For the ill and the absent-minded -

Here, you will find a very brief summary of class discussions and activities, lists of assigned readings, and links to other resources. The posts are reminders of what we covered in class and/or of what you missed by being absent physically and/or mentally. If we are required to work remotely, the posts will give directions for the day's activities, and let you know when we will meet via Google Meets. Please read the posts, talk with your classmates, and do the practise work as it suits the timing at home. Please put all work in your digital folders via Google Drive. Feel free to make comments and if you're still confused, please email me!

(NB: I do not condone class absences - you must be present, in class, actively listening and participating whenever possible. Always communicate your absences with the school office as well as with me. It is your responsibility to make arrangements for missed learning opportunities. You MUST meet all assignment deadlines. If we have to meet via Google Meets, please make a note of the QR link posted in Room 205 for the meeting id and passwords.)

07 January 2025

B - The one with Brutus and Mark Antony.

ESSENTIAL QUESTION: How does rhetoric work?

We chatted briefly about what learners read over the break. It was great to hear that many had read She Stoops to Conquer.

We looked at Act III, scene ii of Shakespeare's Julius Caesar, focussing on Brutus's excuse for killing Caesar's death and Mark Antony's commentary. Learners worked together to consider rhetoric (see the resources to the left) and to experiment with how different oral readings expose a particular rhetoric.

PRACTISE:

  • Prepare a dramatic reading of Brutus's speech or Mark Antony's speech from III, ii
  • Write a 250 word piece, "Why You Should Read [your inquiry play]" and identify which devices of rhetoric you used.
NEXT CLASS: rhetoric continued, carpe diem poems

Posted by at
Labels:

No comments:

Post a Comment

Subscribe to: Post Comments (Atom)