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Presentation on theme: "ENGLISH IV HN CATALYSTS."— Presentation transcript:


2 Welcome to English IV Honors!
Each day, when you enter my classroom, you will take out your journal and record the following: Date Objective (written on right-side of board) Catalyst # Response to the catalyst questions

3 CATALYST # What is your all-time favorite book? What do you love about this book? Provide as much detail as possible. Which character(s) resonate(s) with you the most? Why? What event was most memorable in this book? Why? What did this book teach you? In what ways did you relate to it? What genre does this book fall into and why do you enjoy this genre? Food for thought: Why is it important to write down your thoughts, rather than just talking about them or keeping them in your head?

4 CATALYST # Please have out your syllabus and pass up your parent contact sheet! Today we will begin discussing the expectations for the Graduation Project this semester. Therefore, answer the following: What, currently, are your concerns about the GP? What have you heard from others that you must complete? What did you write about in your junior research paper? Jot down any possible ideas you have for the product. What do you need from me to aid you in being successful with this project?

5 What is a product? A product can be manifested in many different ways
However, it must: Be an extension of your topic Have potential for a broader application than just this project Be applicable to or usable by an audience other than the GP judges Be student-generated Reflect ample time and effort (15 hrs or more) Be well-documented (if experience based)

6 Product Formats Video (4-6 minutes in length)
Commercial for a product, event, or organization Public service announcement series Documentary film Write and direct a short (fictional) film Instructional or “how-to” video

7 Product Formats Website Model/Design Interactive Multimedia Format
Thorough Professional Model/Design Create a scale replica model Create a functioning model Develop blueprints

8 Product Formats Creative Representation Educational Event/Program
a work of art composed song a performance a publication Educational Event/Program teach a class design a thorough program with all aspects taken into account

9 Product Formats Volunteer/Work Experience
Thoroughly documented Must be reflected upon Draft Legislation/Policy/Legal Document: Thoroughly researched In an accurate format

10 CATALYST #3 1.27.12 Pass up your drafts of your TIB essays.
Create a graphic of a family tree, going as far back in your family as possible. Your goal should be to trace back at least two generations. If this is not something that you feel you can do, create a friend tree. How are you connected to each of your friends? Use and first and last name as much as possible. Be sure to include yourself in the graphic!

11 CATALYST # How do you remember things or keep track of what you need to do on a daily/weekly basis? What do you do when you REALLY need to remember something? What are your first impressions of the story of Beowulf? What questions or confusions do you have about the plot so far? What are you hoping to find out as you continue to read?

WORK WITH A PARTNER TO DEFINE/GIVE EXAMPLES OF AS MANY OF THE FOLLOWING AS POSSIBLE: at          Alliteration as          Allusion ac         Archetype c           Characterization eh         Epic Hero f            Foreshadowing im         Imagery i           Irony k            Kenning mp        Metaphor mo        Motif pa          Parallelism pe         Personification si            Simile sy         Symbolism th         Theme to         Tone

13 ANNOTATION WORKSHOP For the remainder of the prologue and Chapter 1, work on annotating together with a partner. Start to develop a more specific system of annotating that works for you. As you annotate with your partner, attend to the following: Passages that you have questions about or think are important Instances of the use of literary devices Examples of Anglo-Saxon culture as established in the class notes on Friday

14 Class Discussion What questions or important passages did you note in your annotations? What literary devices did you notice and why might they have been important? Questions about understanding: Whose history is this? What kind of leaders were Hrothgar’s ancestors? What kind of leader should he be? What kind is he? What kind of place is Denmark at this time?

15 Exit Ticket Write a summative passage that reflects on qualities, anecdotes, and accomplishments of your relatives noted on the family tree. Link these elements to who you are or what they demonstrate about your family history. Use the Prologue and Chapter 1 of Beowulf as a model of the summary of Hrothgar’s family history.

16 CATALYST # Have your answers to the reading questions on your desk to be checked. Fill out the textbook inventory sheet as it comes around. Looking back at your notes on literary devices from Monday and referring back to Beowulf Chap. 1-12: Record at least one example of each of the following: alliteration, allusion, archetype, characterization, and foreshadowing that you have found in your reading so far. Use specific line numbers for each example you find. Explain why this is an example of the literary device and why the author might have used it in that place. Be ready to share!

17 CATALYST # Have your answers to the reading questions on your desk to be checked. Looking back at your notes on literary devices from Monday and referring back to Beowulf Chap. 2-18: Record at least one example of each of the following: Imagery, tone, parallelism, simile, motif (repeated elements) Use specific line numbers for each example you find. Explain why this is an example of the literary device and why the author might have used it in that place. Be ready to share! We will also go over devices from yesterday

18 Beowulf Ch. 13-18 Discussion
In your book circle groups, discuss the questions from Ch Back up what you say with quotes from the text!! Take notes on your discussion: Record the page number/ lines numbers of the passage discussed. Write down the responses of at least two group members. Then, with your group, select 1 passage that you found to be most significant in Ch Be ready to share!

19 CATALYST # We began talking about the stories of Finn and Siegemund on Friday. Go back and re-read their stories now. How do the stories of these two men compare? How do their stories contrast? Who do you think Beowulf most closely resembles? Therefore, what fate do you believe Beowulf will endure? How, if at all, is this different from what you believed about Beowulf earlier?

20 Seminar Questions On Thursday, you wrote several discussion questions.
Add two more discussion questions that reflect events in Chapters Now, star your three best questions. These will serve as discussion starters for our seminar; you must have these questions ready to read to gain admission into the seminar.

21 Fishbowl Seminar Guidelines
You will need a partner to participate in this seminar. There will be two circles for this seminar, an inner and an outer circle. The inner circle will be engaged in the discussion; the outer circle will be observing and taking notes on the discussion. You and your partner will take turns participating. One of you will start in the inner circle; the other person will sit directly behind him/her in the outer circle. After the partner in the inner circle speaks twice, you will trade places. Each time that you speak will be tracked, and the quality of what you say will be noted, using the guidelines on your handout.

22 CATALYST #8 2.7.12 Please have out your questions to be checked.
In the section of Beowulf that you read for today’s class, Beowulf speaks up even more about what he believes in and what influences both his actions and the actions of others. What are the underlying principles of Beowulf’s belief system? Record at least 3. Then, cite line numbers to back up each of your statements. Be ready to share!

23 Discuss… With a partner, discuss the following:
1- Do Beowulf’s beliefs contradict one another? 2- Do they differ from other characters’ beliefs? 3- Specifically who and why?

24 GP Product Proposals Is it feasible? Who is it for?
Is it something that has already been done? Can you take it another step further?

25 Sample Abstract As you read the sample abstract, answer the following:
1- What did you learn about this person’s product from her abstract? 2- How is her abstract organized? 3- What questions do you have about constructing this document?

26 CATALYST # A foil is a character that is similar in many ways to the protagonist of the story, but serves as a contrast to an important quality in the protagonist. What character serves as a foil to Beowulf? (Excluding Finn and Siegemund) In what ways is this character a foil to our hero? Have you seen any changes in this character so far? What are they? What happens or has happened to this character? How might this help us determine what will happen to Beowulf?

27 Discuss… With a partner, discuss the following, adding what your partner says to your own notes: 1- What character did you choose as a foil and why? 2- What themes (or messages) are surfacing as you compare Beowulf to these characters?

1-2 page abstract that answers the following questions: What are you doing for your product? What is the topic of your research? What role does your product play in relation to your topic/thesis? What knowledge, information, and skills are required to create this product?

The information in your abstract must be backed by research, with at least one citation from each resource used. You must turn in an MLA formatted works cited page with at least three new sources and your original works cited page from your 11th grade graduation project paper. Your new sources may not also be present on your works cited page from last year.

30 WHY RESEARCH AGAIN? To be as up to date and as knowledgeable as possible on your topic New information may have been released or other events may have occurred that have changed what is known about your topic To research the skills you will need to successfully complete your product: Watching documentaries and/or their creation A course in website design Digital editing Photography and/or moviemaking Construction

31 RESEARCH TERMINOLOGY DATABASE: organized and searchable collections of materials that have been filtered and evaluated by publishers, editors, authors FREE WEB: the part of a web page that is accessible by searching standard search engines. INVISIBLE WEB: also known as the deep web. This is a large area of the internet that is inaccessible to search engines. QUERY: a formal information request that is used with search tools to locate web sites that match an information need. RELEVANCE: this term refers to how closely a site matches search criteria. Some search engines use special technologies to move the most relevant sites to the top of the result list.

32 CATALYST #10 2.9.12 Have out your questions to be checked.
Take out your vocabulary book and open up to the first unit. Take a couple minutes to familiarize yourself with each word by reading its definition and recording the word on the line provided beneath the definition. Then, select 5 of these words and do one of the following: A- Use each word in a sentence of your own B- Illustrate each word in some way C- Generate a list of words associated with this word *You can vary what you choose to do for each of your 5 words.

33 Red: Beowulf; Green: Grendel; Blue: Hrothgar
Jekyll/Hyde & Frankenstein: Alex Marbury Shelby Santos Ella Grace Pounders Deonne Young Giselle Palladino A Tale of Two Cities: Emily Gourd Pooja Patel Cameron McPherson Rachel Faulk Caroline Zybala Aman Shah Pride & Prejudice: Abby Brooks Samantha Cureton Ryan Egan Ann Marie Pichiraillo Ian Sullivan 1984: John Beall Thomasson Burgess Danny Kim Raleigh Knox Aida Martinez Thurman Hill

34 CHARACTERIZATION Character Appearance Attitude Words Deeds
Include an explanation and line numbers in each box. As your group examines one of these characters, USE TEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED Character Appearance Attitude Words Deeds Other Characters’ Reactions Overall Analysis BEOWULF Lines Lines Possibly mythical son of Edgetho Line-636 Line -Line 416 -Line -Line -Line 2540 Line Line 623 Epic Hero dies in glory; Good character GRENDEL Line Line 163 Line Line Line 725 87 Lines Lines Line Fiend Antagonist Dies alone in a lake Evil & demonic HROTHGAR Line 372 Line 172 Line 167 Line 305 Line 365 Mournful; Well-loved Old wise king, who allows others to take care of his thrones problems. Well respected as well

35 CATALYST # In your vocabulary books, complete the “Completing the Sentence” activity by choosing the word that best fits in the context of the sentence. Be ready to be called on for an answer! If, for some reason, you do not have a vocab book with you (or you finish early), look through the final chapters of Beowulf and identify 10 kennings in the text. Then, explain the meaning of these kennings.

36 Unferth We are going to add another character to our character charts:
In your group, go back and find examples of his characterization as well

37 Test Review Questions PART I: Review
Generate 3-5 questions that you feel might be on Tuesday’s test. Record either the answer to these questions, or questions about how to answer these questions. PART II: Seminar Prep Generate 3 questions to use in Monday’s seminar. These questions must relate to the themes, cultural aspects of, or significance of occurrences in Beowulf.

38 CATALYST #12 2.13.12 Journals will be collected tomorrow!
Complete the next activity for Unit 1 Vocab by determining the synonyms or antonyms for each vocabulary word. Then, choose 3 more words and repeat the activity you completed on Thursday with these words: Apply the meaning of the word in a new way by illustrating it, using it in a new sentence or generating a list of related terms of phrases

39 Battle Compare/Contrast
Create a triple Venn diagram to compare and contrast the three battles Beowulf undergoes throughout the story. Focus your study on the following: 1- Beowulf’s demeanor, 2- the reactions of others in response to the battle 3- what influences/items allowed Beowulf to be victorious (or prevented victory). At least 2 pieces of text evidence per category should be used as support on the chart.

40 Fishbowl Seminar Fishbowl seminar guidelines will be used just like last time: You will track your partner’s progress in the seminar and record reflections on your seminar sheet. Remember that ample notes and reflections on the seminar sheet can enhance your grade if you do not get to speak in the seminar as much as you like. Questions should be focused on themes, cultural influences and elements of epic poetry in the text.

41 Book Circle Groups Jekyll/Hyde & Frankenstein: Pride & Prejudice:
Thurman Hill Shelby Santos Ella Pounders Deonne Young Giselle Palladino A Tale of Two Cities: Emily Gourd Pooja Patel Cameron McPherson Rachel Faulk Caroline Zybala Aman Shah Pride & Prejudice: Abby Brooks Samantha Cureton Ryan Egan Ann Marie Pichiraillo Ian Sullivan 1984: John Beall Thomasson Burgess Danny Kim Raleigh Knox Aida Martinez Alex Marbury

42 Journal #1 In your warm up journals, we will frequently use journal entries to record thoughts on our reading/ provide a space to individually synthesize a class discussion Answer the following for your first journal entry: Now that we have examined several key characters in Beowulf, what traits stand out to you the most? In what ways did the writer of Beowulf create the strongest portraits of these characters? Which character do you know understand far better than before? Explain why.

43 CATALYST #13 2.14.12 Happy Valentine’s Day! <3
After completing the catalyst, pass up your seminar sheets and epic hero sheets from class yesterday and Friday, respectively, as well as your journals. To review before the test, what makes Beowulf a distinctly Anglo-Saxon text? Consider all of your notes on the A-S’s as well as your notes on Beowulf and other characters in the text. You can use your book on the essay portion of the test only. Keep books away until you have turned in your Scantron.

44 Test Procedures You can use your book on the essay portion of the test only. Keep books away until you have turned in your Scantron. The test should take you most of the block, and you have as much time as needed. When you are done with the essay as well, place all materials on my front table in the appropriate pile. Then, complete the following: Choosing the Right Word for Vocab Unit 1. Select 5 more words to illustrate, use in a sentence or generate a list of related phrases/terms in your notes.

45 CATALYST # Listen to “Ballad of Billy the Kid” by Billy Joel and “Ballad of Love and Hate” by The Avett Brothers. As you listen to each song, record as many characteristics of the song as possible. Consider the following: What particular lines stand out to you in the song? Why? What subject matter or overarching ideas does the poem address? What characters are involved in the song? What are they like? Do you notice any changes in tone or plot at some point in the song? What are these? WHAT DO THESE SONGS HAVE IN COMMON?

46 HISTORY OF BALLADS Originated with the troubadours (French oral poets)
These French writers challenged one another to write the greatest stories The style influenced poetry writing in other areas of Europe as well After the Battle of Hastings, ballads became popular in Britain in particular. Ballads were often written as songs, much like Beowulf

47 QUALITIES OF BALLADS Alternating rhymes
Tragic or sensational subject material Strong narrative quality (tells a story) Often includes a dialogue between characters Repetition of certain lines/events or a refrain A twist (shift in tone or a surprise ending)

48 Medieval Ballads Turn to p. 220 in your textbook to “Robin Hood and the Three Squires”: 1-Provide a summary of what happens to Robin Hood from the beginning to the end of his journey. 2-Find and provide at least 2 examples of each trait of ballads in this poem 3- What is the effect of the repeated dialogue in moving the plot forward? 4- What is the twist at the end of the story? 5- Based on the ending, what archetype does Robin Hood represent? How does this impact the meaning of the ballad’s tale?

49 VOCAB BINGO! Create a bingo board that looks like the following: 5 x5 on a half sheet of paper Write each vocabulary word once in any box you choose; repeat 4 words. FREE SPACE

50 CATALYST #15 2.16.12 Clear your desk for the quiz when you are done.
Be sure to review my comments about catalysts—record the objectives on the side board!! To review for today’s vocabulary quiz, choose 5 more words and complete the same activity for each word as we did last week: Illustrate it Using it in a new sentence Generating a list of related terms or phrases Bring SGGK tomorrow; questions are due Wednesday!

51 Incorrect because: A: Cannot determine meaning of the word (context)
B: Word is used as a verb, but it is a noun (form) Place completed quizzes on my stool. Begin reading “Get up and Bar the Door” on p. 224 in textbooks.

52 Medieval Ballads Pt. 2 “Get up and Bar the Door.”
Turn to p. 224 in your textbook to “Get up and Bar the Door.” Use the notes to aid you in understanding the dialect of the poem as you read it with your partner.

53 Questions Answer in COMPLETE sentences for each. Be sure all questions from yesterday are complete as well. 1-Provide a summary of the conflict between the couple and how it develops and is resolved. 2-Find and provide at least 2 examples (quotes demonstrating) of EACH trait of ballads in this poem (There are 6 traits all together.) 3- What is the effect of the repeated dialogue in moving the plot forward? 4- What is the twist at the end of the story? 5- What does this ballad suggest to you about everyday life in the medieval period? How does it compare and contrast to everyday life today? 6- How does this ballad compare and contrast to the Robin Hood ballad. Create a Venn diagram!

54 Exit Ticket Construct an outline for a modern-day ballad of your own.
Keep in mind the qualities of a ballad: Alternating rhymes Tragic or sensational subject material Strong narrative quality (tells a story) Often includes a dialogue between characters Repetition of certain lines/events or a refrain A twist (shift in tone or a surprise ending)

55 CATALYST #16 2.17.12 Look back at Part I of SGGK.
We talked extensively about characterization during Beowulf– how is the green knight characterized? What makes this knight stand out when he appears at King Arthur’s court (other than the fact that he is green)? Find lines to support each statement that you make. How would you sum up his personality in one or two words?

56 Who is the Green Knight?? Words to describe him:

Questions to ask/record responses to: 1- What is your product? 2- What is the purpose of your product? 3- What audience does your product serve and how will they benefit? 4- What frustrations or concerns do you have regarding your product at this point? Record all responses from your partner and be ready to share!!

58 CATALYST #17 2.22.12 Have out your Part I questions to be checked.
Look back at the first part of SGGK. What is the relationship between Arthur and Gawain? How is each character described in the text? How does their relationship connect to Gawain’s actions? How is their relationship a product of the Middle Ages? Refer back to your notes from Friday to answer this question.

59 Significant Passages Locate at least 3 significant passages that you have found in the text so far. These passages should deal with one of the following: Influence of the Middle Ages on the text Thematic progression Insight into a character’s mindsets or personality For each passage, note the page and line numbers and explain its significance in your journals.

60 Passage Discussion With a partner, discuss the passages that you selected. Work to clarify any misunderstandings about the passage first. Then, share your comments on the significance of the passage. Ask your partner if he/she agrees, or if he/she disagrees or would add to the analysis Write down any additional notes/questions as you discuss. Be prepared to come back together and share.

61 Literary Device Tracking
Referring to SGGK Part One: Record at least three examples of Imagery found in SGGK Parts I-III. Add to your annotations as you find each example. Keep track of where each example is, as you will need to reference it shortly. Be ready to share!

62 Imagery Paragraphs We will be working on writing about the significance of literary devices in texts in SGGK; attempt this process now! Frame your paragraph with the following structure: Topic Sent: Significance of the use of imagery in SGGK Example 1: set-up and quote from the text Elaboration: explain the significance of this particular use of imagery Transition/Example 2: set-up and quote from the text Transition/Example 3: set-up and quote from the text Concluding Sent: Comment on the overall significance of imagery in SGGK, perhaps suggesting another step in analysis

63 CATALYST # Have out your Part II questions for SGGK to be checked. From your reading through today, write down the line numbers for 2 examples of each of the following: Irony, metaphor, and symbolism. Note why each of your examples is an instance of that device. Note what the significance of this example might be. Add this to your annotations in your book! Clear your desk when you are done with your catalyst response! ;)

64 POP QUIZ! Record your answers on the quiz itself.
You may use your responses to the questions for Parts I and II but you may not use your book or the question sheets. If you have been answering the homework questions thoroughly, you should have a good aid for the quiz. If not, lesson learned!

65 Monday… I have jury duty  We will pick up with SGGK on Tuesday.
On Monday, you will be reading Le Morte d’Arthur in your textbooks, which will be a piece we will discuss in connection with SGGK on Wednesday/Thursday Please let me know if you would like to sign up for Knight Time with me starting on Monday!

66 CATALYST # Please have out your SGGK Part III/IV questions to be checked. In the last part of SGGK, the role of women is amplified. What role do women play in the plot of the story? What archetypes do they fulfill? What do the men say about the women and their importance? How does this reflect the codes of knights and other aspects of the culture of the Middle Ages? Do you agree with this portrayal of women? Why/why not?

67 Literary Device Analysis Passages
Discuss these together; have one person present each component: A: Note the use of literary devices (as many as you can find— refer to notes!) as well as the prevalent themes and motifs (including elements of culture) that are present in this passage. B: What is the effect of the literary devices on the development of themes, motifs, etc? C: How do these elements contribute to your understanding of the passage AND the greater work as a whole (significance)? (Based on a close reading of the passage you should discuss how this passage is important within the work.) ALL: Make predictions for the rest of the work as a result of the conclusions of the analysis of this passage. (Share one each.)

68 Literary Device Analysis Passages
Alex M., Shelby S., Ella P. , Ann Marie P. ( ) Deonne Y.,Giselle, Ian S. ( a) Emily G, Rachel F, Cameron M.( ) Pooja P, Caroline Z, Aman S.( ) Abby B, Samantha C, Ryan E ( ) John B, Thomasson B, Danny K( ) Raleigh K, Aida M, Thurman H(1931b-1974)

69 CATALYST # The final presentation group should be ready to present after the warmup! As we discussed yesterday, there are immediate clues that Gawain’s time with the host is “off” and a “set-up.” Why does the GK put Gawain in this position? Why must he spend time here before facing the GK? What is the goal? Select one event that happens between Gawain and the host or the host’s wife. Cite the lines where this event occurs. Comment on why this particular scene becomes significant once Gawain actually faces the GK.

70 Presentations I will set 5 minutes max on my timer for each group; you must present for at least 3 minutes. Be sure you are aware of what you are presenting for your group. Give classmates a chance to turn to the correct page in their books before beginning: ; a; ; ; ; b Audience members: Participate! Part of your grade will include your questions, comments or responses to each group. I will be checking these off (similar to a seminar.)

71 Day 1 Day 2 Day 3 Encounter w/ GK: Attack 1 Attack 2
Gawain’s exchange & GK/Host’s exchange & Significance Symbolic Mng Symbolic Mng (Or his reaction) (How he earns the animal) Day 1 Day 2 Day 3 Encounter w/ GK: Attack 1 Attack 2

72 Seminar Prep To model strong seminar-style questions, we will talk more about the role of women in SGGK now. Tomorrow we will have a seminar on all of SGGK.

73 Creative Project Choices
Choice 1: Ballads Write a modern-day ballad that follows the formatting of a medieval ballad, like the ones we read in class. Your ballad must contain at least 12 stanzas. Choice 2: Shields Create a personal shield that displays symbolic colors, symbols or images in your life, like those in SGGK. On the back of the shield, explain at least 4 of your shield’s symbolic elements. These are due on Monday March 5th

74 CATALYST # Have out your completed chart from class yesterday for me to check. Prepare three seminar-level questions regarding SGGK. Consider the following as you generate questions: Thematic elements Influence of the Middle Ages Portrayal of gender roles Archetypal significances Controversial interpretations Then, respond to your questions! How would you answer this question??

75 Symbolic Events Discussion
How do the happenings between the lady and Gawain parallel the hunters’ pursuance of what they are hunting each day? How is Gawain like each animal each day? Where do you see similarities in how each is described? How do each of the GK’s three strikes at Gawain ALSO parallel the three days of the game? Why would the author of SGGK set up the story in this way??

76 Paragraph Practice Locate one example of a strong, significant use of a literary device in SGGK. Write a paragraph in which you provide: the context of the quotation (where in the story does this take place?), the effect of the use of the literary device (what does the use of the device do for you as a reader?), the significance in the text (why is this passage, or the use of the device in this instance important to the work as a whole?).

77 Paragraph Peer Edit Trade your paragraph with someone near you.
Answer the following about his/her writing: 1- Does the paragraph provide context for the example provided? How so and how well? 2- Does the paragraph explain the effect of the example in the context of the passage? Does it explain why the author used this device in this particular instance and what purpose it served? 3- Does the paragraph explain why the use of this device has significance to a major element of the text overall? 4- Does the paragraph have a cohesive structure? Does it have strong topic and concluding sentences? Does the body of the paragraph sound coherent? Overall, it is convincing and compelling? 5- What suggestions or improvements would you provide to this person as they prepare for the test tonight?

78 When you finish… Staple all of your sheets together using the stapler in the blue bin on my side table. Place your test on my stool. Complete the remaining vocabulary activity (Choosing the Right Word) for Unit 2 on p. 33. In your green textbook, begin reading the Prologue to the Canterbury Tales on p. 144 Answer the following question in your journal: How does Chaucer characterize two of the characters on the pilgrimage?

79 CATALYST # Hand in your journals on the back table at the end of class today. Pass up your ballads or shields to the front of your row. Your vocab. quiz on Unit 2 will be on Wednesday. Open up your textbook to Le Morte d’Arthur on p. 248. Choose one character from the story whom you found to be interesting in some way. Explain this character’s role in the story. What type of person was he/she? Did this change over the course of the story? How did he/she influence the plot? What type of person might he/she be in modern day life?

80 Plot Tracing A lot happens throughout the course of this 10-page tale.
Work with a partner to create a cause and effect chain that charts the major events of the story. CAUSE EFFECT

81 Compare and Contrast Create two Venn diagrams that compare the following characters in SGGK vs. in “Le Morte d’Arthur”: King Arthur Sir Gawain Use text evidence! Be prepared to post and present your findings to your classmates.

82 For Wednesday… Prepare for Vocab Unit 2 quiz.
You will get back your abstracts and we will discuss the next step for your GP: Board letters and resumes We will finish discussing Le Morte d’Arthur. We will also start background material on The Canterbury Tales, which are even more lewd and ridiculous than Le Morte d’Arthur!

83 CATALYST #24 3.7.12 Journals will be returned to you tomorrow.
Today’s ‘Catalyst’ is vocabulary bingo. Create a board with the following format: We will take the quiz after we play bingo! FREE SPACE

84 Feedback on Abstracts:
Be sure to read my notes on the content of your product and see me if you have questions. USE EASYBIB.COM!!! It does the work for you!! Sources must be CITED when they appear on a Works Cited page Examples: I will keep the content of my website’s subpages brief, as Website Design Guide suggests that an effective website should contain no more than 50 words of text per screen (Smith). Website Design Guide states, “Activity-based pages on website need to contain HTML-coded links to operate successfully” (Smith).

85 Board Letters and Resumes
You will need to reference p. 44 in the Grad Project Handbook (in soft copy on the website) to write your letter. Your resume can take on a variety of formats, but should contain: Your name and contact info Academic accomplishments (honors, awards, scholarships, etc) Work experience and accomplishments Significant accomplishments in extracurricular activities (sports, clubs, church, etc.) Skill sets (languages spoken, computer competencies, etc) Your resume should not exceed one page! Letters and resumes are due on Friday March 23rd.

86 CATALYST # Consider a time when you went on a “long” journey somewhere, either alone or with family, friends, etc. Describe what the conditions of this experience were like: Were you in a car, on a plane, biking, walking? What resources did you have with you? What was the purpose of the trip? How did you feel when you began the trip? What did you do or think along the way? How did your attitude change? How did you feel when you arrived at your destination? Was it what you expected? Why or why not?

87 Canterbury Tales Prologue
First 18 lines in Middle English:

88 CATALYST # Picture yourself on the journey with the pilgrims of the Canterbury Tales… In the same way that they are characterized, how would you characterize yourself on this journey? Write yourself into the General Prologue. Include your appearance, your disposition, the items you would have with you, and significant personal history. Attempt to mimic Chaucer’s style and refer back to the General Prologue to keep yourself on track. Be ready to share with a neighbor!

89 Canterbury Tales Setting & Plot
Before discussing each pilgrim, let’s set the stage: Re-read p and p Consider: How does Chaucer create the setting, atmosphere and tone for the tales? How do you envision all of these pilgrims gathered at the Tabard Inn? What does the scene look like when they head out for Canterbury the next morning? Create visual images of these scenes as captured on these pages. In your pair, designate the following roles: Illustrator—Number each illustration! Quote locater and recorder (Quotes should correspond to numbered items on the illustration.) You will present these to one another, so make sure they are presentable and clear!

90 Pilgrims—in order of appearance
Knight Shipman/Skipper Squire Physician/Doctor Yeoman Wife of Bath Prioress/ Nun Parson Monk Plowman Friar Miller Merchant Manciple Man/Sergeant of law Reeve Clerk/ Cleric Summoner Franklin Pardoner Cook Host Guildsmen (the frat boys): Haberdasher, Dyer, Carpenter, Weaver & Carpet-maker

91 CATALYST # Choose to respond to 3 of the following questions: Can men and women understand one another? Is this understanding relative to certain situations in life? Do men and women view morals and ethics in the same way? Can men and women fulfill the same roles in society? Are there roles that are better suited for one gender over the other? Are impressions of men and women universal, or do they vary from culture to culture? Explain why or why not and provide examples to support your viewpoint.

92 The Knight and his ladies…
Create a graphic organizer that depicts the relationship between the knight and each of the women in the WoB’s tale. Provide at least 5 quotes as support for your graphic. Here are some suggestions for organization:

93 Characterization Paragraphs
Remember that INDIRECT characterization is defined by what characters do, say, and think, as well as how other characters react to them. Compose a characterization paragraph for the WoB. Follow the following format: Topic Sent: Write a sentence defining the WoB’s personality in two or three words Example 1: set-up and quote from the text Elaboration: explain the significance of this particular characterization Transition/Example 2: set-up and quote from the text Concluding Sent: Comment on why Chaucer may have created her character in this way and/or how she contributes to a theme in the tales

94 CATALYST # Now that we have discussed the WoB’s tale…look back at your catalyst from yesterday. Considering the beliefs that you set forth about men and women, what kind of tale would you tell to convey these beliefs? Create a timeline of events that would occur in your story. Add the moral or lesson at the end!

95 The WoB’s Prologue Read the summary of the complete Wife of Bath’s Prologue. 1- How does the WoB treat her first three husbands? 2- What does she learn from these husbands? 3- How are the last two husbands (particularly Jenkin) different from her earlier husbands? 4- What does she learn from each of these later husbands?

96 Paragraph Peer Edit Trade your paragraph with someone near you.
Answer the following about his/her writing: 1- Does the paragraph define who the WoB is and what she is like? How so and how well? 2- Does the paragraph provide quotes from the text that show (not tell) who she is? 3- Are there strong explanations of each quote that tie them back to the topic sentence? 4- Does the paragraph have a cohesive structure? Does it have strong topic and concluding sentences? Does the body of the paragraph sound coherent? Overall, it is convincing and compelling? 5- What suggestions or improvements would you provide to this person?

97 Seminar Questions Generate 2 more questions to ask in the seminar on the WoB’s significance Consider all of the following: The WoB’s characterization in the prologues The value and contributions of the other characters on the pilgrimage, esp. as they relate to her The WoB’s tale and its lessons Chaucer’s outlook regarding relationships between women and men Chaucer’s commentary on the Middle Ages Chaucer’s commentary on medieval romance

98 CATALYST # Before beginning his tale, the pardoner quotes a verse from the book of Timothy in the New Testament that states “Money is the root of all evil.” Do you agree with this statement? Do all sins, wrongdoings or other immoral actions begin with a desire for money? Support your opinions with examples from personal experience, the news or history. What are other influences in or aspects of our lives that can have a negative impact? Do these create evil? Does evil create them?

99 Fishbowl Seminar Guidelines
You will need a partner to participate in this seminar. There will be two circles for this seminar, an inner and an outer circle. The inner circle will be engaged in the discussion; the outer circle will be observing and taking notes on the discussion. You and your partner will take turns participating. One of you will start in the inner circle; the other person will sit directly behind him/her in the outer circle. After the partner in the inner circle speaks twice, you will trade places. Each time that you speak will be tracked, and the quality of what you say will be noted, using the guidelines on your handout.

100 CATALYST # Look back in the General Prologue of the Canterbury Tales and review some of the other characters on the journey. Pick a character whose tale we have NOT read. Explain whether or not this character would get along with the WoB and with the Pardoner. Why do you believe this about this character? Pick two more characters and repeat this process. Start thinking about the connections and what Chaucer is trying to say through these characters/tales!

101 IRONY Irony is defined in three ways:
Situational—a situation in which the opposite of what is expected happens Dramatic—the audience knows what to expect, but at least one character does not Verbal—sarcasm—you say the opposite of what you mean— tone of voice How do you see irony used in the Pardoner’s Tale? Finish finding the examples that you began looking at yesterday. Remember to have at least 2 examples of each type!!

102 HYPOCRISY- Journal #2 What is hypocrisy? In what ways is the Pardoner a hypocrite? Provide at least one example of text evidence from before, during and after his tale. Topic Sent: Write a sentence defining the Pardoner as a hypocrite Example 1: set-up and quote from the text Elaboration: explain the significance of this particular characterization Transition/Example 2: set-up and quote from the text Transition/Example 3: set-up and quote from the text Concluding Sent: Comment on why Chaucer may have created his character in this way and/or how he contributes to a theme in the tales

103 CATALYST # Turn back to the General Prologue and the Wife of Bath’s tale. To review for tomorrow, note the following: WHAT (chart story events, including details) WHO (major and minor characters and descriptions) HOW (what literary devices are used to create plot) Use text evidence! Be specific! Don’t take the easy route!

104 Miller’s Tale Review Who are the key players in this tale?
What happens over the course of the tale? How does this tale compare and contrast with the others we have read?

105 Compare and Contrast… With a partner, create a Venn diagram for the Wife of Bath’s tale, the Pardoner’s tale, AND NOW ADD THE MILLER’S TALE! comparing events, characters and themes Anything that compares across the three is likely something that Chaucer was trying to emphasize in his tales! After creating the diagram, you and your partner will split up. One person will post your diagram at a station and discuss it with people from other pairs. One person will rotate through the stations and gather more information from other presenters.

Present your findings to your visitors. Be sure to distinguish between differences and similarities in the tales VISITORS: Take notes! You will need to report back to your partner at the end of the rotation!

107 Quiz Review Generate 3 multiple-choice questions you might encounter tomorrow, on one side of a sheet of paper. Record the answers on the back Be tricky! Make your questions difficult! Be ready to quiz one another. 

108 CATALYST #32 3.20.12 Continue reviewing for the quiz!
Write three more multiple choice questions and be ready to quiz one another!

109 GOOD LUCK! When you are done…
Place your Scantron in one pile on my table. Place your test in a separate pile beside it. Take one of the half-sheets from my stool. Choose Option 1 or 2 and begin writing! This is a 25-point completion quiz grade!

110 CATALYST # I still have your journals and will return them to you tomorrow. Pass up your CT essay questions, if you did not hand them in yesterday. In your vocabulary books, finish completing “Completing the Sentences” and “Synonyms and Antonyms” Complete “Choosing the Right Word: Your vocab. quiz on Unit 3 will be next Thursday 3/28. Please also take out a half or quarter sheet of paper. Write your name Indicate if you HAVE or HAVE NOT completed your letter to the board Indicate if you HAVE or HAVE NOT completed your resume

111 Procedures for Tomorrow:
We will be combining with Mr. Price’s class to work on board letters/resumes and to introduce the format for your Graduation Project speech. You will spend either the first or second half of class in the computer lab down the hall. You will spend the other half of class in Mr. Price’s room, where he will introduce the format of your speech. Remember that letters and resumes are due on Friday!

112 What comes to mind… 1- …when you think of poetry?
2- …when you think of Shakespeare? 3- …when you think of summer? Make a list of related ideas/terms for each of the above. Be ready to share with someone!

113 NO CATALYST! WRITE DOWN MY WEBSITE, TO ACCESS DURING YOUR TIME IN THE LAB: Group 1: Starting w/ speech presentation in Mr. Price’s room: Thomasson, Deonne, Aman, Ann Marie, Johnny, Abby, Cameron, Ella Grace, Ian, Shelby, Ryan Group 2: Starting in the computer lab: Giselle, Danny, Thurman, Emily, Rachel, Aida, Alex, Caroline, Pooja, Samantha, Raleigh

114 CATALYST #34 3.23.12 Pass up your board letters and resumes.
What are 3 “things” that last forever? List them and then respond to the following for each: Why are these objects, principles, ideas able to overcome time? How do you know that they do? What proof do you have? Could anything take away their permanence? Explain.

115 Sonnets, Sonnets! On the back of your copy of Sonnet 18, you have an additional sonnet. Paraphrase each line of the sonnet first (Record your version of what it is saying beside each line.) As we just did with Sonnet 18, thoroughly annotate this sonnet for: Situation: speaker and addressee Structure: stanzas, topic/tone shifts Language/literary devices Musical quality: rhyme scheme, meter, stresses)

116 REVIEW! Your midterm exam is on Monday, March 26th
Your group will be assigned one of the items below: Beowulf SGGK Le Morte d’Arthur Canterbury Tales Literary Devices/ Reading techniques Historical Background: Anglo-Saxons Historical Background: Middle Ages Chalk it: Add as much to your poster as you possibly can! Use your notes and textbook! Go crazy!

117 “CATALYST” 3.27.12 Complete any remaining activities for Unit 3 Vocab.
Choose 5 of your vocabulary words for this unit and use them in a sentence each!

118 “CATALYST” Take a few minutes to read over the two sonnets from yesterday. What literary devices does Shakespeare use in each of these sonnets? Annotate them on your handout. At the bottom of each sonnet, state the theme---or message—of the sonnet in a sentence. What is the overall message of these sonnets? Record this at the bottom of the handout. When you are done, turn over your handout and review the instructions for writing your own sonnet. Begin brainstorming!

119 CATALYST #35 4.9.12 First, tell me about your break!
Then, answer the following: What comes to mind when you think of Shakespearean plays? What plays have you read before? Who do you imagine were Shakespeare’s original audience? How do you think plays then differed from plays now-in terms of where they were performed, who they were performed by, etc? What questions do you have about the theater of Shakespeare’s time?

120 CATALYST # Does atmosphere and environment matter in your everyday life? How so? Does the setting of a story, play, etc make a difference? Why or why not? Do props and effects make an impact on the meaning of a performance? Why or why not?

121 CATALYST # I will have letters and resumes for you by the end of the week! Remember that speech note cards are due on Monday Graduation Project checkpoint: What progress have your made regarding your speech? How are you going to organize it? What research points are most important to include? What visual aid will you use? How do you plan to practice your speech before presenting? What next steps do you need to take? What progress have you made regarding your product? Does it show a true application, not just regurgitation of your research? Does it/ will it easily reflect 15 hours of work? What next steps do you need to complete?

122 Peer Conference Share your current progress with a partner.
Partners, record AND EXPLAIN answers to the following: How do you believe this person would score (on a scale of 1 to 4) in the following areas for his/her presentation: A- Expertly defines purpose and focus B- Utilizes the best possible research for the topic C- Conveys expert knowledge of content How do you believe this person would score (on a scale of 1 to 4) in the following areas for his/her product: D- Shows significant learning over time E- Demonstrates high-level use of research F- Exhibits exceptional critical thinking, creativity, etc. G- Displays extensive real-world connections Finally, provide your partner with several next steps.

123 CATALYST # What are your preconceptions of the following types of people/scenarios? In other words, what do you typically expect of these types of people or in these situations? Heroes Kings Queens Witches Marriage

124 If I thought my mind was full of scorpions…
Having been a psychology major, I sometimes feared, especially in my early 20s when onset is at its highest, that I would develop some sort of psychological disorder. If ever I suspected that my thoughts were going awry, I would immediately seek out the help of friends and family, by essentially telling them what I was thinking and looking for their reactions. If what I thought was reasonably in line with what several others thought, I would be reassured. This also applies in scenarios where I have trouble making a decision; I would seek out those with varying personalities and opinions to gather the best possible solution.

125 If someone prophesized my future…
I would initially want to just wait for it to happen Subconsciously, however, I’m sure that my decisions would start to be inclined toward what I would know my future would entail. For example, if I knew I was going to be moving to Asheville in a year or so () I would inevitably start paying attention to things I heard about Asheville. If I told other people of my fate, they would also inevitably start telling me about opportunities there for jobs, information they knew about living there, etc. If a great opportunity came up, I would have a hard time not pursuing it, especially if it lined up with what I knew was supposed to happen!

126 Discussion Groups: Johnny, Rachel, Alex, Ann Marie, Deonne
Abby, Emily, Aida, Ella Grace, Caroline Thomasson, Thurman, Giselle, Shelby Samantha, Danny, Cameron, Aman Ryan, Raleigh, Pooja, Ian

127 Macbeth: Act 1, scene 1 Turn in your textbook to p. 350

128 ure/dramamacbeth/macbethplotact.shtml
ture=fvwrel dC969tL3U&NR=1 re=relmfu

129 CATALYST # Do you agree or disagree with the following statement? Murder is a crime that one can easily forget and recover from committing. This was the statement I asked you to consider yesterday on your Act I anticipation guide. First, justify your response to this question. Then, refute the other side of the argument as well. We will revisit this statement after watching Act I. Letters and resumes will be ready by the end of the day!

130 Aside: Said only to the audience
Notes on Play Format: Line Notation: I.ii.50-53 Aside: Said only to the audience Monologue: One person’s extended speech

131 Journal #3 1- Refer back to your catalyst. How has your opinion on murder’s effects shifted? Use specific events from Macbeth to support your answer. Additionally, use at least one piece of text evidence to support your answer.

132 CATALYST # Conduct a brief self-reflection on your speech to prepare for our workshop. What is your attention grabber? Do you feel that it is interesting/compelling? Why/ why not? Do you return to this idea in your conclusion? Explain, or explain how you could incorporate it, if you didn’t. What about your speech demonstrates that you are an expert on your topic? What specific examples/stats do you use in your speech? What sources do you cite in your speech? What research have done this year to ensure that your speech is up to date and current? How did you organize your notecards/outline? Where might you still need to incorporate more information or elaborate further? What concerns do you have about actually presenting?

133 Speech Workshop Roles and rules:
You will practice your presentation and assess another student’s presentation. You should be completely honest – remember, this is an opportunity to help someone to succeed on May 1; give your partner the tools s/he needs.

134 Speech Workshop Evaluation tools:
Graduation Project Presentation Rubric: this is the rubric your board will use, familiarize yourself with it! Debate Grading Scale: this assesses you on your public speaking skills, these are things that you should pay attention to when you present. Content Questions: These questions are based on the content and organization of your partner’s presentation, this is what boards look for!

135 Speech Workshop Trade note cards/outlines with your assigned partner.
Take one minute to tell the other person anything they might need to know about your presentation. DO NOT walk him/her through your presentation or explain your topic.

136 Speech Workshop Without speaking with your partner, evaluate the draft using the following questions: Is there an attention grabber? Does it grab your attention? What is your partner’s topic? What is your partner’s thesis? Is it simple and clear? What are your partner’s main points? How are they explained and supported? Does your partner provide sources? Which sources are used? What does your partner say about his/her product? Are the thesis and main points restated in the conclusion? What is the attention keeper? Does it lead you to continue to think about the topic?

137 Speech Workshop Review your evaluations in pairs.
First discuss one partner’s, then the other’s. Express how successful you think this outline would be in aiding a presentation. REMEMBER: you are here to help, be constructive and offer suggestions, be honest and straightforward, do not be critical or unnecessarily harsh.

138 Speech Workshop Practice Presentations
Each person will go once and have 6 minutes to present – use this to pace your presentation. Partners should take notes using the rubric provided and use the rubric to evaluate their partners. After both partners have gone, review evaluations and offer constructive criticism. It is important that you treat this as a real presentation: stand up straight, do not lean, spit out your gum, make eye- contact!

139 CATALYST # How would you describe the relationship between Macbeth and Lady Macbeth? Are they a ‘typical’ couple? Why or why not? What are Macbeth’s personal strengths? What are Lady Macbeth’s personal strengths? What do you predict will happen to each character in Act II? USE TEXT EVIDENCE (LINES FROM THE PLAY) TO SUPPORT YOUR RESPONSE TO EACH QUESTION. Reminder on notation format: I.ii lines 30-33

140 Gender Roles in Macbeth
Why does Lady Macbeth want spirits to ‘unsex’ her? What does this mean? How does Lady Macbeth motivate Macbeth to take action? How does this reflect her idea of masculinity? What does Lady Macbeth say that she would sacrifice to achieve their goal? How does this reflect her idea of femininity?

141 CATALYST # Throughout Act I, Macbeth and LM are chiefly concerned only with the murder of Duncan. Act II brings about (or should bring about) some new concerns for both of them: Who do they (or who should they) be worried about at this point? In other words, who might suspect them or has reason to? What other concerns are surfacing? How have they reacted to their crime? Do you believe they are convincing in their attempts to appear ‘innocent’?

142 CATALYST #43 4.19.12 Graduation Project Reflection:
What have you learned from preparing your speech for the GP? What have you learned from preparing your product for the GP? Overall, what has this project taught you about what you plan to do in the future? Either in college or in a career? Is your topic something you want to pursue? Why or why not? What else would you have liked to have done for your project?

143 Motifs Motifs are repeated actions, items, ideas or references that occur throughout a novel or play. They are not to be confused with themes, which are the underlying, universal ideas conveyed by a novel or play. Shakespeare employs many of these motifs in Macbeth: Sleep Blood Washing Birds Supernatural appearances Illness Nature

144 Motif Tracing Use the circle graphic organizer to trace motifs in the play. Find at least 4 references to your motif in the play. Record your references chronologically in the outer part of the circle (using correct line notation!) Comment on the immediate significance of each reference in the scene itself in the middle part of the circle. Comment on the overall significance of the motif in the center of the circle.

145 CATALYST # Other than hunger, what is the purpose of eating meals with others? Who do you typically eat your meals with and why? Think about a particularly meaningful mean you’ve had— either in a positive or negative sense. What made it meaningful? Think about an awkward meal you’ve had—what made it awkward?

146 CATALYST #45 4.23.12 Refer back to your list of motifs.
Look back at Act III and identify at least 3 uses of these motifs in this act. (You can pick any motif(s) and your examples can be of just one or of two or three different motifs.) You must cite the line on which you find evidence of this motif. You must explain how this use of this motif continues to shape its meaning.

147 Act III- Scenes 5 and 6 With a partner, read through scenes 5 and 6, as these are not covered in our film version of the play. For each scene, record the following: 1- Who is involved in this scene? 2- What happens in this scene? 3- Why was this scene included? What plot developments occur in this scene? 4- What can you predict about Act IV based on this scene?

148 Gallery Walk As you read each target chart, record at least two of the examples found of that motif. This should go alongside your notes from last week on the motifs. Start connecting this with how this motif has been further developed in Act III.

149 Motif Exit Ticket Share with your partner how you have seen at least two of these motifs further developed in Act III. To hand in, construct a paragraph on the use of two motifs in Macbeth. Your first sentence should mention the two motifs and how they contribute to one overarching message in the play. Your body of your paragraph should include at least 2 quotes from the play that show these motifs (one per motif) with explanation. Your concluding sentence should explain the importance of these motifs.

150 CATALYST # Part I: Complete a journal entry for the theme of Act III, located under #10 on your anticipation guide for Act III. How has your impression of this theme changed from Act I? Use details from Act III to support your opinion! Part II: Complete a journal entry for the theme of Act IV, located under #10 on your anticipation guide for Act IV. What is your personal opinion on this idea? Use at least one example from literature, history or current event to support your opinion.

151 CATALYST #47 4.25.12 GP Check-in: YOU tell me the answers!
What should you have with you the night of boards? Where do you report first? What should you wear? What will happen first when you walk into your room? Will you find out your score right after you present? How much does the presentation weigh into your grade? What is your presentation scored on? What is your product scored on?

152 Board Presentations Today you will find out what room you are in for boards. This means it is your responsibility to go to that room and check for technology availability. You will also find out what time you are presenting. It is recommended that you arrive 45 minutes before your board begins. Boards often run ahead!

153 Macbeth and Macduff Create a visual representation of how the relationship between Macbeth and Macduff has evolved over the course of the play. Go act by act, starting with Act I. You may choose to use a graph, shapes, symbols, etc. Use at least 4 lines from the play (one per act) to support your visual. Finally, how does the evolution of this relationship reflect who Macbeth has become?

154 Journal #4 How has your opinion of the idea that “Murder can be avenged by killing the murderer” changed after reading Act IV? Is this statement conditional? In other words, does it only apply in certain situations? Use examples from this act to support your opinion. Cite lines whenever possible! Do you believe that absolute power corrupts absolutely? Provide at least one example from history or a current event to support your opinion.

155 Socratic Seminar Preparation
Tomorrow we will hold a Socratic seminar on Macbeth. Your charge is to generate 3 questions that will help us uncover the meaning of the play so far. Consider the following in your questions: Character development Gender role development Plot/conflict development Use of asides, monologues Supernatural elements in the text Issues like appearance vs. reality, normality vs. abnormality Use of motifs Themes that are arising as a result of the above

156 CATALYST #48 4.26.12 How has Lady Macbeth gone mad?
Refer back to Act V, scene i. Cite at least two examples of her madness from the text. What does Lady Macbeth’s madness demonstrate? In other words, how is her ‘madness’ symbolic? Cite at least two examples of the significance of her actions.

157 Act V. iii: Macbeth’s Attitude
Regarding the witches: Their prophecy is true—no one born of woman can harm him, and the woods won’t move Regarding Lady Macbeth: He feels that she can be cured of ‘sorrow’ with herbs or other natural medicines Regarding battle: Doubtful of the reality of the battle and then he feels invincible and ruthless going into battle

158 CATALYST #49 5.1.12 Part I: Any final questions for tonight??
Part II: To you, what was most memorable or interesting about Macbeth? (This can be something significant from the film version that we viewed as well.) Why was this memorable or interesting to you? What is the deeper meaning behind this event, place, character, etc in the play? Do you feel people in Shakespeare’s time would have reacted the same way as you did to this element of the play? Why or why not?

159 Shakespearean Tragedy: Plot Diagram

160 CATALYST # Part I: Reflect on how last night went! What did you learn from the experience? Part II: Mastery Tracking 1- On your green tracker sheet, graph the score you got on each assessment returned to you. 2- Reflect on each score: Compared to how you generally do on tests/quizzes, did you do better or worse on this particular assessment? What may have contributed to your score? What could you have done differently to prepare? 3- After reflecting, make a plan for studying for the Macbeth test: What will you do to prepare for Friday’s test?

161 Memorable Macbeth Moments
Let’s share out from your catalyst yesterday… Based on what our class thought was most interesting or memorable about the play, what predictions do you have about the types of essay questions you will see on tomorrow/Thursday’s test?

162 Does Macbeth measure up?
The chart you are receiving defines all aspects of a Shakespearean tragedy. Your mission is to demonstrate that Macbeth is truly a Shakespearean tragedy. In order to do so, find at least one piece of text evidence (quotes) to demonstrate that each trait of tragedy occurs in Macbeth. Next to the lines you choose, explain why you chose them.

163 Make your Case! Choose three qualities of tragedy that you feel Macbeth most strongly demonstrates. Create a statement defending Macbeth as part of the canon of Shakespearean tragedy. Your statement should include: An opening statement stating your case Three supporting examples: State one trait of tragedy that you are defending Quote lines from the play as evidence of its existence Explain why you chose these quotes to serve as evidence Concluding statement, summarizing your argument

164 Poetry Pastoral: Poetry that praises the rustic or rural life, tends to glorify the natural and rural life over urban life Carpe Diem: Poetry that encourages women (or young people) particularly virgins to ‘seize the day’ by making the most of their youth and beauty

165 Macbeth Essay Test You may use your textbook for the first 15 minutes of the block. Remember to review the rubric thoroughly before finishing your essay!

166 CATALYST #52 5.7.12 Make sure you have book circle books by Wednesday!
Do you prefer the rural or the urban life? In which type of setting would you prefer to: Live? Why? Vacation? Why? Find employment? Why? Have a hobby? Why?

167 Explicating Poetry: 5 steps
1- Examine the situation in the poem Who is the speaker? Who is the audience? Is it being written with regard to a certain event? 2- Examine the structure in the poem Is it chronological? Cause and effect? Question and answer? 3- Examine the language in the poem What poetic devices are used? Are words or phrases repeated? 4- Examine the musical devices in the poem Does alliteration, consonance or rhyme add any effects? 5- Write about your conclusions! What does this poem convey and how does it do so?

168 Exit Ticket Write about your conclusions!
Choose one poem that we annotated and analyzed today. In a paragraph, explain how the poet achieved his purpose. Topic sentence: State what purpose the poet achieved and two devices used to achieve this purpose. Body: Explain how each device was used, using text evidence to support your argument. Concluding sentence: Summarize the above, reinforcing the poem’s significance

169 CATALYST #53 5.8.12 Choose 6 of your vocabulary words from Unit 4.
Use each one in a sentence of its own, ensuring that the sentence shows meaning and uses the word as the correct part of speech.

170 CATALYST # Complete ‘Choosing the Right Word’ for Vocab Unit 4 Also complete synonyms and antonyms if this is not finished from last week. Then, choose 4 more vocabulary words and use each in a sentence of its own. Be ready to ‘quiz’ someone with your sentences!

171 Book Circles Today will be the first of several days that you will receive class time to read your book circle book. You will receive a grade for how you use this time! When you are given reading time, you must: Have your book with you in class Be annotating either in your book or in separate notes ACTIVELY reading throughout the time given Putting your head down, dozing off, doing other work, etc will result in a ‘0’ for that day’s grade.

172 CATALYST # Reflect on the grades that have been returned to you this morning. On your orange tracking sheet, graph your scores on the WoB seminar, Macbeth seminar, and Unit 3 Vocab Quiz. In your journal, answer the following questions about the Macbeth seminar and Unit 3 Vocab quiz: 1- Compared to how you generally do on tests/quizzes, did you do better or worse on this particular assessment? 2- What may have contributed to your score? 3- What could you have done differently to prepare? 4- What next steps can you take to improve on the next seminar or vocab quiz? Start creating your vocab. bingo board when you are done! (5x5)

173 Grading Note Please note that the sonnet creation, spenserian sonnet questions and pastoral/petrarchan sonnet questions composed one grade Sonnet creations counted for 30 points Spenserian sonnet questions counted for 35 points Pastoral/petrarchan sonnet questions counted for 35 points Total: 100 points

174 VOCAB BINGO! Create a bingo board that looks like the following: 5 x5 on a half sheet of paper Write each vocabulary word once in any box you choose; repeat 4 words. FREE SPACE

175 CATALYST # Choose 3 more vocabulary words to use in a sentence each. Take a few minutes to review your vocabulary words and check over your journals to make sure that they are complete before handing them in!

176 Writing about Poetry In a paragraph, explain how one of these poets achieved his purpose. Topic Sent: State the purpose achieved/message conveyed and two devices/techniques used to achieve this purpose. Example 1: Explain use of one device/technique w/ quote from the poem Elaboration: Explain the significance of this particular device/ technique Transition/Example 2: Explain use of one device/technique w/ quote from the poem Concluding Sent: Summarize the above, reinforcing the poem’s significance

177 Metaphysical Poetry The scholarly atmosphere of the humanist movement of the Elizabethan and Renaissance period also fostered great reflection or religion and the meaning of life. Metaphysical Poetry is primarily devotional and often mystical in content, even though it frequently deals with ideas of physical love and relationships. Is a style of lyric poetry. Characterized by abstract thinking. Experiments with language – which sometimes makes it difficult to understand.

178 Metaphysical Poetry Traits of Metaphysical Poetry
Simple, conversational vocabulary, but complex sentence structure. Metaphysical conceits: a type of extended metaphor comparing very dissimilar things. Paradoxes: statements that seem to contradict themselves. Disruptions of poetic meter, or intentionally created “roughness” or unevenness. Witty and imaginative plays on words.

179 Metaphysical Poets John Donne
Popular Anglican priest – we’ll look at one of his religious writings. Studied at Oxford and Cambridge Universities, but never received a degree because he was born Roman Catholic. Secretly married for love, and because his wife was the young daughter of his boss, he lost his job and became poor. Like many metaphysical poets, focuses on ideas of love, death, religion

180 Metaphysical Poets Ben Jonson
One of the most important literary figures of the Renaissance, at the time he was more well-known than Shakespeare! Primarily a playwright, but prior to his writing career he worked as a bricklayer and joined the British Army. Killed an actor in his company in a duel, but avoided hanging by reading a Biblical passage in Latin, and thus was tried by a Church court. Famous for satirical work in his plays and an attempt to avoid clichés and stock jokes. Wrote poetry that reflected on more serious concerns of life, such as the death of a child.

181 Cavalier Poetry (Carpe Diem)
“Song: To Celia,” along with Jonson’s other works pave the way for a group of poets called the Cavalier poets. This group was so-called because they were known for their use of the themes of love, war, honor, and courtly behavior. This type of poetry is often referred to as Carpe Diem Poetry because they often advocated the philosophy of living for the moment. The group referred to themselves as the “sons of Ben” or the “tribe of Ben” in homage to Ben Jonson, whom they considered to be their literary father.


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