1. Let’s work on our next commas lesson.

2. Instead of writing this down, I’ll call on a few people to help me do them at the ELMO projector: ADD COMMAS WHERE NEEDED: 1) My computer the blue one on the table has not worked for weeks and needs to be sent back to Santa Clara California for repairs. 2) Whatever it is it is a very strange looking kind of a weird glowing serpentine object. 3) John Jones the suspect in this case must report to 17180 Arrow Highway Fontana California for his preliminary hearing. 4) I had a sad empty feeling when Heidi our exchange student went back to Stockholm Sweden. 5) There was a blue sunny sky when we left home this morning.

3.  Turn to page 31 in your World Literature textbooks to the section titled “Archetypes”.  Volunteers to read?

4.  Go to the College & Career Fair this Saturday!  Mr. Estes says that the following website is a good one to browse college options: www.californiacolleges.edu.  ALL Gilgamesh Interactive reader work will be checked Thursday. This includes:  Margin tasks  Page 25, Part A and B  Page 24 of Interactive reader  Homework:  Continue to fill in World Literature Key Terms (we are going over another term today… )

5. STANDARDS Reading 3.7a: Contrast the major literary forms, techniques, and characteristics…

6.  An archetype is a situation, character, or image that appears again and again in literature and art.  Example: the symbol of the four seasons (spring, summer, autumn, and winter) are archetypes that appear over and over again in literature.  What do the seasons represent in art/literature?  Can you think of other archetypes?

7.  Try to figure out what these other common symbols or “archetypes” represent:  The Joker  Sunrise  Princess Leia  The color red  A blind, wise old man  A mountain top  A main character’s dream

8.  In The Epic of Gilgamesh and other ancient tales, we see a reoccurring archetype: a flood that wipes out the human race.  Keep in mind that the Gilgamesh Epic was written far before the Bible and the cultures that wrote each story likely did not have any knowledge of one another.  Why would both include a story of a flood that destroys the human race? What would be the symbolism or deeper meaning/purpose of a flood story?

9.  Let’s take a look at the chart that you’ll fill out as we read “Noah and the Flood” in the textbook.