The Purpose of this Blog
Your task on this blog is to write a brief summary of what we learned in class today. Include enough detail so that someone who was ill or missed the lesson can catch up with what they missed. Over the course of the term, these 'class scribe' posts will grow to be a guide book for the course, written by students for students.
With each post ask yourself the following questions:
1) Is this good enough for our guide book?
2) Will your post enable someone who wasn't here to catch up?
3) Would a graphic/video/link help to illustrate what we have learned??xml:namespace>
Thursday, 27 January 2011
The first thing we did was read a bit of text which gave us background information on Alfred Tennyson's poem Ulysses.
After that we split in to groups of 3/4 and had to pick a part from the text that would be a good freeze frame. My group was going to do a freeze frame of a section which described a "6 headed sea monster" but we figured we didn't have enough heads. So eventually we done a freeze frame on a section that told us "At first he (Ulysses) refused to go to Troy, pretending to be mad by sowing his fields with salt, but the Greeks put his son Telemachus in front of his plow to test his sanity and Ulysses was forced to reveal his pretence." So I sat on what was supposed to be a plough (it looked more like I was driving a car) whilst the other people in my group cowered in fear." Other groups acted out freeze frames that resembled death, fear and anger.
Next we read Tennyson's poem, Ulysses. On the board a quote said the poem was about "the need of going forward and braving the struggle of life". Much of the poem emphasised this, despite the fact we found the narrative to reflect on the speaker as slightly big headed sometimes ("Myself not least, but honour'd of them all").
-Analyse more of the poem.
- Answer "How does Tennyson tell the story in Ulysses?"
My bad for posting this late!