Advanced Placement Biology 2009 – 2010



World Literature: Drama I - Course Syllabus

Fall Semester ~ Lansing Catholic High School

Mr. Scott Sanborn Room 212

Voicemail: tba Email: scott.sanborn@

Class Website:

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“Literature transmits condensed experience…from generation to generation. In this way, literature becomes the living memory of a nation (or culture).” - Alexsandr Solzhenitsyn

I. Course Description

The study of World Literature focuses on broadening our literary landscape. Through reading widely and deeply from selected works that span the globe, we will explore a myriad of perspectives and cultures. Our exploration will be conducted with open and inquisitive minds (for the true source of our knowledge and wisdom stems from curiosity); as well, we will make it our primary (albeit elusive) objective to seek meaning within our shared human experience. By examining commonalities and distinctions among cultures and time periods, we will look for and find the presence of God in all things, bonding us to one another and guiding us into Grace.

Specifically, this section concentrates on the foundation and development of dramatic literature. Since people have formed societies, they have been telling stories, praising their God(s), teaching lessons, and making social/political commentaries through the rendering of life on a stage. Unlike theater, which centers on performing and bringing dramatic works to life, the study of drama involves in depth and critical analysis of these works as LITERATURE. Our course of study, therefore, will engage these works from a critical perspective utilizing literary lexicons and lenses of criticism; accordingly, we will use classic texts from master dramatists as the springboard into fulfilling the course learning objectives.

“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become.” - C.S. Lewis

“We can never judge the lives of others, because each person knows only their own experience. It’s one thing to feel that you are on the right path, but it’s another to think yours is the only path.” - Paulo Coelho

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II. Course Content

a. Areas of Study: World Literature: Drama I will begin with the birth of theater in the Greek Tradition, will proceed to examine the medieval morality play, then East to explore Noh theatre in Japan and Chinese drama, and will return to continental Europe as drama emerges into its adolescence as an art form of social commentary.

b. Bakers Dozen of Outcomes: At the end of this course you will:

1. Understand a wide variety of written texts

2. Recognize and empathize with multiple perspectives on life and experience

3. Appreciate different cultures and different cultural traditions, practices, & beliefs

4. Develop your ability to think, write, and speak critically for various purposes and audiences

5. Hone your understanding and practice of the conventions of writing

6. Expand your knowledge and usage of vocabulary

7. Grasp the writing process and be able to write a portfolio of compositional works using several rhetorical modes and genres

8. Locate, Select, & Utilize relevant information from a variety of media for reference and support of critical analysis

9. Recognize how literature records human experience and how we are all children of God

10. Relate your life and cultural experiences to the themes introduced in the literature

11. Know the history of drama and how that history connects to the human experience of that particular culture and to all cultures, in general

12. Have fluency of several classic works of drama written by some of the most influential literary figures of their eras and cultures

13. Be aware of God’s Grace present throughout the ages and evidenced in the dramatic representations of life as depicted in the course works.

III. Course Materials

a. Books:

i. C.S. Lewis. The Screwtape Letters.

ii. Aeschylus. Prometheus Bound.

iii. Sophocles. The Antigone.

iv. Euripides. The Medea.

v. Roswitha. Galliconus; Dulcitus.

vi. Hildegard of Bingen. Ordo Virtutum.

vii. Guan Hanqung. Snow in Midsummer.

viii. Zeami Motokiyo. The Damask Drum; Atsumori.

ix. Moliere. Le Misanthrope.

x. Percy Bysshe Shelley. Prometheus Unbound.

xi. August Strindberg. Miss Julie.

xii. Henrik Ibsen. A Doll’s House; Hedda Gabbler.

b. General supplies:

1. BINDER: You MUST have a binder with SIX divided sections (NOT a spiral notebook but a binder for holding loose leaf paper).

2. Folders: You will need, at least, TWO folders – one for holding handouts and one for formal writing work and process/drafts of this work.

3. Black Ink Pens: Any work that is NOT typed will need to be completed using black ink. Please NOTE – any written work submitted using pencil or colors of ink other than black will receive a ZERO.

4. Access to the Internet: Our readings, many handouts, assignments, etc… will be distributed, worked on, and submitted using technology and the World Wide Web; therefore, it is vital that each of you have access from home or through utilizing the school’s computer network.

5. Flash Drive or Cloud Access: Again, with so much of the class being paperless, you will need to save your work, which means you will need to store the files on a flash drive or on some “cloud” server.

6. Dictionary: Studying literature is as much a study of language as it is a study of ideas and themes; accordingly, you will need a dictionary to assist you in the grasp and growth of language development.

IV. Course Policies

a. Attendance/absences/tardiness –

i. If you miss class, it is essential that you check the class calendar, website, talk to classmates, or email me to know what was missed and to be able to keep up.

ii. For excused absences you have as many days as you are absent to make up the work as is school policy.

iii. Students will not be allowed to make up any work missed from an unexcused absence or tardy.

b. Make-up work/late work –

i. Any assignment not turned in on time on the date due receives a grade of zero unless prior arrangements have been made with me, or you have an excused absence.

ii. If you have project or presentation due, this is STILL DUE regardless of absence; these types of assignments involved more time allowed and could have/should have been completed before the last minute.

iii. If you miss a test, plan on taking it immediately upon your return.

c. Classroom rules/expectations –

i. CORE Expectations

1. Come prepared – this means having all materials & prepared all work

2. Open your minds – this class demands maturity, acceptance, & curiosity

3. Read! – This is a literature course; you MUST READ to experience the full effect

4. Emulate Christ – In your dealings w me and each other, BE CHRISTLIKE!

ii. Classroom Protocol

1. Students will be considered tardy if you arrive after the bell. You will not be admitted without a slip from the Front Office or the teacher who held you over.

2. Additionally, you are considered tardy (or even absent – in terms of turning in work or taking tests or quizzes, etc…) if you come to class without your binder and any other necessary materials for class (yes, this includes a black pen; while I realize that you “lost” it just before this class, be sure to have spares).

3. Use the Restroom BETWEEN classes and not during class.

4. Please do not engage in side chatter or otherwise talk when someone is speaking (this includes me). It is rude and the person feels ignored. Let’s always show respect to each other.

5. As well, there will be NO personal attacks, bullying, rudeness, joking, etc., at the expense of anyone involved in this course! Every opinion has its place and is encouraged. Each of you should feel comfortable with participating in this class and with each other. All voices need to be heard!

6. My class is a SAFE ZONE: this echoes the sentiment of #4 & 5 above, but goes beyond that. It means you are accepted and loved in this room with no judgment or questions, no explanations or justifications necessary. I am so happy to get to know EACH of you and to celebrate the INDIVIDUAL whom you are that I will gnash my teeth and fight to defend your right to be whom God called you to be.

7. Class does not end when the bell rings, it ends when I have dismissed the class after making sure it is neat and orderly for the next group just as you found it.

8. You may not leave the room to go to the computer lab or library during this class

9. RESPECT - for each other, for the writings that we will read (even if you, personally, dislike the works), for the cultures being studied, for me, and for any guest to the class – is expected and demanded.

10. Cell Phones are NEVER acceptable in this class. Do not let me see you with it!

11. Also, there will be no computers or tablets allowed in class, except during specifically designated times; in which case, you will need to maintain strict discipline to utilize the technology for our class purposes ONLY.

12. Please make an effort to conduct yourselves in a manner that treats people and things with dignity. If you make a mess, clean it up. If you borrow something of mine, keep it safe and return it as you found it. If you hear someone utter something that you disagree with or even find offensive, politely and in a dignified way, address the comment (and address yourself – often, SOME of the things we find offensive reflect a need within us to grow). Let’s ALWAYS REMEMBER that CHRIST is PRESENT with us and our actions should reflect what He would do and what he would expect from us.

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d. Disciplinary polices

i. Cheating in any form is unacceptable. If you cheat:

1. you will receive a zero on the assignment/quiz

2. your parents and the assistant principal will be notified

3. you will still need to complete the assignment

4. PLEASE NOTE: that cheating has seemingly benign forms (such as informing someone during lunch what is on a quiz or test) that are just as disreputable as copying off of someone’s exam.

5. NOTE Too: Do NOT allow others to cheat off of you. While I will make an effort to crack down on wandering eyes, I will reprimand you for allowing others to cheat from a carelessly displayed test, etc…

ii. No GUM. Simple. Easy to understand. Consequences for gum: detention and more (cleaning desks, etc…)

iii. Students are expected to be in proper attire and will be asked to do so before being part of this class.

iv. Plagiarism:

1. Special attention needs to be focused on plagiarism since this is a writing based course.

2. Of course, the penalties for plagiarism will be as explained above under cheating, but there is more that needs to be said.

3. Plagiarism is ACADEMIC FRAUD, which makes it sound criminal – it is! Well, not criminal in the sense of jail time, but in terms of academic work, it is criminal, as in the most heinous thing you can do.

4. Plagiarism IS buying or using someone else’s paper or work and turning it in as your own.

5. Plagiarism IS six consecutive words that are not cited nor your own.

6. Plagiarism IS having your friend, boyfriend/girlfriend, or parent do your work for you.

7. Plagiarism IS cutting and pasting from several sources and not providing proper citation.

8. Plagiarism IS using PARAPHRASES or SUMMARIES in your own words but failing to attribute the very idea to the source where you obtained the idea.

9. Plagiarism IS improper MLA format. While this form of plagiarism may be the result of a lack of understanding or knowledge of in-text and works cited format in MLA style, it is still plagiarism nonetheless because you will be expected to know how to document sources using this method.

10. Plagiarism IS any fact, stat, quote, idea, illustration, photo, soundbyte, video clip, cartoon, map, etc… that comes from a source other than yourself and for which you have failed to cite using proper MLA format.

11. Plagiarism IS a LACK OF SELF RESPECT! I say this because in a class where you are encouraged to think for yourself, where your ideas, expression of ideas, and support for ideas are the core experience, then to misrepresent yourself and utilize someone else’s words or ideas is a reflection of such a lack of confidence and respect for who you are and what you think/believe. I have told you I will champion your right to be who you are and that I consider your individuality a blessing that I am fortunate to share; therefore, why loathe yourself so much as to falsely represent who you are? Let’s not have any issues with plagiarism this year, okay? Good.

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V. Grading Policy/Assessment

a. Grading scale

A 4.0 100-92%

A- 3.67 90-91 %

B+ 3.33 88-89 %

B 3.00 82-87 %

B- 2.67 80-81 %

C+ 2.33 78-79 %

C 2.00 72-77 %

D+ 1.33 68-69 %

D 1.00 62-67 %

D- 0.67 60-61 %

E 0.00 0-59 %

b. Point Based System: This class will operate on a point based system with around 1000 points being possible per quarter. The point values for assignments will vary, but a general figure follows with the explanation of Types of Assignments below.

c. Types of Assignments: This list reflects the ways you will be ASSESSED throughout the semester; as a guideline, I have place the point values in parenthesis; however, these are guidelines, which means point values might fluctuate (i.e. a particular In Class Essay may be worth more or less than 50). You will be aware of the point value at the time the work is assigned. Points will be distributed over your performance in the following:

1. Writing Portfolio – You will write one or two academic essays during a marking period; these essays will follow a Process Approach to Writing and will be indicative of what you can expect during your first year of college (100 pts./essay)

2. In Class Essays – These timed writings coincide with the end of a unit or major literary work. While I may allow your preparatory work outside of class, you will be demonstrating your writing acumen in class. (50 pts./essay)

3. Binder – You need your binder with you EVERY single class session. This is your most important resource and assignment in this class. See the description of the binder in the section below for detailed understanding of what this entails. (@250 pts. Per Card Marking)

4. Extension Projects – With every unit or major work covered, you will engage the material in creative AND critical ways. The purpose of these extension projects is to allow different learning styles to thrive, as well as, to approach the material from new and fresh vantage points. (@150 pts. Per Project)

5. Quizzes/Tests – While I am not a fan of objective testing (M-C, Matching, T & F, etc.), there will be occasions for brief quizzes to ensure that you are keeping up with the work for this class and/or for full length tests to make summary assessment of your grasp of the knowledge, skills and their application for a given unit or major work. NOTE: Any Tests are announced but Quizzes are likely unannounced. (@ 10 – 50 /each)

6. Class Participation – Much of this class is dedicated to interaction and discussion; therefore, it is essential that you participate. Sometimes you will be called upon to lead a discussion or participate, and other times, you will be expected to contribute on a voluntary basis. It is important that you do so! Also, participation involves non-verbal communication (the majority of our communication is NOT what we say but how we are and how we look); accordingly, you need to be aware that you are contributing to a positive discussion (i.e. no sleeping – my pet peeve, no eye rolling, no horsing around, etc…). (100 pts. Per Card Marking)

7. Website and Blog – Throughout the semester you will build and maintain a web site with an attached web blog. Many of your assignments will be posted to this site or blog. As well, the site and blog will be published and accessible by ANYONE, so you will want it to reflect the BEST work, best representation of yourself, and best effort you can. (50 - 100 pts. Per Card Marking)

8. Various Small Assignments – These might be tiny little drills or formative assessment activities to measure progress. Any assignments that fall into this category can take a variety of forms and worth. (@ 10 – 50 pts. Per Assignment)

d. Calculation of Grades

i. To calculate your grade, add up all of the points you have earned and divide that by the total points possible for tasks to date.

ii. As always, you can check your grade on Skyward Family Access. Grades will be updated every two weeks if not sooner.

e. Retesting and Extra Credit

i. Since much of this class will be about expressing your thoughts, exploring a critical analysis, and reflecting research through formal writing, any formal writing essay or paper will be given the opportunity to be revised for additional or improved credit.

ii. This means any Portfolio Piece can be revised and any In Class Essay can be revised; however, you will need to conform to the following guidelines for revision:

1. The revision must be a true revision (see your notes regarding revision that will be given out during class).

2. When submitting the revision, the original graded copy MUST accompany the revision.

3. You need to include a written metacognitive statement (250 + words) that explains what you have added, changed, or deleted; why you made the changes you made; how you feel about the revised piece, especially in relation to the first graded version; and how you feel the point total should be changed (and why).

iii. No quiz or test will be available for retesting (EXCEPT in the case of Mechanics Quizzes & Tests where mastery – 80% or higher – is expected)

iv. As I am no fan of extra credit, it will be offered sparingly. As well, to be eligible for extra credit, you will need to be in good standing – that is be up to date with your assignments, be a consistent contributor to class, be a positive presence in the class, etc… Eligibility and offering of extra credit is ENTIRELY up to my discretion… It IS EXTRA credit, after all, which makes it a privilege and privileges are earned…

VI. Course Procedures

a. Typical Weekly Format for the Course:

i. Mechanics Monday – Mondays will be a time to start our week with lessons pertaining to English Composition and the conventions of writing (i.e. grammar, punctuation, etc.); also, it will be a time for vocabulary development.

ii. Tuesday, Wednesday, Thursday Literature – These central days of the week will be our opportunity to discuss the readings for the week and work on assignments related to the World Literature that is the focus of this course.

iii. Thankful Thursdays – In addition to being a central weekday when we discuss the literature, Thursdays will be days to give thanks and expressing thanksgiving (in ways that will be demonstrated in class; stay tuned!).

iv. Coffee House Fridays – We close the week the way we began it with an emphasis on writing. Some sessions will involve workshop writing where we hone your understanding and practice of the writing process; other sessions will be the True Coffee House (i.e. with Coffee!). These coffee houses are a CELEBRATION of Writing. This means we will share moving pieces of writing, read/write creative pieces of original work, and otherwise engage in some CREATIVE sharing that reflects a celebratory approach to words and writing.

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b. Typical Daily Routine:

1. When the second bell rings everyone should be in their seat SILENTLY completing the bell work (usually a SEED assignment for your binder)

2. Class prayer

3. Class discussions or activities

4. Recap of the day's lesson or major points

5. Make the room look great for the next class!

c. Binders – As noted earlier, I ask that you keep a binder or notebook exclusively for this class with plenty of loose leaf paper in it. The Binder needs to have dividers and be divided into SIX sections. The sections should have headings/tabs and be clearly identified. The sections are

1. Objectives & Reflections – This section will compile the daily objectives (these will be written on the board each day & you are to copy them down as part of the Bell Work), and EACH NIGHT you need to write a reflection (paragraph or longer) that addresses the days learning objectives. The reflection might consist of

a. Comments about what you learned or was discussed

b. Questions about things that you are still confused about

c. Self-Assessment that evaluates your grasp of what was covered

d. Discussion of your EXPERIENCE of the class today

2. Interactive Notes – This section will be where you take your notes for the class. NOTE REGARDING NOTES: You should get in the habit of writing down notes from lecture but also from discussion. Topics that come up in discussion and what is said are highly valuable (and testable!). In addition, the section is called interactive because I am asking you to interact with your notes each day that you take them. How do I do this? You ask. Like this:

a. Notes are to be written ONLY on the RIGHT HAND SIDE of the Binder (or on the TOP side of a Sheet of Loose Leaf – same thing: when it goes into the binder, the writing will only be on the right hand side.

b. When you get home at night, you need to go back over your notes. Read them through. Consider what was being covered and what you wrote down.

c. Now, interact with them; that is process the material in a manner that allows you to actually learn it! That’s right, I want you to learn – what a novel concept, right?!

d. The interaction needs to be done on the LEFT HAND SIDE of the Binder, so that when the binder is opened and resting flat, the notes are on the right side and your process/understanding of them is on the left… get it?

e. Interaction means processing your notes… This format should be as unique, creative, or innovative as you are… So… you might try

i. Writing Summaries of your notes

ii. Highlighting and Recopying KEY words or points

iii. Writing Down QUESTIONS (sample test questions in a variety of formats)

iv. Answering Questions that you write

v. Expanding on concepts or ideas

vi. Defining difficult terms that confused you

vii. DRAWING pictures or Rendering your notes as CARTOONS (or something akin to this)

viii. Cutting out words or pictures from magazines or downloading and printing and pasting things into the notes

ix. Making little poems or songs

x. Creating Puzzles or Games with the material (e.g. a word search, crossword puzzle…)

xi. Creating Dialogues of speakers discussing the material

xii. ANYTHING is okay as long as you process and LEARN the material – remember, each person learns in unique and individualized ways… (I had one person who remembered note material by the music she listened too during the processing of the notes, so the left side of her binder consisted of bands and song titles followed by key terms and concepts)

3. Reading Response – This section of the binder involves you engaging the reading that you will be doing for the class. It is not enough to read something and to think you have it. Rather, you will likely need multiple readings. Since that is not likely to happen, the least you can do is take active notes and respond to the reading as you go through it. The reading response section compiles your thoughts, opinions, reactions, and questions pertaining to what you are reading. It should serve as a learning tool to become closer to the material and to aid you in comprehending what you are reading; further, this should become the basis for your class discussion participation.

4. Writing Portfolio Log – This section involves metacognitive and metawriting activities pertaining to the writing you will be doing for your portfolio. This means you will be voicing concerns, questions, analysis, critiques, observations, etc. in connection to the drafts of writing that you will be producing for this course.

5. Seeds – This section is essentially a JOURNAL. A journal is NOT a diary; rather, it is a place to explore thoughts, feelings, ideas, etc… Our class will usually start with some SEED Prompt (Bell Work). While you might not fully explore the seed in class, you will have the opportunity and SHOULD explore the seed later. The purpose of the seed section is to generate ideas, capture thoughts, and express feelings. The prompt and section are called SEEDS because the idea is that once planted the idea, though, or feeling will take root inside you and on the page and will grow into something fantastic!

6. Lexicon – The final section of your binder, like most compendiums, is a glossary. This section will be where you store the vocabulary that we will work with throughout the semester. You will write down lists of words and process your lists according the method explained in class.

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VII. Personal Statement

a. Experiential Learning:

i. Life is an experience that we are meant to have and have been blessed by our Creator to have.

ii. Think about how often we CHOOSE (darn that whole free will thing) NOT to experience our lives; rather, we become complacent and just let time slip away.

1. As high school nears its conclusion for you, will you be one of those people who, later in reflection over these years, will regret not having done this or tried that?

2. Do you devote tremendous amounts of energy (or no energy whatsoever) to things that are essentially wastes of time or supplant the experience of living?

iii. Maybe Plato is correct in assuming we possess innate knowledge when we are born into existence or maybe Locke is correct that each of us is a tabula rasa; either way, we learn, we grow, we progress through experience.

iv. Short cuts or non-participation take away from or outright deny us the experience we are blessed to have.

1. When you get high, get drunk, waste hours with mindless reality television or some video games, or engage in promiscuous behavior, you are stripping yourself of the experience of earning joy, happiness, and love. Rather than seek true joy (what Aristotle calls Eudaimonia), you take a short cut and are surprised when you feel empty or less than fulfilled.

2. The same is true with academics and literature. When you read, it is an experience, and like all experiences, this can be a transformative moment in your life. Don’t limit or deny yourself the experience. Seek it, savor it, take it deeply within you, and be changed by it.

3. Sure, it involves work and putting yourself out there, but this is what true success is based upon.

b. Success:

i. Therefore, while there is no formula for success or getting life right, this is as close as I can come to offering one to you…

ii. “Formula” – these rules apply to World Literature, but with some creative license can apply to all of life

1. Do the work! If it means reading, read. If it means writing, write.

2. Take ownership of your life. If you fail or fear you will fail because you didn’t do #1, then own that and learn from it. Do not look for others to blame. Carry your cross. Own it. Remember Christ CHOSE the Passion and chose that agony so that you can be here and have all that you do and be all you are.

3. Listen. Hearing is something that happens, but listening requires effort. Don’t think about what you get to say next or listen on for what you want or expect to hear when someone is talking. Give them respect and listen to what they say. Likewise, don’t eschew silence; rather, embrace it. “Listening” rather than filling silent spaces might reveal some staggering revelations.

4. Pray (or Contemplate, if you prefer). Most learning happens upon reflection. This means that when you contemplate, meditate or pray, you posture yourself to receive messages, to learn, to be altered…Doing the reading is not enough; you need to think about, reflect, and (yes, I am going to say it) reread.

5. Be On Time! At Lansing Catholic you go on (YOU SHOULD GO ON) Kairos. Long before this word, kairos, was used in its Catholic context, Plato coined the term to refer to moments of opportunity, the key or pivotal moments in one’s life. Live in the moment. Make every moment a kairos. Don’t be late for your life. Don’t show up late to school or class. Don’t be late in your work. Don’t put off for tomorrow what you should do or say today – because tomorrow might never come.

6. Let Go. Don’t carry around weights that only hold you back. How does this apply to World Literature? If you mess up, own it and move on. Let go of it. Don’t carry around guilt. Don’t allow one bad quiz to define your performance for an entire semester. Don’t allow one comment someone or I made on a paper or in class discussion to ruin the whole unit. Etc…

7. Celebrate! Too many of us fail to celebrate our lives, our accomplishments or those of others. We need to be thankful and joyous; otherwise, why are we doing any of this? Jesus urged us to build the Kingdom HERE on Earth; it means we aren’t supposed to wait for the reward of Heaven. We should celebrate in this life, too. With school, there is a tendency to look at what’s next because there is always something next… guess what? That will never stop! Therefore, it is up to you to find the time to give thanks and to celebrate a job well done and exhale.

VIII. Course Schedule

|Tentative |Topics |Readings (denotes when assigned |Major Assignments, Assessments, |

|Dates | |reading is DUE): |Activities… |

|Aug 21 – 29 |Introduction to World Literature; |Screwtape Letters by C.S. Lewis |Summer Reading Quiz |

| |Summer Reading & The Paradigm Shift| |Epistolary Project |

| | | |In Class Essay #1 |

| | | |Begin Paper #1 |

|Sept 3 – Sept 6 |Foundations of Theater: Greek Drama| |Paper #1 DUE |

| | | |Extension Project Assigned |

|Sept. 9 – Sept. 13 |Foundations of Theater: Greek Drama|Aeschylus’ Prometheus Bound |Begin Paper #2 |

|Sept 16 – 20 |Foundations of Theater: Greek Drama|Sophocles’ Antigone |Draft Paper #2 |

|Sept 23 – 27 |Foundations of Theater: Greek Drama|Euripides Medea |Draft Paper #2 |

|Sept 30 – Oct 2 |Review Greeks & Begin Morality | |In Class Essay #2 |

| |Plays | |Extension Project Due |

|Oct 7 – 11 |Medieval Morality Drama |Roswitha Gallicanus; Dulcitus |Begin Extension Project #2 |

| | | |Paper #2 DUE |

|Oct 14 – 18 |Medieval Morality Drama |Hildegard of Bingen Ordo Virtutum |Binder Conferences |

| | | |Extension Project #2 DUE |

|Oct 21 – 25 |Asian Drama & NOH Theatre |Hanqing Snow in Midsummer |END of Q1 |

| | | |Cont. Binder Conf. (if necessary) |

|2nd Quarter | | | |

|Oct 28 – Nov 1 |Asian Drama & NOH Theatre |Zeami Motokiyo The Damask Drum; |In Class Essay #3 |

| | |Atsumori | |

|Nov 4 – 8 |Drama as Social Commentary |Moliere Le Misanthrope |Begin Extension Project #3 |

| | | |Begin Essay #3 |

|Nov 11 – 15 |Drama as Social Commentary |Shelley Prometheus Unbound |Draft Essay #3 |

|Nov 18 – 22 |Drama as Social Commentary |Strindberg Miss Julie |Draft Essay #3 |

|Nov 25 – 29 |Kairos week | | |

|Dec 2 – 6 |Drama as Social Commentary |Ibsen A Doll’s House |Extension Project Due |

|Dec 9 – 13 |Drama as Social Commentary |Ibsen Hedda Gabler |Essay #3 Due |

|Dec 16 – 20 |Exams | | |

|Jan 6 – Jan 10 |Sturm und Drang |Goethe Faust | |

|Jan 13 – Jan 17 |Sturm und Drang |Goethe Faust |In Class Essay #4 |

|End Semester I | | | |

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