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