December 19. 1st period

Students shared their Medieval Times Projects.

Students created 4 PostSecrets for 4 characters from this semester's readings. On the back, they explained how the secret related to the character.

Active Reading and quiz activities were available for students who need a grade boost.

Medieval Literature Test: Dec 15 & 16

Students took a medieval lit test, and vocabulary/lit terms test on Dec 15 & 16. Medieval Times Projects are due December 17 & 18.

Medieval Times Project

Medieval Times Project

• Choose 2 of the following. 1 quiz grade. Due December 17 (1st), December 18 (4th) (or 19th if you are present)
• For needed extra credit, choose 3 (1 additional to the 2 assigned). This will replace a quiz or daily grade with 100. Completing additional activities will earn additional points determined by effort and creativity.
  
  1. Headpiece: Design and create a helmet or hennin. See me for patterns.
  2. Heraldry: Design and create a coat of arms. Include symbols related to who you are and an explanation for these on the back. These symbols can be found here: http://www.digiserve.com/heraldry/symbols.htm See me for shield template.
  3. Armor: Create pieces of armor or dress a doll in armor. Label and give a description (purpose) for each piece of armor. Include at least 6 pieces. Armor can be found here: http://home.messiah.edu/~gdaub/armor/picgloss.htm.
  4. Weaponry: Create 3 models of medieval weapons. Label and write a description of each weapon. Examples can be found here: http://www.medievaltimes.com/friends_and_foes/weaponry.php
  5. Castle/Fortress: Design and create or sketch a medieval castle. Include and label at least 5 parts of a castle. Parts of a castle can be found here: http://www.quazen.com/Arts/Architecture/Medieval-England-1-Parts-of-a-Castle.132116
  6. Food: Find a popular food or recipe from medieval times. Prepare the dish. Bring enough for the class. Include a description.
  7. Entertainment: Find information on a popular medieval game. Bring instructions and any thing required to play the game.
  8. Holiday: Research a holiday celebrated or recognized during the Middle Ages. Draw a picture or bring an item that symbolizes the holiday. Write a brief description (including date) of the holiday and how it was celebrated. Holidays can be found here: http://www.medieval.net/medievalholidays.htm.
  9. Medieval Clothing: Research 3 types of medieval clothing. Find several examples of each. Write a description for each. What were they made of? Who wore them? What was their purpose? Include at least 2 pictures for each with your descriptions.
  10. Knights of the Round Table: Research 3 knights of the round table. Design a creative graphic organizer including at least 3 images, 3 quotes about the knight, 5 pieces of general information/characteristics, and at least 1 piece of additional notable information.
  11. King Arthur’s Family Tree: Research Arthur’s family and create a family tree. Be creative. Be thorough. Include names, descriptions, pictures, and color.

Medieval Literature Test Review

Medieval Literature. Multiple Choice, Short Answer
The Canterbury Tales
“The Prologue” (brown packet)
Purpose
Pilgrimage
Theme
“The Pardoner’s Tale” (brown packet)
mood
moral
old man
theme
“The Wife of Bath’s Tale” (blue packet)
setting
plot
“The Miller’s Tale” (questions on blog)
characters
setting
purpose
Le Morte d’Arthur
Study questions, characteristics of medieval romance
Sir Gawain and the Green Knight
Study questions, characteristics of medieval romance

Vocabulary. Matching/fill in the blank and short answer
clemency
cuckold
depravity
insatiable
penchant
prevarication
propriety
quandary
sanguine
sinister
solicitous
sovereignty
succor

Literary Terms. Match with examples and descriptions/definitions
fabliau
exemplum
frame story
allusion
anachronism

December 9-12: Merlin

Watch Merlin. Identify characteristics of medieval romance and aspects of Arthur's life.

Test Review.

Medieval Times Project.

Dec 5: 1st period

•List of the characteristics of medieval romance found in Sir Gawain and the Green Knight and give examples for each. Turn in when finished. (Class work grade: due today) Title this assignment “SGGK”
•Watch animated version of the story. Use this to help answer questions. Take notes over parts that weren’t in the reading; you might see extra credit questions on the quiz and test over this.

Part 1: http://www.youtube.com/watch?v=t855W1rFYEo
Part 2: http://www.youtube.com/watch?v=WgyTl9siqTE
Part 3: http://www.youtube.com/watch?v=AZuyWGr4stg

Dec 3 & 4: Sir Gawain and the Green Knight

Students turned in Outside Reading. 1st period's works cited was due.
Journal: "Chivalry"
•Write about the following quote. If you are “stuck” and don’t know what to write, copy the quote, then brainstorm.
•“Some say that the spirit of chivalry is past, that the spirit of romance is dead. The age of chivalry is never past, so long as there is a wrong left unredressed on earth.”

Students took notes on Sir Gawain and the Green Knight. These are in the y-drive "Arthur" folder

Students read Sir Gawain and the Green Knight, starting on page 170. We read the first part. Students are to finish it and answer questions 1-30 below to prepare for a quiz.
1. Describe the setting as the story begins.
2. Describe the Green Knight.
3. What is suspicious about the Green Knight’s request to King Arthur?
4. What challenge does the Green Knight offer to King Arthur’s knights?
5. What angers King Arthur, and what decision does he make?
6. Who steps in, and how does his speech reflect a knight’s code of chivalry?
7. Describe the events that follow Sir Gawain swinging the gisarme. (battle-ax)
8. Why do you think King Arthur and Sir Gawain laugh as the Green Knight leaves?
9. Despite almost certain death, why do you think that Sir Gawain seeks the Knight of the Green Chapel in a year and a day?
10. What “game” does the lord of the castle propose?
11. What gifts do Sir Gawain and the lord of the castle exchange on day one? Day two? Day three?
12. How does Sir Gawain react after the first time the Green Knight lowers the ax? The second time? The third time?
13. How does the Green Knight explain the three strikes?
14. What is the Green Knight’s true identity?
15. Sir Gawain thought that his courage was being tested, but he had been tricked. What was the actual test?
16. Why doe the Green Knight forgive Sir Gawain for keeping the green girdle?
17. How does Sir Gawain feel about himself after he realizes his failure to live up to the code of chivalry?
18. According to the Green Knight, how has Sir Gawain paid for his transgressions.
19. Why does the Green Knight return the girdle to Sir Gawain?
20. Evaluate Sir Gawain’s actions. In what ways (provide at least three)does and doesn’t he follow the code of chivalry.
21. Is Sir Gawain a coward, or is the code of chivalry unrealistic to follow?
22. Was the Green Knight’s challenge a fair test of Gawain’s character? Why or Why not?
23. What do you think was the main lesson Gawain learned? Provide textual support for you answer.
24. Will Gawain be more likely to live by the rules of chivalry in the future? Provide textual support for your answer.
25. Why do you think that Gwain requests to take up the Green Knight’s challenge? Provide two places of textual support.
26. Who is more honorable Beowulf or Gwain? Provide two places of textual support and page numbers from both stories.
27. What might have happened if Gawain had refused to accept the sash? Provide textual support and page numbers for your answer.
28. List 5 components that you think make up a modern code of conduct or chivalry for today’s leaders.
29. List 10 components that you think make up the modern code of relationships and love.
30. Think of five components you would add to the list in # 28 and to the list in #29. (These would be components that you think do not exist in modern times but should be part of the codes)

1 & 2 December: Courtly Love, Arthurian Literature

1. Journal: "King Arthur" Write all you know (or think you know) about King Arthur.
2. Students took notes on courtly love and medieval romance.
3. Students read a basic version of the story of King Arthur and identified characteristics of the medieval romance.
4. Students read about Sir Thomas Malory (page 100) and a passage from Morte d'Arthur in the textbook. (page 90). Identify characteristics of medival romance in the story. Questions to answer about this story are the previous entry in this blog. 1st period read through page 96 aloud and was to finish silently.

Questions to answer about Sir Thomas Malory:

• Who is he?
• Who is William Caxton?
• Where did he write Morte d’Arthur?
• Why was he imprisoned?
  

HOMEWORK 1st period:

• Statement song writing assignment is due to turnitin.com by 11:59pm tonight.
• Statement song works cited is due December 3.
• Outside Reading is due December 3.

HOMEWORK 4th period:

• Outside Reading is due December 4.
• Prepare for quiz over today's notes and reading.

Le Morte d’Arthur Text Excerpt Questions

1. What dream does Arthur have? What might this dream mean?
2. Who speaks to Arthur the night before his battle with Mordred? In what context do his visitors appear?
3. What warning does Gawain give? What reason does he give for postponing the battle?
4. What treaty does Arthur propose to Mordred? Is the treaty honored? Why or why not?
5. What innocent action starts the battle?
6. How is Arthur again warned of his fate and about Mordred? Why does Arthur pursue his vengeance on Mordred despite all the warnings he has been given?
7. What happens to Arthur’s soldiers during the battle? What advice does Sir Lucan give Arthur about the battle?
8. After lying to Arthur twice, how does Bedevere finally fulfill Arthur’s wish? What does he see?
9. In what ways is loyalty, or the lack of loyalty, demonstrated in the story of Arthur?
10. Why might loyalty have been so highly valued for the people who first told this story?
11. What is the cause of Arthur’s death? What condition is he in when he is last seen? What indications are there that Arthur may not, in fact, have died after the battle?
12. Why do you think the legend is written to suggest that Arthur will return as king one day? Why might this idea be appealing to readers?

20/21 November: A Knight's Tale

NOTES:
Allusion - a writer or speaker refers to something from history or literature and expects the audience to understand the reference. .
Anachronism: something or someone that is not in its correct historical or chronological time. Examples: 1) In Julius Caesar, a clock strikes though there were no clocks in Caesar’s day. 2) In the movie Ben-Hur, Charlton Heston anachronistically wears a wristwatch during the chariot race.
Etymology: Greek
from ana- "against"
from chrono "time"

Chivalry: Code of behavior followed by medieval knights.
All of the Knights of the Round Table are required to maintain:
1. Faith
2. Honor
3. Courtesy
4. Loyalty
5. Bravery
6. Modesty

Feudalism: organization of medieval society.

We began watching A Knight's Tale, identifying the above concepts found in the movie.

4th period, November 18

Journal: Write about an embarrassing moment (for you or someone else, or make it up) 75 word minimum

“The Miller’s Tale”

• Finish reading
• Quiz

Students received Social Commentary writing assignment. Due dates: Writing is due to turnitin.com on November 26 by 11:59 pm. A hardcopy of the works cites page is due Tuesday, December 2.

17 1st period Miller's Tale Quiz

Journal: Write about an embarrassing moment (for you or someone else, or make it up) 75 word minimum

“The Miller’s Tale” Character Montage: Individual or in groups of no more than 3 (Quiz Grade)
Incorporating everything you know about John, Nicholas, Alison, and Absalom, create a montage.
In the shape of a person
Include characteristics of each person: Physical description & Qualities of personality
Include at least 3 metaphors/similes used to describe the character/s
Include at least 3 quotes from the story.
You must use a variety of: pictures from magazines or the internet and personally drawn pictures; words/phrases, quotes
On a separate sheet of paper, explain which parts describe/symbolize which character.
Steps in this process (if you don't know what to do)
Draw the outline of a person on the cardboard.
Merge physical descriptions on all 4 stick figures.
Add metaphors.
Add words/phrases/quotes

13/14 November: The Miller's Tale

1. Students turned in Canterbury Tales art projects and completed a self/group evaluation.

2. "The Miller's Tale" - lit term, vocabulary, questions, character descriptions, read...

Notes:

Literary Term - fabliau (pronounced fab lee oh)

• a comic anonymous tale from northeast France popular around the 13th century.
• Generally bawdy in nature
• Typical fabliaux (plural of fabliau) concern cuckolds, covetous clergy, and foolish peasants

Vocabulary (in addition to vocabulary/words to know handout)

• propriety – n. quality of being proper or fitting
• penchant – n. a strong liking; inclination
• depravity –n. corruption; wickedness
• magnum opus – n. great work of art or literature; masterpiece
• circumlocution – n. roundabout, indirect, lengthy way of expressing something.
• deign – v. condescend to do something thought to be slightly beneath one’s dignity
  

Prologue - separate handout. This is from The Rap Canterbury Tales. Questions:
How do the pilgrims feel about the knight’s tale?
What is the issue between the reeve and the miller?
Remember the “door” – this will show up again in the miller’s tale
What is the “warning” and its impact on audiences?

"The Miller's Tale" questions can be found in the previous post.

Character Descriptions (stick figures)
-Using the descriptions, draw physical attributes and accoutrements on Alison and Absalom.
-Using what you know about Nicholas and John, do the same for them.
-You may be more figurative and creative and deck Alison out in metaphors and similes found in the story rather than what she literally looks like.

For example: Absalom has curly hair, wears red tights, and is referred to as Alison's monkey (hence the ears and tail).

The Miller's Tale Comprehension Questions

Prologue to the Miller’s tale
1. Who was Pilate, and what would his voice sound like?
2. On whom does the Host originally call to tell the next tale?
3. Why does the Miller end up telling his tale next?
4. What does the Miller imply about the Reeve (Oswald)?
5. To what two types of secrets should no husband try to find answers?
6. What does the narrator remind the reader of before reporting the Miller’s story?

The Miller’s Tale
1. Where is the story set?
2. Who is Nicholas? What is his favorite subject?
3. Summarize Nicholas’ character.
4. How has the old carpenter broken Cato’s advice about marriage?
5. List the metaphors and similes that are used to describe the young wife.
6. Summarize the young wife’s appearance and character as suggested by her description.
7. How does Alison initially respond to Nicholas's advances? How does she respond after he tries some "smooth-talking"? In the end, what does the young wife agree to? On what condition?
8. Who is Absalom? Describe him. What is his hair like? His voice?
9. What 2 things can Absalom not stand?
10. With whom is Absalom most in love?
11. Who is Alison? How old is she?
12. What animals and plants is Alison compared to?
13. Who is John?
14. Describe Absalom’s lovesickness and its effect on him.
15. List Absalom’s methods for wooing.
16. Describe the Miller’s views on how women are won (195-6).
17. After Absalom falls in lust with Alison, where does he go with his guitar? What does he do with that guitar? (Be more specific than "play music".)
18. Why doesn’t Absalom stand a chance?
19. Describe Nicholas’ actions on Saturday and Sunday as he puts his plan into action. What does the servant boy see when he looks into Nicholas’ room?
20. To what does John attribute Nicholas’ state?
21. What actions does John take to “save” Nicholas?
22. What secret does Nicholas confide to John? What punishment will John face if he tells anyone?
23. Who “harrowed hell?”
24. What advice does Nicholas give to John in order to save the three of them?
25. What is Nicholas suggesting by mentioning Noah’s wife?
26. Why must there be no speaking or contact between them on the night of the “flood?”
27. What motivates John to prepare so carefully and quickly?
28. How did John sleep on that Monday night, and why?
29. What do Nicholas and Alison do once the carpenter is asleep?
30. When Absalom thinks that John is out of town, what does he plan to do?
31. What is a “sign of kissing?” What sort of “banquet” do you think he has in mind?
32. Describe Absalom’s preparations for visiting John’s house.
33. How does Alison react to Absalom’s confession of love?
34. Explain what Absalom and Alison agree to, and how she “pays” him.
35. What effect does Alison’s joke have on Absalom? What action does he take?
36. What happens after Nicholas opens the window?
37. How do Nicholas and Alison explain the unusual events to the neighbors?
38. Relate the description of the Miller in the General Prologue to the tale he tells. How is the tale just what you might expect of the Miller? How is it surprising?
39. What is the theme of “The Miller’s Tale,” and how is this meaning shaded by your knowledge of the Miller’s character?

10 & 11 November: Work on Projects

Students had time in class today to work on Canterbury Tales art projects. Grade percentages and rubrics can be found on the Y-Drive (Canterbury Tales folder).

If any part of the project (doll, summary) is not complete, students will receive an incomplete. Any incomplete at the interim will be a zero.

Links to Individual Tales

Pilgrim Prologues and Tales
(number in parentheses is number of pages from that url)

Prioress’ (7)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-pri.htm
Tale of Sir Thopas (7)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-tho.htm

Doctor’s (8)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-doc.htm
Tale of Melibeus (8)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-mel.htm
Friar’s (9)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-fri.htm
Manciple’s (9)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-man.htm

Shipman’s (11)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-ship.htm
Reeve’s (11)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-ree.htm
Second Nun’s (13)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-nun2.htm
Nun’s Priest’s (14)
http://www.jsu.edu/depart/english/gates/nunprtal.htm (or text)
Summoner’s (15)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-sum.htm
Squire’s (16)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-squ.htm

Franklin’s (21)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-fran.htm or http://www.jsu.edu/depart/english/gates/frankprt.htm
The Monk’s (21)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-monk.htm
Canon’s Yeoman’s (21)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-can.htm
Man of Law’s (26)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-law.htm

Clerk’s (27)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-clerk.htm
Merchant’s (27)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-mer.htm
Parson’s Tale (32)
http://classiclit.about.com/library/bl-etexts/gchaucer/bl-gchau-can-parson.htm

6 & 7 November: CTales Video

1. Journal (1st: freewrite about the election for 1/2 page)
2. "The Wife of Bath's Tale" quiz
3. Watch The Canterbury Tales video parts 1 & 2. Take notes. Notes due at end of class.

Don't forget about the Canterbury Tales art project due November 13 & 14:
1 Major grade: 90% Doll 10% Writing (summary)
1 Quiz grade: 40% Doll 40% Writing 10% group evaluation
2 Daily grades: 1 Group Evaluation; 1 Writing

3 & 5 November: The Wife of Bath's Tale

1. Journal: "What Women Want" Write a paragraph in which you explain the one thing that women want more than anything else.
2. Turn in "The Pardoner's Tale" worksheets.
3. "The Pardoner's Tale" quiz
4. "The Wife of Bath's Tale" - vocabulary, read the tale, answer questions (all in blue packet)
5. Expect a quiz next class.
6. Students had time to work on their Canterbury Tales art projects.

"The Wife of Bath's Tale" vocabulary:

•Succor – help, relief, aid
•Sinister - evil
•Clemency – act of showing mercy or leniency
•Quandary – state of perplexity; dilemma
•Sovereignty – supreme power or authority
•Insatiable – can’t be satisfied

30/31 October "The Pardoner's Tale"

1. Turn in Outside Reading if you chose to use this due date.
2. "The Pardoner's Tale"

"The Pardoner's Tale"

• Define vocab (in packet)
• Define exemplum
  Read the intro and prologue (handout 1)
• Read the tale in book page 159
• Read the epilogue (handout 2)
• Tan packet worksheets: understanding the anecdote & making inferences (on board with magnets)
• Be prepared for a quiz on Monday.

Words to know for intro/prologue/epilogue:

• ribald - coarse
• bulls - official documents, especially from the pope
• cuckhold - a man whose wife has committed adultery
• cupidity & avarice - greed
• lecherous - lustful

1st: 28/29 October

Journal: You are being confined to a place where there is nothing to do. You have been instructed to bring the following.
1 CD
1 movie
1 book
Which CD, movie, and book do you bring? Give 2 reasons for each (You HAVE to bring one of all 3.)

"The Prologue"
Finish reading
Finish data chart
Answer packet questions

For the rest of class…
Work on projects
Papers that need revising – get to me by Friday, please!

1st/4th 24/27 October - Begin Canterbury Tales

Journal: "Road Trip" Explain in detail your ideal road trip.

The Canterbury Tales notes

• Frame Story:
  A main story is composed for the purpose of organizing a set of shorter stories. Each of the “tales” is a story within a story.
  The main story = people are traveling from London to Canterbury
  Shorter stories = each person will tell 2 stories on the way to Canterbury and 2 more on the way back.
• Written by Geoffrey Chaucer: Born around 1340; died 1400
  Wrote in the vernacular = major influence on literature and language
  Father of English literature
  The first to be buried in the Poet’s Corner of Westminster Abbey
• All of society is represented in The Canterbury Tales.
  1. Clergy
  2. Nobility
  3. Commoners
• Vocabulary (in tan packet): (testable)
  Garnished – decorated, trimmed
  Screeds – long, tiresome pieces of writing
  Whelks – pimples
  Prevarication – an evasion of truth
  Avouches – asserts positively; affirms
  Solicitous – showing care or concern
  Preferment – an advancement in rank
  Sanguine – of cheerful temperament
• Social Commentary:
  Can you identify social commentary in The Canterbury Tales? What is Chaucer saying about each pilgrim? What does this say about society?
  Know what he’s saying about your pilgrim. What might it mean if he doesn’t really say anything?
  When you read your individual prologue and tale, you should look for the social commentary, too.

Begin Reading

• "The Prologue" in Middle English:
  http://www.youtube.com/watch?v=QE0MtENfOMU
  http://www.youtube.com/watch?v=Fc8XPv_qstA
• We read through the Yeoman's description in the prologue and filled in the data chart for the first 3 pilgrims.
• Students then got into their groups and read their pilgrim's description.
• They then shared this information with the class.
• We continued reading about pilgrims no groups have. We entered this info on the data chart.
• We will continue with the prologue next class.

Turn in: "Symbols of Humankind" and "The Rhyme Renaissance" questions.

1st/4th: 22/23 October

1. Turn in Beowulf projects.
2. Journal
3. article: "Symbols of Humankind" and questions
4. "The Rhyme Renaissance" and questions
5. Canterbury Tales Project - choose groups and tale

Journal: “Communication” – Write about the importance of communication, written and spoken, and the various ways you communicate throughout the day. (100 word minimum)

"Symbols of Humankind" Read the article. Answer questions on the back of the 2nd page.
As you read, draft (make notes, make a flow chart, etc.) the stages or processes you read about. (20 minutes to read and start on the questions.)

"The Rhyme Renaissance"

• Author: Baba Brinkman from Vancouver
• has a Master of Arts in Medieval and Renaissance English Literature
• thesis drew parallels between the worlds of rap music and literary poetry
• transformed Chaucer’s Canterbury Tales into a collection of rap poetry

Read it, watch it, listen to it. Then answer questions. Again, as you read, make notes on the stages or processes you read about.

Students chose groups for the Canterbury Tales art project, or they chose to work individually. They are responsible for getting a copy of the tale they will read. If they bring it to me, I will make copies for the rest of the group.

HOMEWORK: "Symbols of Humankind" and "The Rhyme Renaissance" questions due next class.

1st/4th October 20/21

1. Students turned in Beowulf writing assignment.
2. Students had time to use their book to find answers to "The Medieval Period" handout. This should be finished before next class.
3. Students had time to work on their Beowulf project due next class.
4. Some students took this opportunity to look at the Canterbury Tales Art Project that will be assigned next class.

1st & 4th: October 16 & 17

Cummulative Beowulf test.

Next class:

• Beowulf writing assignment is due
• present boasts for extra credit
• begin "The Medieval Period" - take a few notes
• work on Beowulf project due the following class.

1st & 4th: October 14 & 15

We met in the library. Students had the opportunity to work on their Beowulf writing assignment and project, and find a novel for the outside reading assignment.

4th: October 13

• Calendar of major grades and due dates was handed out.
• Outside reading was introduced. There will be 2 outside reading assignments this semester. There are 3 due dates for you to choose from.
• Beowulf writing and creative project was assigned.
• We began reading Beowulf part 3 (page 44 in the textbook). Questions for part 3 were given.

Major Grade Due Dates:

• Beowulf test #2: October 17
• Beowulf writing: October 21. hardcopy turned in during class. electronic copy to turnitin.com by 11:59pm
• Beowulf project: October 23
• Outside Reading Due Date #1: October 31
• Outside Reading Due Date #2: December 3/4 (which ever is an even day)
• Outside Reading Due Date #3: January 15/16 (which ever is an even day)

We will meet in the library on Wednesday, October 15. You will have an opportunity to find sources for your Beowulf writing assignment and a book for the outside reading.

1st period, October 10

• Calendar of major grades and due dates was handed out.
• Outside reading was introduced. There will be 2 outside reading assignments this semester. There are 3 due dates for you to choose from.
• Beowulf writing and creative project was assigned.
• We began reading Beowulf part 3 (page 44 in the textbook). Questions for part 3 were given.

Major Grade Due Dates:

• Beowulf test #2: October 16
• Beowulf writing: October 20. hardcopy turned in during class. electronic copy to turnitin.com by 11:59pm
• Beowulf project: October 22
• Outside Reading Due Date #1: October 30
• Outside Reading Due Date #2: December 3/4 (which ever is an odd day)
• Outside Reading Due Date #3: January 15/16 (which ever is an odd day)

We will meet in the library on Tuesday, October 14. You will have an opportunity to find sources for your Beowulf writing assignment and a book for the outside reading.

Test: 1st and 4th periods, October 8 and 9

Students took their first test of the quarter over vocabulary, Anglo-Saxon history/literature, Old English riddles, poems "The Seafarer" and "The Ruin," and the first 2 parts of Beowulf.

Next class students will be given information on major grades for the rest of the quarter and outside reading assignments and due dates.

1st period. October 6. Test Review

Agenda

1.Turn in vocab quiz #1 corrections if you didn’t on Thursday.
2.Turn in late PowerPoint slides.
3.Vocabulary Quiz – take 7 minutes to study
4.Finish up Anglo-Saxon packet notes
5.Kennings: Beowulf, usefulness
6.Test Review: A-S Lit/history; riddles; “The Seafarer;” “The Ruin;” Beowulf

Test Review

The Basics

•Characteristics of Anglo-Saxon poetry.
•What is elegiac poetry?
•Romans, runes, Old English, Germanic/Norse words, Gaels and Britons
•Riddles: handout, functions

“The Ruin” – elegiac, fate

"The Seafarer"
•Fatalism, transience
•Message at the end
•What is the first part about?
•How does the speaker’s attitude change?
•Answer questions about certain lines.
•Paraphrase
•Speaker’s conclusion at the end
•Imagery and isolation
•Theme
•Translations

You will read a poem then identify Anglo-Saxon poetry characteristics in it.

Beowulf
•Danish watchman’s characterization of Beowulf
•Hrothgar, Grendel, Beowulf, Grendel’s mother
•Beowulf’s boasts
•Battle with Grendel
•Battle with Grendel’s mother
•Identify alliteration, kennings
•Answer questions about specific lines (these are provided on the test)
•Read a passage and answer questions that follow.
•See how many of these you can answer: http://www.quia.com/quiz/1113765.html

Vocabulary: all vocabulary so far (see quiz 1 and today's quiz)

4th: 3 October 2008

Agenda:

1.Turn in PowerPoint slides assigned in the lab last week.
2.(handout)The Boast: Extra Credit: 10 quiz points. Due after the 2nd Beowulf test.
3.Beowulf continued: Read, Analyze. (handout: Part 2 questions, including vocabulary)
4.Vocab Quiz corrections
5.Extra Credit

Beowulf: finish part 2 and questions.

• Questions & 4 new vocabulary words.
• Read, paraphrase, summarize, analyze, interpret

Vocabulary Quiz Corrections:

• For each word missed, create a cinquain.
• Each cinquain must be original. +2 points. each
• Due Tuesday.

Homework:

• Vocabulary: Study all vocabulary for Beowulf. Be prepared for a quiz on Monday.
• Beowulf work: Part 2 questions.

Beowulf test is on Thursday, October 9

Attention students: a word about interims and grade reports

I do not sugarcoat your interim grades. If you have a 91, it remains a 91 and will not be rounded to an A. The grade that is on your interim will most likely not be your grade on the day the reports are issued to you. I continuously add and revise grades throughout the week.

If you want a grade report printed for you, please let me know ahead of time, and I can have one ready. I will not use instructional time to print these on an individual basis. Any questions concerning grade reports should be addressed to me in private, after school, by phone, or by e-mail. You have a better chance of getting something revised if you speak to me one-on-one rather than in class when everyone is clamoring to get grades changed.

1st: 2 October 2008

Agenda:
1.Turn in PowerPoint slides assigned in the lab last week.
2.No journal
3.Vocab Quiz corrections
4.Beowulf continued: Read, Analysis
5.Anglo-Saxon notes

Vocabulary Quiz Corrections:
For each word missed, create a cinquain.
Each cinquain must be original.
+2 each Students were given 10 minutes to work on this. Anything else is due Monday.

Begin Beowulf Part 2
handout: Part 2 Questions & 4 new vocabulary words.
Read, paraphrase, summarize, analyze, interpret
When we finish Part 2. Choose 1 or all of the following for Parts 1 & 2.

• Make a storyboard with pictures or lists of imagery (if you’re not good with drawing) (setting, mood)
• Characterize Beowulf, Hrothgar, Grendel, Grendel’s mother. Provide textual evidence to support your character analysis.
• Identify comitatus in the story. Provide textual evidence.

To do:

1. Turn in vocabulary quiz corrections today if you want them reflected on the interim. (this is all I’m taking from you today!)
2. Vocabulary: Study all vocabulary for Beowulf. Be prepared for a quiz on Monday.
3. Beowulf work: storyboard/characterization/comitatus work. You will add to it after we finish Part 3. Beowulf questions

Homework: There is no homework that is DUE. You are, however, responsible for the above work. There will be a test Wednesday!

Dropped Quiz Grades

At the end of the quarter, I will drop the lowest quiz grade. I will not do this before interims in case the lowest quiz grade at interims isn't the lowest at the end of the quarter.

For example, you make a 60 on a quiz before interims; you make a 40 on a quiz after interims. If I drop the 60 for the interim, the 40 will remain. If I wait until the report card, the 40 will be dropped rather than the 60.

4th period: 1 October 2008

Journal "10 Years): In 10 years, what will you miss most about this time in your life. 50 word minimum.If you have a composition book, put a post-it note on an entry you would like me to read and turn it in.

Vocabulary:
At your tables, choose any vocabulary word (quizzed or Beowulf) and create a collage using only pictures from magazines. The only word that is allowed on the collage is the vocabulary word itself. You have 20 minutes to work on and finish the collage. When you finish, write your names on the back. The collages will be displayed in the room and will remain there during the test.
Complete a vocabulary activity of your choice for the each Beowulf part 1 vocabulary word.

Continue reading Beowulf:
1st period finished Part 1 and began part 2. We will finish part 2 next class.

There will be a test on Thursday, October 9

1st: 30 September 2008

1.Turn in active reading handed out in the computer lab
2.Journal
3.Vocabulary
4.Continue reading Beowulf

Journal: In 10 years, what will you miss most about this time in your life. 50 word minimum.
If you have a composition book, put a post-it note on an entry you would like me to read and turn it in.

Vocabulary:

• At your tables, choose any vocabulary word (quizzed or Beowulf) and create a collage using only pictures from magazines. The only word that is allowed on the collage is the vocabulary word itself. You have 20 minutes to work on and finish the collage. When you finish, write your names on the back. The collages will be displayed in the room and will remain there during the test.
• Complete a vocabulary activity of your choice for the each Beowulf part 1 vocabulary word.

Continue reading up to Part 2. Answer Part 1 questions.

Tentative Test Date: Wednesday, October 8. Beowulf Parts 1 & 2 (Seamus Heaney translation packet)

Check out this Lego video of Beowulf Part 1
http://youtube.com/watch?v=GYY9Tl6QPaA

4th - 29 September 2008

• No Journal: If you have a composition book, put a post-it note on an entry you would like me to read and turn it in.
• Vocabulary Quiz
• Beowulf notes & vocabulary
• Beowulf text and questions
• Begin reading Beowulf

Beowulf vocabulary Part 1: (number in parenthesis is the line where the word is found)
1.grievance n. (87) complaint
2.harrowed v. (87) inflict great distress or torment on
3.anathema n. (110) a person or thing detested or loathed
4.respite n. (134) rest
5.reavers n. (163) pillagers, plunderers
6.interlopers n. (253) intruders
7.keening (keen v.) (787) wailing, lamenting
8.manacled adj. (788) shackled, handcuffed, restrained

Beowulf notes:
oEpic – long narrative poem that celebrates the deeds of a legendary or heroic figure.
oExamples of epics that pre-date Beowulf: Iliad, Odyssey, Aeneid
oWhat does the hero of an epic represent? Widespread national, cultural, or religious values
oThroughout Beowulf there is a blend of Christian ethics & Pagan morality.
oDistinctive features of Anglo-Saxon epic poetry:
1. Caesaur: mid-line pause
2. Kenning

Begin reading Beowulf
oWrite on your copy!
oParaphrase
oSummarize
oUnderline unfamiliar words. Look them up if you need to.
oIdentify kennings and imagery

4th period read through line 455. We will start with "The Battle with Grendel" on Wednesday.

Vocabulary

1. dilettante
2. specious
3. precocious
4. retrograde
5. brusque
6. ungussied (gussy)
7. philological
8. pathos
9. epithet
10. percussive
    

1st period - 26 September 2008

Agenda:

1. Journal
2. Vocabulary Quiz
3. Beowulf background notes
4. Read a variety of translations, evaluating them for difficulty and dates translated
5. Beowulf vocabulary
6. Begin reading Beowulf

JOURNAL: "Ideals"
oAt the time Beowulf was composed, the ideals of the Anglo-Saxons included loyalty, valor, unselfishness, and a sense of justice. Those are still highly regarded ideals, but they are not the only ones.
oList four other ideals that are important to Americans today. Tell why they are important OR give examples of/describe them.

Beowulf Notes:
oEpic – long narrative poem that celebrates the deeds of a legendary or heroic figure.
oExamples of epics that pre-date Beowulf: Iliad, Odyssey, Aeneid
oWhat does the hero of an epic represent? Widespread national, cultural, or religious values
oThroughout Beowulf there is a blend of Christian ethics & Pagan morality.
oDistinctive features of Anglo-Saxon epic poetry:
1. Caesaur: mid-line pause
2. Kenning

Beowulf Translations: Students read 5 different translations of the opening lines of Beowulf. They ranked them according to easiest - most difficult to understand. They then made educated guesses as to which year the translations were made (they had years to choose from).

Beowulf Vocabulary: (in parentheses is the line number where the word is found in the Seamus Heaney translation)
1.grievance n. (87) complaint
2.harrowed v. (87) inflict great distress or torment on
3.anathema n. (110) a person or thing detested or loathed
4.respite n. (134) rest
5.reavers n. (163) pillagers, plunderers
6.interlopers n. (253) intruders
7.keening (keen v.) (787) wailing, lamenting
8.manacled adj. (788) shackled, handcuffed, restrained

Begin Reading:
oWrite on your copy!
oParaphrase
oSummarize
oUnderline unfamiliar words. Look them up if you need to.
oIdentify kennings and imagery

We read Part 1 through line 289, ending "...on its high ground." Answer questions #1-9.

Homework: Finish Active Reading given in the lab on Wednesday. Turn in Tuesday.

1st & 4th - 24 & 25 September 2008

Class was held in the computer lab...

1. Create a profile at Turnitin.com. Write a paragraph to submit to turnitin.com
2. Create MLA bibliography.
3. Active Reading. 2 articles. (get these from the table) Read each article. Answer questions that follow. (1st only)
4. Comitatus and Interlacing. MLA bibliography entry and questions to answer.
5. Beowulf character online research.
6. At the end of class, you should have 6 new bibliography entries. This brings the total to 8.

Turnitin.com:
•Instructions: http://www.yorkcountyschools.org/ths/English/cook/AdvEnglish/Turnitin.pdfdvEnglish/Turnitin.pdf
–1st period class I.D. = 2383086 Enrollment password = woodliff

-4th period class I.D. = 2374334 Enrollment password = woodliff

•After you’ve created a profile, answer the following question in paragraph form:
–How do you feel about the education you have received here at Tabb?
–Type your paragraph in Word. Save it. Submit it to turnitin.com to assignment “education paragraph.”

MLA Bibliography: 1st period will create a bibliography for the 2 articles we read in class (You should have written bibliography entries for these already. Now you will type them.) 4th period will create a bibliography for the 3 articles read in class and 1 you were to read for homework.
•MLA formatting instructions can be found here: http://owl.english.purdue.edu/owl/resource/557/01/
•Specific formatting for Works Cited can be found here: http://owl.english.purdue.edu/owl/resource/557/14/
•You will use 12 point Times New Roman font
•Title the bibliography: Anglo-Saxon Literature Bibliography

1st period only Active Reading: (1)"The Funny Side of Beowulf" (2)"Leadership Lessons from 'Beowulf'"

• Create a bibliography entry for each and add to the bibliography that you started for the 2 original articles.
• Answer questions for each.

Comitatus and Interlacing (1st & 4th)

• Go to the following webpage: http://homepage.mac.com/mseffie/assignments/beowulf/interlacing.htmls/beowulf/interlacing.html
• Create a bibliographic entry for it using the template on the following slide. Do the best you can to find all the information. If you can’t find something, leave it out. Add this to your bibliography (Use the example for "A Page on a Web Site" on this webpage: http://owl.english.purdue.edu/owl/resource/557/09/) The Website title is Ms Effies LifeSavers
  
• Answer the following questions:
  1.What is comitatus?
  2.Make note of what the article says to “notice” about comitatus when reading Beowulf.
  3.What is “interlacing”?
  4.How did it symbolize interdependence in Anglo-Saxon society?
  5.How can it symbolize interdependence today? Give a modern analogy.
  6.What is the significance of the braid?

Beowulf character online research:

Choose 3 of the following characters.

1. Beowulf
2. Grendel
3. Grendel’s mother
4. Hrothgar
5. Unferth
6. Wiglaf

•Find each character mentioned on the Internet somewhere other than a site giving summary on Beowulf (SparkNotes or encyclopedia sites are not allowed). Look for news, blogs, book and movie reviews. Put the following on PowerPoint slides (1 per character)
•Title the slide the name of the character
•Copy and paste the quote onto a slide.
•Copy and paste citation information below the quote.
For Example:

Slide title: "Grendel"
•“Grendel isn’t remotely scary, but he looks pleasingly disgusting, like a stringy, chewed-up cadaver with snake scales and a suggestion of Mr. Glover’s own beak.”
•http://movies.nytimes.com/2007/11/16/movies/16beow.html **
•By MANOHLA DARGIS
•Published: November 16, 2007
•New York Times
•Accessed: 23 September 2008
•Article title: “Confronting the Fabled Monster, Not to Mention His Naked Mom”
**You may NOT use this article as a source for this research. You must find your own!

When you finish these 3 slides:
•Put the 3 sources into MLA format.
•Add to your bibliography.
•Print this bibliography and turn it in.
•The bibliography will be part of your test grade in a few weeks. If you don’t turn it in now and let me check it, you run the risk of losing points on your test.
•3 slides due Thursday, October 2 (1st period)

Print and Turn in:

1. Bibliography (whatever you have finished at this point. The bibliography will have 8 entries when it is complete)
2. PowerPoint slides (3 of them) with quote about Beowulf character and citation information. Put your heading in the header.
   –Print these slides as HANDOUTS

If you didn’t finish the slides, they are due:

1st period: Thursday (October 2)

4th period: Friday (October 3)

1st period homework: Found poems are due Friday, September 26!

If you were absent, there is a PowerPoint for the day you missed on the Y-drive - Public - Woodliff - English 12 folder. Please go to the library and view or save this PowerPoint.

4th: 23 September 2008

Journal "Ideals": At the time Beowulf was composed, the ideals of the Anglo-Saxons included loyalty, valor, unselfishness, and a sense of justice. Those are still highly regarded ideals, but they are not the only ones. List four other ideals that are important to Americans today. Tell why they are important OR give examples of/describe them.

Journals will be turned in Monday, Sept 29. Remember, they MUST be in a composition book. I will not accept them otherwise.

Beowulf background:

• National Epic of England
• First epic poem composed in the English language
• Set in Scandinavia - Geatland and Denmark
• Herot - mead hall

Beowulf translations: Students read 5 different translations of the opening lines of Beowulf. They ranked them according to easiest - most difficult to understand. They then made educated guesses as to which year the translations were made (they had years to choose from).

Active Reading: Dave Barry article. Students made an MLA bibliographic entry for the article. They then read the article and answered questions that follow.

Homework: (1) Forbes magazine article. MLA bibliographic entry. Active Reading. Answer questions. (2) Found poem due Thursday.

Class will meet in computer lab 121 on Thursday.

4th & 1st period - 19 & 23 September 2008

Agenda:
1. Journal
2. "The Seafarer" translations - compare, contrast, evaluate
3. "The Ruin" - paraphrase, analyze for A-S poetry characteristics
4. Found Poetry

Journal: Choose a city you are familiar with. Title this entry with the name of the city.
1.Write a few sentences describing the city.
2.Write a few sentences describing what the city will be like in 50 years.
3.Write a few sentences describing what the city will be like in 100 years.
4.Write a few sentences describing what the city will be like in 500 years.

"The Seafarer" - 2 translations

• Read the 2 translations at your table.
• Paraphrase them
• Compare & contrast them with each other and with the version we read on Wednesday. (“Another modern version” – read through “bereft of kinsfolk”)
• Which is easier to understand? Why?
• Which best exhibits the characteristics of Anglo-Saxon poetry: Kenning? Alliteration?

"The Ruin"

The poem's subject is ancient Roman ruins, assumed to be the ruins of Aquae Sulis at modern Bath, England and the powerful fate (Weird or Wyrd) that has reduced a once lively community and its sturdy stone buildings to ruins. Part of the poem has been lost due the pages being damaged by fire.

• Read “The Ruin”
• Paraphrase as you read.
• Identify alliteration
• Identify imagery. What effect do these words have on your understanding of the setting?
• vocabulary: vermilion – brilliant scarlet red
• How does the following video add to your understanding of the poem? http://www.youtube.com/watch?v=fcIZrlid5UE

Found Poem: See separate blog entry for instructions. Due Thursday for 4th period, Friday for 4th period.

Found Poem Instructions. 4th period

Definition: Found poems take existing texts and refashion them, reorder them, and present them as poems. The literary equivalent of a collage, found poetry is often made from newspaper articles, street signs, graffiti, speeches, letters, or even other poems. (source: http://www.poets.org/viewmedia.php/prmMID/5780)

Task: Using “The Seafarer,” “The Ruin,” Old English Riddles, and the 2 articles we’ve read, you will create a found poem.

• Your poem must be at least 15 lines long and contain at least 75 words.
• It must contain characteristics of Anglo-Saxon poetry including 1) Kenning & 2) Alliteration
• Give your poem a title that reflects its subject or theme.
• For an extra 15 points, find some of the words you are using in a magazine (these could be the actual words or pictures of the words). Cut them out and creatively put your words together.

4th period: Due Thursday, September 25

4th & 1st period - 17 & 18 September 2008

1. 4th: Turn in late DVD cover projects & late kennings worksheets. Journal: “Mead” and “Sea”
2. 1st: Turn in DVD projects and rubrics. Journal: "Paperless"
3. Riddle. Term: speaker
4. “The Seafarer”
   ¢Background
   ¢Literary terms: notes
   ¢Commentary notes
   ¢Read, paraphrase
   

Journal: Students copied notes about "mead" & "Paperless" in order to get an idea of how many lines in their journal total 50 written words. After doing this, they made a list of words associated with "life at sea."

"Riddle" - Students read a riddle with mead as the speaker. They identified alliteration and 4 characteristics of mead. Students should know the importance of mead and the mead hall to the life of an Anglo-Saxon.

"The Seafarer"
Students viewed word collages and answered the questions: What do you think the poems that use these words will be about? What will the tone of the poems be?

Video clips:
The Deadliest Catch: http://www.youtube.com/watch?v=7vLPQUAZIdk
Seafarers http://www.youtube.com/watch?v=xp1rSvlHD4A
What do you learn about seafarers from these video clips?
Why do you think seafarers have a hard time adjusting to life on land? Explain.
Who else has a hard time adjusting to this kind of life? Explain.

Literary Terms:

Tone – attitude of the author (unless otherwise stated) toward the subject &/or the reader
Diction – word choice
Imagery – language that appeals to the senses
Theme – central idea of a literary work
Fatalism – Acceptance of the belief that all events are predetermined and inevitable (a pagan view of life)
Transient, transitory – passing with time; not permanent

As you read the poem:

*Paraphrase then summarize each section of the poem. What is it about?
*Identify Christian and pagan elements
**Pagan elements include: fatalism & fame
**Christian elements include: faith in God, comfortable with the unknown, life after death.

Homework: "The Seafarer" Questions: Be sure to answer #1, 2, 6-12. Try your best to answer all questions.

Remember: It's best to read a poem at least 3 times. One time isn't enough!

1st period 16 September 2008

Agenda

1. Turn in Kennings Worksheet
2. Journal
3. Old English Riddles continued
4. The Importance of Mead and the Mead Hall
5. Anglo-Saxon notes continued
6. Article: “Copywriting Lessons…” - MLA -Active Reading

Journal: Create a “Top 10” list of ways students can stay positive when things get tough.

Old English Riddles w/ handout notes:

• Conundrum
• Enigma
• A mystifying, misleading, or puzzling question posed as a problem to be solved or guessed
• Exeter Book (975-1025)
• Broad range of subjects which reflect concerns of life in Anglo-Saxon England.
• Weaponry, warlike matters
• Aspects of the natural world
  Objects of everyday use
• Purpose: to entertain; to train the mind; to educate in religious & scholarly matters.
• Characteristics: alliteration, kennings, formal language
  

Student read a variety of Old English riddles. They attempted to solve the riddle. They identified alliteration, kennings, and aspects of Anglo-Saxon life in each riddle.

Article: "Copywriting Lessons from 'Beowulf' and Mother Goose"

1. Create an MLA bibliographic entry for this article.
2. Actively read the article.
3. Vocabulary: mnemonic – adj. intended to assist the memory
4. What does the reader (you) learn about Anglo-Saxon poetry from this article?
5. What does the reader learn about advertising? Memory?6.How can this information be used to your benefit?

"Ad Alliteration"

After actively reading the article, students were assigned the following at their tables...

• Find some ads that use alliteration. (in the purple folder)
• Find some that do not use alliteration. (in the purple folder)

1. Revise 4 ads that do not use alliteration so that they do use alliteration.
2. Choose 1 of the products in the sheet protector. Create an ad using alliteration.
3. Make up a product. Use your name in the product. Write an ad using alliteration.

#1 & 2 can be done in groups. #3 must be done individually

Active Reading and Ad Alliteration was turned in at the end of class.

Due Next Class:

• DVD Cover Project
• Ad Alliteration if it wasn't finished in class.

4th period - 15 September 2008

Agenda

1.Turn in DVD Cover projects with rubric.
2.Turn in Kennings Worksheet
4.Homecoming Court Nominations
5.Journal
6.Old English Riddles
7.Article: “Copywriting Lessons…” - MLA -Active Reading

Journal: Create a “Top 10” list of ways students can stay positive when things get tough.

Old English Riddles w/ handout

• Conundrum
• Enigma
• A mystifying, misleading, or puzzling question posed as a problem to be solved or guessed
• Exeter Book (975-1025)
• Broad range of subjects which reflect concerns of life in Anglo-Saxon England.
• Weaponry, warlike matters
• Aspects of the natural world
• Objects of everyday use
• Purpose: to entertain; to train the mind; to educate in religious & scholarly matters.
• Characteristics: alliteration, kennings, formal language

Student read a variety of Old English riddles. They attempted to solve the riddle. They identified alliteration, kennings, and aspects of Anglo-Saxon life in each riddle.

Article: "Copywriting Lessons from 'Beowulf' and Mother Goose"
1.Create an MLA bibliographic entry for this article.
2.Actively read the article.
3.Vocabulary: mnemonic – adj. intended to assist the memory
4.What does the reader (you) learn about Anglo-Saxon poetry from this article?
5.What does the reader learn about advertising? Memory?
6.How can this information be used to your benefit?

"Ad Alliteration" After actively reading the article, students were assigned the following at their tables...

¢Find some ads that use alliteration. (in the purple folder)
¢Find some that do not use alliteration. (in the purple folder)
1.Revise 4 ads that do not use alliteration so that they do use alliteration.
2.Choose 1 of the products in the sheet protector. Create an ad using alliteration.
3.Make up a product. Use your name in the product. Write an ad using alliteration.

Students will have 12 minutes at the beginning of class on Wednesday to finish Riddle and alliteration activities.

11 & 12 September 2008

4th period September 11
Journal: "Remembrance"
September 11th is a Day of Remembrance. As we honor those who lost their lives on this day 2001, make a list of everything in your life that you are thankful for.

1st period September 12
Journal: "Olympic Event"
On September 12, 1913, Olympian Jesse Owens was born. Owens won a number of medals in Track and Field events. If you could invent a new Olympic event, what would it be and why?

Agenda:
1. Anglo-Saxon notes
2. Anglo-Saxon poetry characteristic: kennings.
3. Anglo-Saxon literature: riddles.

Students created a variety of kennings.
Students attempted to solve a variety of riddles.
Students viewed a clip of The Hobbit in order to answer riddles.

4th period Homework due Monday, 15 September

• Kennings Worksheet Parts 1 & 2.
• DVD Cover Project: due Monday.

1st period homework due Tuesday, 16 September

• Kennings Worksheet Parts 1 & 2

DVD Cover Project: due Thursday, 18 September

What's the difference between a Works Cited and a Bibliography?

A works cited page lists only works actually “used” in your paper or presentation. If your research project or multimedia presentation does not use a source, then it should not be in your works cited page. (These are works that are parenthetically cited in your paper.)

A bibliography is an alphabetical list of everything you used to research and in preparing a paper or project. It contains all of the works that you actually “used” in your paper or presentation, as well as a list of other books or sources you read but didn't directly use (cite) in your project.

An annotated bibliography is a bibliography that also includes a brief summary of the content, quality, and usefulness of the source.


http://bjh.district279.org/Bibliography_vs_Works_Cited.html

9 & 10 September 2008

Today's agenda...

1. Get remaining vocabulary definitions from table members. (4th period)
2. Take MLA notes. Create a works cited entry for an article.
3. Read the article and gather info about Anglo-Saxons.
4. Define 6 new vocabulary words from the article
5. Cover text books
6. Took notes about Anglo-Saxon from the text

Warm-up activity: On a note card...

1.Write 1 thing you already know about the Anglo-Saxons
2.Write 1 thing you think you know about the Anglo-Saxons.
3.Write 1 question about the Anglo-Saxons.

Homework: none