me an Ark" Link #1 Link # 2

The Book of Genesis - Chapters 6 - 8 (link)

HW: Continue to read your Independent Reading Book Selection and Prepare for Presentations

Thursday

Parent - Teacher Conferences

1ST HOUR

Armstrong, K.

The Short History of Myth

Brendan B

Bryce C


THURSDAY
APRIL 27TH

2ND HOUR

Smith, A.M.

Dream Angus

Rachel B

Joshua C

Katrina L

 

THURSDAY
APRIL 27TH

Byatt, A.S.

Ragnarok

Eric Z

Jacob W


THURSDAY
APRIL 27TH

4TH HOUR

Vickers, S.

Where Three Roads Meet

Claire D.

Zara G


THURSDAY
APRIL 27TH

Byatt, A.S.

Ragnarok

Kaylyn G

Megan R


THURSDAY
APRIL 27TH

Unit Two: The Fall of Man and Flood Myths

The Book of Genesis - Chapters 6 - 8 (link)

HW: Directions for the Artistic Renditions activity:

Select one of the works of Art and create a written response in your Flood Myth google doc. What specific aspect of the painting catches your attention? How well does this work of art capture what is in the written text? Why do you suppose the artist selected this aspect of the story? Take a "screen shot" of the image and insert it into your document.

Friday

1ST HOUR

Winterson, J.

Weight

Molly B

Rachel F

Jason H

Trevor S


FRIDAY
APRIL 28TH

2ND HOUR

Winterson, J.

Weight

Cole A

Braxton O

Alex. R.

FRIDAY
APRIL 28TH

4TH HOUR

Grossman, D.

Lion’s Honey
The Myth of Samson

Calum J

Joe W


FRIDAY
APRIL 28TH

Unit Two: The Fall of Man and Flood Myths

The Story of Noah - Artistic Renditions

Writing Prompt on the Flood Myths

HW: Complete your Prompt Responses and Artistic Renditions in the Google Classroom document. Your responses are due by classtime on Monday. Submit your completed work to turnitin.com

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May 1st - 5th
(AP Testing)
Monday

Unit Two: The Fall of Man and Flood Myths -

Common natural disasters are distinctly memorable: Link One Link Two

NOVA: Secrets of Noah's Ark (Part Four)

Do you want to explore more deeply into the cave of learning? Recite the flood story found in the Metamorphoses, Roman poet Ovid (43 BCE - 17 CE): Link # 2 - poetry should be heard!

2ND HOUR

Grossman, D.

Lion’s Honey
The Myth of Samson

Nathan S

Harlo D - R


MONDAY MAY 1ST

4TH HOUR

Winterson, J.

Weight

Irina A

Jack R

Alex C

Sophia S

Jack H. Matt. B.

Jessie Z

MON. MAY 1ST

Unit Three: The Monomythic Hero -

The Power of Myth - (Bill Moyers with Joseph Campbell)

The Hero's Journey: Introduction and The Hero's Adventure (Part One Slides 1 - 3)

 

 

Tuesday

1ST HOUR

Atwood, M.

The Penelopiad

Valerie H

Jake L


TUESDAY MAY 2ND

Hesse, H.

Siddhartha

Clare M

Tim R


TUESDAY MAY 2ND

2ND HOUR

Vickers, S.

Where Three Roads Meet

Michael F

Sofia R


TUESDAY MAY 2ND

Hesse, H.

Siddhartha

Allen H

Kyle S


TUESDAY MAY 2ND

4TH HOUR

Atwood, M.

The Penelopiad

Tiffany L

Kristina S

Shefali M

TUESDAY MAY 2ND

Atwood, M.

The Penelopiad

Cassidy B

Valentina D-G

Pan  Y

TUESDAY MAY 2ND

Unit Three: The Monomythic Hero -

Be My Hero - October Project

Sleep with the window open
Sleep till tomorrow, be my hero
Be without being lonely, try to open
We try to open, hoping for a hero

I want something, I want everything
I want nothing, nothing else
I want someone, not just anyone, be my hero

Keep what is secret, secret
We can believe it, be my hero

I want something, I want everything
I want nothing, nothing else
I want someone, not just anyone, be my hero

See, how we measure feelings from a distance
See how we measure people into zero

I want something, I want everything
I want nothing, nothing else
I want someone, almost anyone

The Hero with a 1,000 Faces

"You Work Until You Die" (LINK)

The Power of Myth: Joseph Campbell with Bill Moyers

The Hero's Journey: The Hero's Adventure (Part One Slides 1 - 3) - 4th hour

The Hero's Adventure (Part Two) - Slides 4 - 6

HW: The Hero with a 1,000 Faces - See Google Classroom document. Begin to identify your heroes in this document.

Excerpts from the prologue of Joseph Campbell's The Hero with a Thousand Faces. -

Employ the Pause and Connect reading strategy (Myth and Dream section) - and

Questions (Q) - Connections (C) -Objections/Observations (O) - Revelations (R)

Interactive reading (annotations and marginal notes) will be assessed for points.

Wednesday

Unit Three: The Monomythic Hero -

In Class Individual Reading and Small Group Discussion

Excerpts from the prologue of Joseph Campbell's The Hero with a Thousand Faces. -

Employ the Pause and Connect reading strategy-

Questions (Q) - Connections (C) -Objections/Observations (O) - Revelations (R)

Myth and Dream

Pause for small group discussion (four to a group)

The Hero and the God

Small group discussions (four to a group)

HW: Be prepared to share one of your group's Q - C - O - R in class tomorrow

The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document.

Excerpts from the prologue of Joseph Campbell's The Hero with a Thousand Faces. -

Employ the Pause and Connect reading strategy (Myth and Dream section) - and

Questions (Q) - Connections (C) -Objections/Observations (O) - Revelations (R)

Interactive reading (annotations and marginal notes) will be assessed for points.

WE WILL DISCUSS "MYTH AND DREAM" ON THURSDAY AND "THE HERO AND THE GOD" ON FRIDAY.

Thursday

1ST HOUR

Byatt, A.S.

Ragnarok

Aaron R

David W


THURSDAY MAY 4TH

2ND HOUR

Vickers, S.

Where Three Roads Meet

Michael F

Sofia R


TUESDAY MAY 2ND

 

Unit Three: The Monomythic Hero -

The Hero with a Thousand Faces. - Myth and Dreams

Heroes: Modern Life, Myths, Movies,

The Power of Myth: Joseph Campbell with Bill Moyers

The Hero's Adventure (Part Three)

HW: WE WILL DISCUSS "MYTH AND DREAM"AND "THE HERO AND THE GOD" TOMORROW

Friday

4TH HOUR


Hesse, H.

Siddhartha

Khoi  D

Yibo Pan


FRIDAY MAY 5TH

Book Returns: Sign Ins

Unit Three: The Monomythic Hero -

The Hero with a Thousand Faces. - Myth and Dreams

A Cowardly Lion? If I Only Had the Nerve

The Hero's Adventure

Courage!

I Never Knew the Rest of the Story

The Hero with a Thousand Faces. -The Hero and the God

True Courage - "I'm looking for someone to share in an Adventure"

Comparative Monomythic Hero Adventures

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May 8th - 12th
(AP Testing / Progress Reports)

Monday

The Power of Myth: Joseph Campbell with Bill Moyers

The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas"

The Epic of Gilgamesh -

The Passwords into the Journey

Background and overview of The Epic

HW: The Epic of Gilgamesh - Tablet I

 

Tuesday

 

1ST HOUR

Thorne, T.K.

Noah’s Wife

Jeremiah H

David S


TUESDAY MAY 9TH

Renault, M.

The King Must Die

Julia W

Jaylen W


TUESDAY MAY 9TH

4TH HOUR

Renault, M.

The King Must Die

Jackson B

Kayla W


TUESDAY MAY 9TH

Thorne, T.K.

Noah’s Wife

Lauren B

Ava W

Paris T

TUESDAY MAY 9TH

The Hero's Journey

The Epic of Gilgamesh - Tablet I

In-Class Reading:

Chapters 1 and 2- Small Group Work/Discussion

The Epic of Gilgamesh - Tablet II

HW: Remember to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

OPTIONAL READING for tomorrow: The Epic of Gilgamesh - Tablets II - III. Use the Hero's Journey Handout to "Chart" the Journey" and consider the corresponding discussion questions Handout

 

Wednesday

The Epic of Gilgamesh -

In-Class Reading:

Chapters 3 and 4 Small Group Work/Discussion

Tablets III - IV - Small Group Work/Discussion

 

 

HW: Remember to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

OPTIONAL READING for tomorrow: Complete The Epic of Gilgamesh - Tablets IV - V. Use the Hero's Journey Handout to "Chart" the Journey" and consider the corresponding discussion questions Handout

 

Thursday

1ST HOUR

Gaiman, N.

Norse Mythology

Sydney A

Phillip Z

Cameron B

Brandon K
A. J. G


THURSDAY

MAY 11TH

 

2ND HOUR

Thorne, T.K.

Angels at the Gate

Alexa Fierst

Alex Krol


THURSDAY

MAY 11TH

The Epic of Gilgamesh -

In-Class Reading:

1st and 2nd hour

Chapters 4, 5 and 6 Small Group Work/Discussion

4th hour

Chapters 3, 4, 5

HW: Remember to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

OPTIONAL READING for tomorrow: Complete The Epic of Gilgamesh - Tablets VI - VII. Use the Hero's Journey Handout to "Chart" the Journey" and consider the corresponding discussion questions Handout

 

Friday

 

1ST HOUR

Gaiman, N.

Norse Mythology

Matt E
Danny K
Nicole P

Max K

Jack L


FRIDAY

MAY 12TH

2ND HOUR

Gaiman, N.

Norse Mythology

Charles

Lewis

A.J.

O’Brien

Brandon

Smith

FRIDAY

MAY 12TH

 

The Epic of Gilgamesh -

In-Class Reading:

Chapters 5, 6 and 7 Small Group Work/Discussion

 

The Hero with a Thousand Faces. -The Hero and the God

Home Page

 
May 15th - 19th
Monday

 

The Epic of Gilgamesh -

In-Class Reading:

Chapter 6 - 8 Small Group Work/Discussion

Does Man Need Myths? Are Myths True?

Margaret Atwood & Bill Moyers: Faith and Reason

Tuesday

4TH HOUR

Gaiman, N.

Norse Mythology

Leah Gholson

 

Becca Yenter

TUESDAY

MAY 16TH

The Epic Journeys Continue - Comparative Study of the Heroic Cycle

True Courage - "I'm looking for someone to share in an Adventure"

Comparative Monomythic Hero Adventures

What Makes a Hero?

In Class Reading Day - Noteworthy Insights

HW: If you were absent today, please take a look at the video: What Makes a Hero? and then go to Google Classroom and take notes on the What Makes a Hero? Cycle link and the Finding the Hero Journey link (note similarities and differences with your original Handout about the Ordinary and Special Worlds of the Hero Journey).

Wednesday

 

Comparative Monomythic Hero Adventures

In Class Reading Day - Noteworthy Insights

FLEX TIME

Atwood, M.

The Penelopiad

 

Valerie H.

 

 



Atwood, M.

The Penelopiad

 

Valentina D-G

 

 



Hesse, H.

Siddhartha

Sam  T.
Leib M.

 

HW: If you were absent today, please take a look at the video: What Makes a Hero? and then go to Google Classroom and take notes on the What Makes a Hero? Cycle link and the Finding the Hero Journey link (note similarities and differences with your original Handout about the Ordinary and Special Worlds of the Hero Journey).

Thursday

Comparative Monomythic Hero Adventures

Suffering and the End of Suffering:

Pema Chodron & Bill Moyers: Faith and Reason

In Class Reading Day - Noteworthy Insights & Small Group Discussion

Friday

Comparative Monomythic Hero Adventures

The Hero's Song - Immortality

The Scop recites/sings of Beowulf's Heroic Quest

In Class Reading Day - Noteworthy Insights & Small Group Discussion

HW: Please read, annotate, make marginal notes (Q -C - O - R) on the following: A Short History of Myth Chapter IV "The Early Civilizations" (4,000 - 800 bce). There will be a collaborative quiz on Monday bases on this chapter. SEE HANDOUT

Socratic Seminars based on the Monomythic Hero Myths will take place on Tuesday and Wednesday of next Week

Home Page

 
May 22nd - 26th
Monday

 

BE SURE TO LOOK AT THE ENTIRE MESSAGE ADDRESSED TO ALL THREE CLASSES. IT IS LOCATED IN Google Classroom

Comparative Monomythic Hero Adventures

Small Group Discussion and Seminar Preparations

A Short History of Myth Chapter IV "The Early Civilizations" (4,000 - 800 bce)

A close reading: Looking Back, Looking Forward

Collaborative Work in Google Classroom document :
A Short History of Myth
Chapter IV (see note to students as well)

HW: Add to The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document. Stories Begin on May 31st

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Tuesday

Socratic Seminars:

Greece: Jason and the Golden Fleece  & Medea

Greece:Roman: The Aeneid & The British Isles (Britain & France): King Arthur (4th hr. Beowulf)

HW: Add to The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document. Stories Begin on May 31st

The Hero's Adventure

Heroic Characteristics

1. Courage
2.
3.
4.
5.
6.
7.
8.

Six Attributes of Courage

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Wednesday

Socratic Seminars:

Persia:  Esfandyar, the Prince Who Would Be King & India: The Ramayana
( Japan: Kotan Utunnai //China: Chi Li Slays the Serpent)

A Modern Heroic Adventure: Sir Ernest Shackleton (Part One - 0:00 - 12:00

Sir Ernest Henry Shackleton was a polar explorer who led three British expeditions to the Antarctic, and he is one of the principal figures of the period known as the Heroic Age of Antarctic Exploration.

HW: Add to The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document. Stories Begin on May 31st

The Hero's Adventure

Heroic Characteristics

1. Courage
2.
3.
4.
5.
6.
7.
8.

Six Attributes of Courage

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Thursday

A Short History of Myth Chapter IV "The Early Civilizations" (4,000 - 800 BCE)

A close reading: Looking Back, Looking Forward

A Modern Heroic Adventure: Sir Ernest Shackleton (Part Two - 12:00 - 34:00)

"Weighty Decisions" - Priorities for Survival Handout

Shackleton's Voyage of Endurance - Exploring the Heroic Age of Antarctic Exploration CLICK HERE

HW: Add to The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document. Stories Begin on May 31st  
Story Telling (3 - 5 Min. including questions from the audience)  

Friday

A Modern Heroic Adventure: Sir Ernest Shackleton (Part Three - 34:00 - 43:00)


Unit Four: Love and Afterlife Myths

Love and Tragedy: Pyramus and Thisbe

Love and Sorrow: Orpheus and Eurydice

Love and Dreams: Ceyx and Alcyone

HW: Add to The Hero with a 1,000 Faces - See Google Classroom document. Continue to identify your heroes in this document. Stories Begin on May 31st
Story Telling (3 - 5 Min. including questions from the audience)

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Home Page

 
May 29th - June 2nd
Monday
Memorial Day Holiday - No School
Tuesday

Unit Four: Love and Afterlife Myths

Love and Perfection: Pygmalion and Galatea

Love and Reward: Baucis and Philemon

Love and Beauty: Endymion

Love and Fear: Daphane

Love and Desire/Rejection: Alpheus and Arethusa

The Hero with a 1,000 Faces
Stories Begin tomorrow
Story Telling (3 - 5 Min. including questions from the audience)

HW: For Tomorrow's Class, complete the remaining two-three sentence summaries of the "Love Myths" that we read in class last week and today. Take note of the close relationship between love and death in the various stories. Complete your responses in the document entitled: Myth and Dreams - Love and the Afterlife. SeeGoogle Classroom document

Wednesday

Unit Four: Love and Afterlife Myths

Myth and Dreams: Love and the Afterlife


The Hero with a 1,000 Faces

 Story Telling (3 - 5 Min. including questions from the audience)  

What Dreams May Come (part one)

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Thursday

Unit Four: Love and Afterlife Myths

Myth and Dreams: Love and the Afterlife


The Hero with a 1,000 Faces

Story Telling (3 - 5 Min. including questions from the audience)  

What Dreams May Come (part two)

HW: A Partial History of Afterlife Beliefs - A Close Reading Activity(see Google Classroom) for the possible "rebirth of a grade that is in a "grave" condition.

THIS OPTIONAL ASSIGNMENT IS DUE BY NOON ON SATURDAY. NO LATE WORK ON THIS ASSIGNMENT WILL BE READ. POINTS EARNED WILL DEPEND ON THE QUALITY OF YOUR INTERACTION WITH THE TEXT.

Have you remembered to complete The Hero's Adventure (Part Four) - Concluding "Noteworthy Ideas" - Slides 6, 7, 8 in your Monomythic Hero Unit Google Classroom document.

Friday

Unit Four: Love and Afterlife Myths

Odysseus - In the House of Hades Myth and Dreams: Love and the Afterlife

What Dreams May Come (part three)

HW: A Partial History of Afterlife Beliefs - A Close Reading Activity (see Google Classroom) for a possible "rebirth of a grade that is in "grave" condition.

THIS OPTIONAL ASSIGNMENT IS DUE BY NOON ON SATURDAY. NO LATE WORK ON THIS ASSIGNMENT WILL BE READ. POINTS EARNED WILL DEPEND ON THE QUALITY OF YOUR INTERACTION WITH THE TEXT.

Home Page

 

June 5th - 9th
(Final Exam Week)


Monday

 

Unit Four: Love and the Afterlife

An alternate Ending to What Dreams May Come

A Short History of Myth Chapter V "The Axial Age" (800 - 200 BCE)

"The Axial Age" and The GreatWestern Transformation: Then and Now?

The Shaping of Western Tradition: Love as the Guide

The Troubadours of the Grail Myth : Tristan and Isolde

The Individual and the Community

The One and the Many

Myth and Artistic Expression


Tuesday

The Pleiades in Dreamtime (Part One) and Gathering the Sacred Stones

Celtic Spirituality and Judeo-Christian Belief: Pondering the Mysterious "I Am"

A Personal I AM Poem

The Incantation of Amergin. Pádraigín Ní Uallacháin

Amergin, a Milesian prince or druid 
who settled in Ireland hundreds of years before Christ

Old English Texts

"Caedmon's Hymn"

Cædmon was an Anglo-Saxon herdsman, poet and monk. 
"Caedmon's Hymn" is probably the earliest extant Old English poem.

Old English Texts

The Book of Exodus 3: 1 - 17 {link}

The Gospel of John - The "I Am" Statements {link}

Every Picture - In Stained Glass - Tells a Story

Wednesday

Myth and Artistic Expression

The Pleiades in Dreamtime (Part Two)

Final Exams: Day One

1st Hour Class 7:25 - 8:33

2nd Hour Class 8:39 - 9:47


Lunch A (30 minutes)

3rdA Hour Class 9:53 - 11:01

Lunch B (30 minutes)

1st Hour Exam 11:52 - 1:07

2nd Hour Exam 1:22 - 2:37

Thursday

Myth and Artistic Expression

The Pleiades in Dreamtime (Part Two)

Final Exams: Day Two

3rd Hour Exam 7:25 - 8:40

4th Hour Class 8:55 - 9:55

Lunch A (30 minutes)

5th Hour Class 10:01 - 11:01

Lunch B (30 minutes)

4th Hour Exam 11:52 - 1:07

5th Hour Exam 1:22 - 2:37

Friday
 

Home Page

 

June

Monday
 
Tuesday
 
Wednesday
 
Thursday
 
Friday