Elements of Style

Elements of Style • Form the possessive singular of nouns by adding ‘s. Eg. Charles’s friend Burns’s poems the witch’s malice Exceptions: Ancient proper names ending in –es or –is, Jesus’, such forms as “for conscience’ sake” and “for righteousness’ sake,” and pronouns.

You try it! Turn the following five statements into possessives. 1. The book that belongs to Travis. A. Travis’ book. B. Travis’s book. 2. The shirt that belongs to Alexis. A. Alexis’s book. B. Alexis’ book. 3. The law of Moses. A. Moses’ law. B. Moses’s law. 4. The car that belongs to her. A. Her’s car. B. Her car. 5. The shelf upon which it belongs. A. Its shelf. B. It’s shelf

Unit Anticipation Guide For each statement, enter Y if you agree with the statement or N if you disagree with the statement. • If someone does something to hurt you, it’s only fair that you do something to hurt them back. • If you own up to doing something wrong, then your punishment for it should be less severe than someone who wouldn’t own up to it. • The best society is one in which good is rewarded and bad is punished. • If someone does something wrong, but they do not get caught, then it is okay. • Karma/Fate/God has a way of punishing those who do wrong but do not get caught.

God/Fate/The Universe has set our course for us before we are born, and we ultimately have no control over what happens to us. • It is okay to lie to someone if we know that the truth will just make them upset. • People who do not follow rules/laws are bad people. • People who do not follow rules/laws should be punished. • People should be rewarded for doing what is expected of them.

Euripides’ Medea Background Info: • Medea was the Princess of Colchis and priestess of Hecate. • Medea falls in love with Jason and helps him get the Golden Fleece. • Medea marries Jason and helps him return home, gain his throne, etc. • Medea and Jason run away to Corinth where they live together for around ten years and have two kids. • After a while, Jason realizes that Medea is no longer useful to him and leaves her for the younger princess Glauce, the daughter of King Creon of Corinth.

Ticket Out the Door Do not write the question. Your response must be detailed and include specific examples. Tell me about a time when you had to suffer some unpleasant consequences because of a choice you made. What did you do? What sort of consequences did you suffer? What did you learn from that experience?

Consequences Unit Review (5th) Indicate the answer to each question by typing that student’s number into your clicker. If it applies to you, do not tell anyone! Let them figure it out! • Which student got in trouble for hitting someone with a bat? • Which student got beaten up for trash talking during a basketball game? • Which student got in trouble for lying to her mom about going to study at a friend’s house? • Which student got in trouble for cutting her mother’s hair?

Why we should learn grammar Woman without her man is nothing. --Essential ?’s. --Standards

Elements of Style • In a series of three or more terms with a single conjunction, use a comma after each term except the last. Eg. red, white, and blue gold, silver, or copper He opened the letter, read it, and made a note of its contents. Exceptions: The names of business firms (such as Brown, Shipley & Co.) and in journalism (magazines, newspapers, etc).

You try it! Indicate the correct placement of commas. 1. We need to install a sink a stove and a dishwasher. A. ...sink, stove, and a dishwasher. B. ...sink, stove and a dishwasher. 2. Kevonte learned to read write and do math at a young age. A. ...read, write, and do math... B. ...read, write and do math... 3. Troy works for the law firm at Nugent Montlick & Associates. A. ...Nugent, Montlick & Associates B. ...Nugent, Montlick, & Associates 4. Amoni loves to sing dance and draw. A. ...sing, dance and draw. B. ...sing, dance, and draw. 5. (Written in a newspaper) The hiker was found starving frozen and on the verge of death. A. ...starving, frozen, and on the verge... B. ...starving, frozen and on the verge...

K-W-L On your notebook paper, set up a KWL chart about Greek Drama and tragic heroes: K | W | L | ---------------------------------------------------- Fill in the K part and the W part. Have at least five items on your page in either category.

Greek Drama • Greek drama explores the human condition: • Certainty/Uncertainty • Free will vs. destiny. • Moral responsibility. • Human suffering • So what? The Greeks were the first to make drama a major part of culture.

Greek Drama • The conventions of modern drama trace back to Greek drama. • Convention: a common characteristic. • Conventions the two share: • Performing on a stage. • Breaking a performance into sections (scenes). • Following the archetypal story pattern (exposition, rising action, climax, falling action, denoument/resolution).

Greek Drama • Greek drama appears during The Golden Age of Ancient Greece (500—300BC). • Everyone went to see plays. • An important part of Greek culture.

APPEARANCE OF THE THEATER • Keep in mind the following: • The theater was completely outdoors. • There was no curtain. • There were few props, and they DID NOT change throughout the play. Where the chorus performs. Sketch this drawing in your notes.

Theater of Dionysus, in Athens

Greek Theater at Syracusa

What about the actors? • Wore huge masks and platformed shoes. • All male. • Only a few on stage at a time. • Actors played several roles by switching masks. Compared to modern plays, think how strange it would be to see plays acted out using masks like these!

STRUCTURE OF GREEK TRAGEDIES • MAJOR POINT: NO VIOLENCE ON STAGE. If violence is part of the story, the characters talk as if it happened somewhere else. • Prologue: First scene of the play (exposition). • Parados: Chorus’s first song. • Scenes: Major divisions of a play (rising action). • Odes: Chorus songs between scenes—review the action from the scenes. Divided into strophes and antistrophes of equal length. • Strophe: The chorus moves from right to left while singing. • Antistrophe: The chorus moves from left to right while singing. • Exodos: The final scene of the play (climax, falling action, resolution.

THE THREE UNITIES • ALL Greek plays follow the three unities: • Unity of time: The plot of the story takes place in a single day. • Unity of space: The setting of the story is one location. • Unity of action: Everything in the story relates to a single plot (no subplots/side stories).

THE ARCHETYPAL TRAGIC HERO • This archetype originates in Greek drama: • The hero… • Is highborn / noble. • Has good intentions. • Is true to life (i.e. believable). • Has a reversal (a change in fortune for the worse). • Has a hammartia (Another word for tragic flaw.) The most common hammartia is hubris (excessive pride). • Experiences a tragic downfall, which is in some way his fault. • Experiences catharsis: either a brutal punishment deserved or a brutal lesson learned.

THE GREEK CHORUS • All men, who wore masks. • Link between the actors and the audience. • Sometimes advises a character. • Separates scenes and summarizes action. • Represents some kind of community voice.

IRONY • Many Greek plays make use of irony. There are three kinds: • Verbal irony. • Dramatic irony. • Situational irony.

TOD Complete this on the L section of your KWL chart and turn it in at the end of class. • Write three facts about Greek Drama • Write two facts about the Tragic Hero

Elements of Style