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Ms. Hamfeldt English IV. Welcome! I’m Ms. Hamfeldt (“Ham-felt”) This is my third year at AK, and I’ve taught pretty much everything-English since 2008.

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Presentation on theme: "Ms. Hamfeldt English IV. Welcome! I’m Ms. Hamfeldt (“Ham-felt”) This is my third year at AK, and I’ve taught pretty much everything-English since 2008."— Presentation transcript:

1 Ms. Hamfeldt English IV

2 Welcome! I’m Ms. Hamfeldt (“Ham-felt”) This is my third year at AK, and I’ve taught pretty much everything-English since I also… Am from Went to this this place: school: Am marrying this guy in April>>>>>> & will become the parent of this girl >>> Do things Love to listen to like: these guys:

3 CATALYSTS Each day when you enter my class, you will begin working on your catalyst (warm up). Start by copying down today’s date and objective (on the left side of the board) Today you will write “8/27/12” And “Objective: Comprehend course goals, focus and procedures; get to know classmates; brainstorm outline for “This I Believe” essay” Then, write “Catalyst” and record the # on the slide. Today you will write “Catalyst #1” Then, read the questions on the slide and respond to them in your journal. When you are finished, record any new homework assignments, on the side board, in your agenda.

4 CATALYST #18.27 One of Steve Covey’s 7 Habits of Highly Effective People is “Begin with the end in mind.” To you, what does it mean to “begin with the end in mind”? Describe a time when you did begin with the end in mind. What was the result? OR Describe a time when you did NOT begin with the end in mind. What was the result? Why might I be asking you this question? How does this apply to English class, or school in general?

5 So, what’s this class all about? You will use the course syllabus and items around the room to infer answers to a list of questions about this class. After you answer them on your own, you will pair up with a classmate to compare answers. Then, we will have a class discussion to review the answers and make sure that you are clear about what to expect in my class.

6 WRITE THIS DOWN! WIKISPACES.NET You will be using my website all of the time this semester, including to access my syllabus tonight. Please see me after class if accessing the internet is an issue for you.

7 CATALYST #28.28 What do you believe in? What are the rules, principles or ideas that you live by? What beliefs do you have in common with your family or friends? What beliefs do you NOT have in common with family or friends? Have your beliefs ever helped you to be successful in a situation? Explain. OR Have your beliefs ever caused you difficulty or conflict? Explain.

8 Important Info and Reminders The Book Fair will be taking place again this year at the Barnes and Noble in the Arboretum; bring your yellow sheet! To start off the semester, you will need to purchase all of the class materials listed in my parent letter/on my syllabus by Thursday You may get a composition or spiral notebook for warmups. You will also need: English II: English IV: The Alchemist Beowulf (will be provided) Mythology Sadlier Oxford Vocab Level G Sadlier Oxford Vocab Level E Summer reading assignments are due Oct. 1 st. Assignments are posted on my website and outside my door.

9 “This I Believe” In order to get to know one another, we have to define ourselves. In English class especially, it is so important that we feel able to share and strengthen our opinions and beliefs. We will start doing this by writing short personal narratives. These are based off of an ongoing NPR program called “This I Believe” We’ll start off by listening to some examples…

10 Peer Interviews Interview your partner by asking him/her all of the questions on the interview sheet. Record your partner’s answers on a separate sheet of paper. Choose of the most interesting things that this person shared with you. Write a brief biography for this person, based on the information that you choose. Be sure to group related items together Use transitional words like “also, in addition, even though, however, then, in the past/future” to make your biography flow Be prepared to present this to the class!

11 CATALYST #38.29 Please have out your syllabus and pass up your parent contact sheet! How would you define the word culture? List as many different components of culture as you can. In other words, list things that a group of people would need to have in order to have ‘culture.’ What things define our culture here in Charlotte, NC, the South and/or the United States? How is our culture different from other cultures that you have learned about or been exposed to in some way?

12 Let’s generate a list about culture…

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14 Culture Partner-work Now that we have looked at the iceberg of culture, we are going to think a bit more deeply about what culture consists of. You and a partner will receive one item from under the iceberg to define and provide examples of as they pertain to our culture here in the United States. On the back of the notecard that you are provided, you will write your definition and examples, to create our classroom culture iceberg. We will add to this throughout the semester as we study more cultures’ works and learn about their ways and customs.

15 Peer Presentation Bingo As each person presents, write down the most interesting thing about this person (hint: this will be what I ask about the person who is being presented) After we finish presentations, we will play bingo, and the winner will get one of the supplies needed for this class (journal, highlighter, or post-its) for free!

16 3-2-1 Exit Ticket On the note card that you were handed, write: 3 things that you’ve learned about English class this semester 2 things that you learned about one of your classmates 1 question that you still have about English this year Printed syllabus and returned parent contact sheet are both due tomorrow! Be sure to have all of your books and materials by Thursday! Make sure that you get a Personal Info Sheet and complete it by Wed. Aug 29 th

17 CATALYST #48.30 PART I: Today we will begin discussing the expectations for the Graduation Project this semester. 1- What, currently, are your concerns about the GP? 2- What do you need from me to aid you in being successful with this project? PART II: We will also be setting our class goals for the semester today. 3- What do you want to improve upon this semester in terms of your reading and writing? 4- What score will you strive for on tests and quizzes? 5- What good habits do you want to continue or form this semester? 6- What would be a good class goal for us this semester (NOT “to pass”)

18 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)

19 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

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

21 Product Formats Creative Representation 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

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

23 7 Effective Habits What does Steve Covey mean by the statement made for your habit? With your group, write a 3-sentence summary of what you read about the habit that you are assigned. Designate a reader, a writer and a speaker within your group. The reader should read the statement from Covey to the group and help the group to discuss. The writer should record what is decided as the summary. The speaker will present to the class.

24 Be Proactive: Be responsible, not blame others, surround themselves with positive people/ conscious of environment Begin with the end in mind: Create a plan for success, consider +/- results Put First things First: Focus on what’s necessary first; always have a plan and manage your time; sometimes you need to say no Think Win-win: One person shouldn’t have all of the success; everyone should get to share the wealth Seek first to understand, then to be understood: Evaluate, probe, advise, interpret, aim to understand, not just talk about yourself Synergize: Collaborate, two heads are better than one Sharpen the Saw: Self-renewing: physical, emotional, mental, spiritual, keeping yourself fresh

25 Class Goals How will we incorporate these habits into our semester? Let’s generate several class goals that will guide us for the semester. 1- What average will we aim for on tests/quizzes? 2- What will this average mean compared to other classes? 3-What habits will we focus on for first quarter? 4- How will we strive to become better readers and writers through all of this? Are our goals SMART? Are they specific, measure, attainable, relevant and time-oriented?

26 CATALYST #58.31 Pass up your drafts of your TIB essays. Remember that today I will also be collecting your journals after the warm-up for a grade. All catalysts from this week should be inside! Your name must be on your journal! Why do we tell stories? What do stories do for the people who hear them? What is one story you have known since you were very small? What was the point of this story? Why do you remember it so well? Do you think that stories need to be written down? Why or why not?

27 CATALYST #69.4 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 first and last name as much as possible. Be sure to include yourself in the graphic!

28 BINDER SECTIONS Your syllabus should be placed at the very front of your binder! Revolution Tracking This is where you will keep quizzes and tests that are returned to you. This is also where you will reflect on your test/quiz performance. Handouts This is where you will keep all handouts that you print or receive in class (except for writing/EOC Prep) (Put all of last week’s handouts here, except for TIB) Class Notes This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf behind this tab and should place all notes here.) Essays and Writing Feedback This is where you will keep information about essay writing. (Put all TIB materials here) Grad Project Preparation This is where you will keep notes and feedback regarding your Graduation Project progress.

29 Video Conclusion Reminder from Friday: As we watch the remaining 10 minutes of the video on the evolution of English, be sure that you record 12 facts learned from the video. These facts can include some of the words that are noted, as long as you include what language they come from and why they were noted in the video.

30 Annotation Workshop Hear me! We've heard of Danish heroes, ancient kings and the glory they cut for themselves, swinging mighty swords! How Shild made slaves of soldiers from every land, crowds of captives he'd beaten 5 into terror; he'd travelled to Denmark alone, an abandoned child, but changed his own fate, lived to be rich and much honored. He ruled lands on all sides: wherever the sea would take them his soldiers sailed, returned 10 with tribute and obedience.

31 CATALYST #79.5 Have your answers to the reading questions on your desk to be checked. Looking back at your notes on literary devices from yesterday 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!

32 LITERARY DEVICES REVIEW Create a list of the following in your notes. WORK WITH YOUR GROUP TO DEFINE/GIVE EXAMPLES OF AS MANY OF THE FOLLOWING AS POSSIBLE: at Alliteration as Allusion ac Archetypec Characterization eh Epic Herof Foreshadowing im Imageryi Irony k Kenningmp Metaphor mo Motifpa Parallelism pe Personificationsi Simile sy Symbolism th Theme to Tone

33 Groups Brad, Matt, Jordan Kalen, David, Brandon Kylie, Nate, Jhany Jensen, Zhyra, D’Andre Racada, Austin, Christen Alexia, Sydney, Joey Emily, Kelvin, Reid

34 ANNOTATION WORKSHOP For the chapter that you are assigned, work on annotating together with your group. Start to develop a more specific system of annotating that works for you. As you annotate with your group, complete the following: At least 5 annotations per page Passages that you have questions about or think are important (AT LEAST 3 QUESTIONS OR COMMENTS) Instances of the use of literary devices (AT LEAST 3)

35 Class Discussion What questions or important passages did you note in your annotations yesterday? What literary devices did you notice and why might they have been important?

36 CATALYST #89.6 Looking back at your notes on literary devices from Tuesday and referring back to Beowulf Chap : 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! I would recommend reviewing what happens in these chapters as well. ;)

37 POP QUIZ! You will receive 30 starter-points on this quiz. Each question is worth 10 points each. 1- Where does the story of Beowulf take place? 2- Why is Grendel a threat to Hrothgar’s people? 3- How does Beowulf defeat Grendel? 4- Who asks Beowulf about his race with Brecca? What does Beowulf say he had to do during the race? 5- What other heroes are told of during the trip to Grendel’s lair? 6- What happens following Beowulf’s defeat of Grendel? 7- What is Beowulf given for his defeat of Grendel?

38 Cultural Analysis Last week, we discussed the major components of the Anglo- Saxon culture. With your group, go back and re-read what you just annotated, specifically reading for evidence of the A-S culture with regard to: Warrior honor/glorification Religion Social class/ Feudal system Record at least 2 references to each of the above cultural element(s) in your notes. Record the line number where you found the reference Generate a question for class discussion based around these passages.

39 Characterization How are the major characters characterized in these chapters? First, let’s review characterization. It contains: W A T R D

40 CATALYST #99.7 Have your answers to the reading questions on your desk to be checked. We began talking about the stories of Finn, Hermud, and Siegemund yesterday. 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?

41 CHARACTERIZATION Include an explanation and line numbers in each box. USE TEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED CharacterAppearanceAttitudeWordsDeeds Other Characters’ Reactions Overall Analysis BEOWULF GRENDEL HROTHGAR

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? Through what forms of characterization 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 GP ABSTRACT REQUIREMENTS 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?

44 GP ABSTRACT REQUIREMENTS 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 two new sources and your original works cited page from your 11 th grade graduation project paper. Your new sources may not also be present on your works cited page from last year.

45 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

46 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?

47 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.

48 CATALYST # Have out your reading questions for me to check. 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, Hermud 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?

49 Unferth We are going to add another character to our character charts: UNFERTH In your group, go back and find examples of his characterization as well Focus your findings in the sections of the text that you read for today.

50 Seminar Preparation Based on what you discussed in your groups and the characterizations we have completed, write 5 discussion questions about Beowulf. Discussion questions should have more than one answer and generally start with “How” or “Why” 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.

51 CATALYST # I know this is a day belated, but… 1- What do you remember from your experience on 9/11? 2- How has your memory of this experience changed over the course of the last 11 years? 3-Were you, or do you know of anyone, who was personally affected by the events that day?

52 102 Minutes that Changed America Look back at the beginning chapters of Beowulf to examine the reactions at Herot after a night of Grendel’s terror. As we watch the following clip, consider how the reactions to this event may compare with what happened to Hrothgar’s people at Herot… =related

53 Journal #2 Respond to (oppose or agree with) the THESIS statement: “The events and people associated with 9/11 parallel the events and characters associated with the attacks on Herot in the epic Beowulf.” Develop a one-page response citing events and your recollection of 9/11 compared with the events of Beowulf. Cite specific quotes.

54 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.

55 Seminar Notes While you are in either the inside or the outside of the circle, you will be responsible for taking notes on what is said during the seminar. Your notes will be collected after the seminar and will count towards your grade. While you are inside or outside of the circle you will also be expected to find text evidence to support statements that you make about the text. If you are in the outer circle, you can pass line numbers to your partner to share in the discussion.

56 3-2-1 Seminar Reflection Beneath your seminar notes: List 3 novel ideas or insights you took from others in today’s seminar List 2 contributions that you made to the seminar List 1 question you still have about the book or its meaning

57 CATALYST # Have your questions out for me to check. Journals will be collected tomorrow! Look back at the final section of Beowulf that you read for today. 1- Choose one passage (10-15 lines) that you found to be significant. Record the lines of this passage. 2- Analyze this passage for use of literary devices (especially kenning or caesura). Refer back to your list for help. Make a list of these devices. 3- Why is this passage important to the story of Beowulf? 4- What Anglo-Saxon ideals or themes are present in this passage?

58 CATALYST # Feedback Friday! On Fridays, when you turn in your journals, I will usually ask you for feedback on how class is going so far. Answer the following questions: 1- What have you enjoyed in this class so far? Do you prefer individual, group or full class activities that we’ve done? 2- Was has been difficult or frustrating in this class? Are you confused about anything we are learning? 3- How have you been doing with the reading? Are you able to understand the reading? Why or why not? 4- Has this course challenged you academically so far? In what ways? 5-Do you have any suggestions for how we could make class better?

59 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) Your diagram must include at least 6 quotes (2 per battle) to prove your point. (You can draw lines to these outside of your diagram.)

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61 PRODUCT PEER CONFERENCES Questions to ask and 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!!

62 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.

63 CATALYST # Read through the passage from the book Grendel that you are provided. As you read, annotate in the following ways: Mark the use of any literary devices using the abbreviations we learned at the beginning of this unit. *= significant events ?= confusing elements != shocking or surprising moments Circle= characters Box= settings Underline= key plot developments or dialogue Consider: How does this narrative voice change our impression of Grendel?

64 Journal Entry #3 Consider Hrothgar, Grendel and Beowulf’s predecessors. Consider the narrative style seen in Beowulf vs. Grendel and how the fate of these characters is presented in each text. Do you sympathize with Grendel? Can a person ‘escape’ being ‘good’? Like Beowulf or Hrothgar? Can a person ‘escape’ being ‘evil’? Like Grendel? Support your answer using at least one quote from Beowulf and one quote from Grendel. Explain the quotes that you chose.

65 Traits of an Epic Hero/Poem On the sheet that you are provided, you and your partner will be responsible for finding evidence that Beowulf meets or does not meet traits of an epic hero/poem. You should be ready to share this information with your classmates. Be prepared with statements as well as at least two quotes (with line numbers) per trait to prove your point to the rest of the class!

66 CATALYST # Have your epic hero handout out on your desk for me to check. Generate 6 questions that you think might be on the Beowulf test tomorrow. Record the correct answer to these questions. Record at least one possible ‘easily confused’ incorrect answer to each of these questions as well.

67 Constructing a Strong Paragraph Topic Sentence: Beowulf is not an epic hero because he does not truly pay allegiance to a king. Support 1: While Beowulf does seek to protect Hrothgar’s hall, he only does so for the sake of his own fame and glory. Evidence 1(quote!):Beowulf himself says, “He who can earn it should fight for the glory of his name” (Raffel ). (Add further support and evidence ) Concluding Sentence: Even though Beowulf appears to be defending kings, he only wants to have his own name proclaimed across both Denmark and Geatland.

68 Topics for Review Get back together with the groups you were in for the battle comparison. Create a poster that encompasses as much information as possible about the topic that your group is assigned. 1. Anglo-Saxon culture and history 2. Literary Devices/Annotation (with examples!) 3. Beowulf as an epic hero/ Beowulf’s battles 4. Key ‘good’ characters in Beowulf: Hrothgar, Wealthow, Wiglaf, Unferth, Siegemund, Higlac 5. Key ‘evil’ characters in Beowulf: Grendel, Grendel’s mother, the dragon, Hermod, Finn

69 “Catalyst” Clear your desk except for a piece of paper and a pencil!

70 Open-Ended: 50 pt QUIZ grade You may use your book for this portion of the test ONLY! Hand in the first portion BEFORE beginning this portion. Use the paragraph structure (topic sentence, support/evidence, support/evidence, concluding sentence) that we practiced in class to answer ONE of the following questions: CHOICE A: For which of Beowulf’s victories in battle does he deserve the most recognition? CHOICE B: Was Beowulf too concerned with earning glory? CHOICE C: Was Hrothgar fit to be a king? CHOICE D: Was Grendel’s mother’s revenge justified?

71 CATALYST # Read the new excerpt from Grendel that you are provided. How does Grendel view his attacks on Herot? How does Grendel feel after his attack? How does he seem to view humans, based on this passage? What is Grendel’s reaction to the “whimpering, whining, mumbling, pleading” of the people after his attack? Look back at the passage you were given on Tuesday from Grendel. Prepare 2 fishbowl discussion questions, using the question stems on the back of your Grendel passage.

72 An example of a Ballad Turn in your textbook to p. 200 Listen along to The Decemberists’ lead singer Colin Meloy’s rendition of this ballad.

73 CATALYST # Look back at your notes from the Grendel fishbowl from Friday. In your journal, note three interesting topics that were discussed For each topic: Write your opinion on this topic Cite a quote that could support your opinion on this topic This is your preparation for your post-seminar writing.

74 Post-Seminar Assignment Choose one question that was put forward in Friday’s seminar. Write out this question at the top of your paper. In response to the question: 1-Generate an argumentative, three-pronged thesis statement (like we did for Beowulf as an epic hero) 2- Choose one of the three reasons in your thesis statement and write a full paragraph with 3 supports and 3 pieces of evidence (like we did for Beowulf as an epic hero).

75 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

76 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)

77 CATALYST # What is the biggest challenge you have ever been given? 2-Did you succeed in overcoming this challenge? Why or why not? 3-Looking back now, how would you have handled this challenge differently, if you could have? 4-Do you believe in an eye for an eye? 5-Why or why not? Provide one personal experience or real- world event that supports your belief. 6- Would your actions allow you to be held to the standard of an eye for an eye? Why or why not?

78 Medieval Ballads Turn to p. 224 in your textbook: “Get Up and Bar the Door.” On a separate sheet of paper, answer the following question that your group is assigned: ALL GROUPS: In the form of a ‘ballad,’ provide a summary of what happens in this tale. 1-Find and provide at least 2 examples of literary devices in this poem. 2- What is the effect of the repeated dialogue and rhyme in moving the plot forward? 3- What is the “twist” in this ballad? What is the result of this turn of events? 4- What is the message behind this ballad? What does it reflect about the Middle Ages every day private life/society?

79 CATALYST # Look back at Part I of SGGK. We talked a lot about characterization during Beowulf… 1- 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)? 2- Find lines to support each statement that you make. Record these lines in your journal. 3- How would you sum up his personality in one or two words? 4-Create an image of the green knight.

80 Who is the Green Knight??

81 Ballads Re-cap 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, answer the following: 1. What is the story of the song? 2. Is the subject material tragic or sensational? 3. Is there any rhyme scheme? 4. Is there dialogue? 5. Does the singer employ repetition? 6. Is there a twist?

82 Literary Device Tracking The green knight is so vivid in our minds partly because of the imagery used by the author. Find at least three other examples of imagery found in SGGK Parts I-II. 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!

83 CATALYST # Have out your Part III questions for me to check. In Part III of SGGK, Gawain is tempted by the host’s wife while the host is out on hunts. 1- Create a list of temptations that you know you should not give in to. 2- On what morals, beliefs or principles did you base your list? 3- In the past, have you resisted these temptations? Why or why not? Be specific to each temptation on your list. 4- Compare yourself with Gawain. Do you have the same ability to resist temptation that he does? Why or why not?

84 SGGK Middle Ages/Device Tracing Fold a piece of paper in half hot-dog style. Label one column “Influence of Middle Ages” Under this column, write the lines of the examples that you found at the end of class yesterday. Write a brief description of the connection to the Middle Ages for each example. Label the other column “Literary Devices” Look back in Parts I-III and find two examples of the SAME literary device (alliteration, imagery, simile, metaphor, etc.). Record the line numbers and label each example. Be sure to annotate each example that you find in your book as well!

85 Share! Pair up with one other person who is wearing the same color pants or shirt as you, and share your findings with him/her. Then, when I call time, pair up with someone who has the same birthday month as you, and share your findings with him/her. BE SURE TO WRITE DOWN YOUR PARTNER’S EXAMPLES!!

86 Why do authors use literary devices? Basic reasons: Make the text more memorable Make the characters and plot more interesting/enjoyable More specific reasons: Emphasize a theme or historically relevant value in the text Stress the importance of a certain character’s development Foreshadow what will happen later in the text

87 Journal #4— did not have time to do 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)

88 CATALYST # Have out your Part III and Part IV questions for me to check. Feedback Friday! On Fridays, when you turn in your journals, I will usually ask you for feedback on how class is going so far. Answer the following questions: 1- What have you enjoyed in the last two weeks of class? 2- What has been difficult or frustrating in this class? Are you confused about anything we are learning? 3- How have you been doing with the reading? Are you able to understand the reading? Why or why not? 4- Has this course challenged you academically so far? In what ways? 5-Do you have any suggestions for how we could make class better?

89 Progress Report Reflection As you receive your progress report, answer the following questions in your journal: 1- What is your current average? 2- Are there any assignments that you are missing? 3- Do you believe your grade reflects your ability in this class? Are you meeting the goal that you set for yourself? 4- What are 2 next steps that you will take to either improve your grade or maintain it?

90 Formatting: 1-inch margins Times New Roman, 12 pt, double-spaced Right-justified header with your last name and pg # Centered title Hamfeldt 1 Rebecca Hamfeldt Graduation Project Abstract Creating an ACL Injury Cookbook MLA CITATION REMINDERS

91 You must have 2 new sources in your abstract. Put quotations marks around any direct quotations used. After the quote, in parentheses, put the author’s last name, if available, or the title of the article/webpage (as well as the page number on which you found the quote, if available) : Paraphrase (Hamilton 30). “_____” (“Creating Dynamic Websites”). The period for your sentence will go after the parentheses, even if you include a direct quote. See the example above. Use to create your Works Cited Page!!www.easybib.com

92 Chart Review Look back at your charting of the Middle Ages influence and the literary devices in the text… Were any of your examples on BOTH sides of your chart? This is how we can begin to connect significance of the text to the literary devices we find in the text…

93 Literary Device 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 this literary device in SGGK overall Example 1: set-up context and quote from the text (Raffel ). Elaboration: explain the effect of this particular use of L.D. Transition/Example 2: set-up context and quote from the text Elaboration: explain the effect of this particular use of L.D. Concluding Sent: Comment on the overall significance of this L.D. in SGGK, perhaps suggesting another step in analysis

94 “Catalyst”10.1 Read the sample abstract that you are provided. At the bottom or on the reverse of the sample, evaluate how well the abstract answers each of the following questions: 1. What are you doing for your product? 2. What is the topic of your research? 3. What role does your product play in relation to your topic/thesis? 4. What knowledge, information, and skills are required to create this product? 5. What new research did you conduct to create your product?

95 Media Center After reviewing the sample abstract, the majority of class will be spent in the media center working on Abstracts, until 12:20pm

96 Paragraph Practice Locate one example of a strong, significant use of a literary device in SGGK. Write a paragraph in which you provide: Topic sentence: In SGGK, the author uses (Literary device) to emphasize/ demonstrate (significance of the story). Context of the quotation (where in the story does this take place?) “Quotation” (Raffel ). The effect of the use of the literary device in this passage (what does the use of the device do for you as a reader?) The significance of this effect in the text overall (why is this passage, or the use of the device, in this instance important to the work as a whole?) Concluding sentence: Re-state topic sentence

97 CATALYST # In Part II, when Gawain sets off on his journey, we get a detailed description of what is on his shield (just as detailed, in fact, as the description of the Green Knight in Part I!) Look back at the lines that describe his shield (p ; lines ). For each component of Gawain’s shield, explain what the significance might be. Make at least 4 specific comments regarding the meaning of his shield! Consider your notes on the Middle Ages!

98 Symbolism: Gawain’s Shield

99 Literary Device Presentations Groups were assigned and the remainder of class today was spent preparing posters and presentations for Wednesday.

100 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 Attack 3

101 CATALYST # In Part III, the host of the castle and Gawain agree to play a game: the host will give Gawain whatever he earns each day, and Gawain will give the host whatever he earns. Essentially, they will exchange gifts. The host leaves for his hunt each day, while Gawain remains with the lady of the castle… Look back at Part III and consider the following: 1. How does the host’s hunt on the first day compare to Gawain’s encounter with the lady of the castle on the first day? 2. How does the host’s hunt on the second day compare to Gawain’s encounter with the lady of the castle on the second day? 3. How does the host’s hunt on the third day compare to Gawain’s encounter with the lady of the castle on the third day?

102 CATALYST # In Part IV, Gawain finally meets the Green Knight, one year and one day after their original meeting in King Arthur’s court. Look back at Part IV and answer the following: 1. What happens the first time the GK strikes at Gawain? 2. What happens the second time the GK strikes at Gawain? 3. What happens the third time the GK strikes at Gawain? 4. How do each of Gawain’s reactions to the ax strikes compare to how Gawain acted each day that he was tempted by the lady of the castle? 5. What is the final result of the GK’s ax strikes, and why do you think it ends this way?

103 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.)

104 Literary Device Analysis Passages D’Andre, Sydney ( a) David, Christen, Joey ( ) Reid, Austin, Matt ( ) Brad, Racada, Kelvin ( ) Nate, Jhany, Kalen ( ) Alexia, Emily, Brandon (1931b-1974) Jensen, Zhyra, Kylie ( )

105 Presentations (finished 10-4) Give classmates a chance to turn to the correct page in their books before beginning: a; ; ; ; 1931b Audience members: Find the lines that are being discussed in your text—ANNOTATE as the groups share what they found! 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.)

106 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??

107 Journal #4 After listening to and presenting on literary devices today, generate a new literary device analysis paragraph. Remember to follow the guidelines: Topic sentence: In SGGK, the author uses (Literary device) to emphasize/ demonstrate (significance of the story). Context of the quotation (where in the story does this take place?) “Quotation” (Raffel ). The effect of the use of the literary device in this passage (what does the use of the device do for you as a reader?) The significance of this effect in the text overall (why is this passage, or the use of the device, in this instance important to the work as a whole?) Concluding sentence: Re-state topic sentence

108 Context The context in the work (where it is happening) – this can be done subtly, by including elements of context in the other pieces. What device is being treated and where the example is found (with line numbers). You should include a quotation with the specific language that contains the device.

109 Effect The effect of the device: what does the use of this device do to deepen or enhance your understanding in this particular passage? This should be established using specific, descriptive language that clarifies how this particular example relates to and enhances the text. General statements of the purpose of a device are not sufficient. You should reflect on how the specific language used in the previous part indicates the effect.

110 Significance The significance of the usage of this device and the passage: how does this usage help to lend importance to this passage in the broader understanding of the work? You may connect your example to the greater plot of the work, to the treatment of an important theme in the work, or to the development of an important character in the work. In addition, you may connect it to how it enhances your understanding of the time period and the culture of the people who wrote this work. However, this should only be done in addition to the preceding point.

111 Test Procedures You have from now until lunch time to complete the multiple- choice portion of the test. You can begin the short answer and essay before lunch if you have time. After lunch you will finish the remainder of the test (short answer and essay) On the essay section, please answer question #5 ONLY! This is what we have practiced all week and what you are prepared for!! When you finish, place each part of your test in the appropriate pile. Then, in your textbook, turn to p. 248 and begin reading “Le Morte d’Arthur”. As you read, create a summary by taking notes on what happened at the end of each page of your reading.

112 CATALYST # In your textbook, turn to p Read the information about satire provided on these pages. 1- What is satire? 2- What is the goal of satire? 3- What are the traits of satire? Then, set up a chart like the following: ConceptIn SGGK:In Monty PythonTrait of Satire Role of the Church Chivalric Code/ Courtly Love Arthurian Legend Feudal System

113 CATALYST # Have out your satire charts for me to check. 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?

114 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 October 22 nd.

115 Canterbury Tales Prologue First 18 lines in Middle English:

116 Canterbury Tales Setting & Plot Let’s set the stage: 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!

117 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!

118 CATALYST # Have out your vocabulary homework for me to check. Use 3 of your vocabulary words in a sentence each. Make sure that your sentence shows the meaning of the word clearly and uses the word as the correct part of speech. Then, choose 3 more words and, like you did earlier this week, illustrate these words in some way. Be ready to share! Remember that your quiz is tomorrow!

119 Charting Characterization in C.T. Pilgrim Character’s Physical Appearance Character’s Possessions FaultsVirtuesReflection

120 CATALYST # Preview your vocab words for Unit Choose 3 of your words and use them into your own description of a new pilgrim on the Canterbury Tales This could be a ‘modern’ pilgrim or historical pilgrim…a member of the feudal system or Mark Zuckerberg, Steve Jobs, etc. 2- What questions do you have about the reading of Le Morte d’Arthur that you read on Friday? (We will discuss this at the end of class today/tomorrow.)

121 Pilgrims—in order of appearance KnightShipman/Skipper SquirePhysician/Doctor YeomanWife of Bath Prioress/ Nun Parson MonkPlowman FriarMiller MerchantManciple Man/Sergeant of lawReeve Clerk/ ClericSummoner FranklinPardoner Cook Host Guildsmen (the frat boys): Haberdasher, Dyer, Carpenter, Weaver & Carpet-maker

122 CATALYST # Have out your vocab. homework for me to check! 1. Can men and women understand one another? When do men and women best understand one another? When do they least understand one another? 2. Do men and women view morals and ethics in the same way? Why or why not? 3. Can men and women fulfill the same roles in society? Are there roles that are better suited for one gender over the other? Why or why not? 4. What do women most desire? What do men most desire? Explain your response to each question.

123 Shortened Agenda for 10/17 Review vocabulary: Synonyms and Antonyms Return Abstracts and discuss feedback Discuss WoB’s prologue WoB tale “pop” quiz Begin charting WoB tale

124 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?

125 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?

126 Took quiz on Canterbury Tales: WoB and Pardoner

127 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

128 Tracing Irony in the WoB’s and Pardoner’s Tales… TALEDramatic IronySituational IronyVerbal Irony Wife of Bath’s Tale Pardoner’s Tale Chaucer’s Retraction

129 Journal #5 In many ways, Chaucer sought to mock the icons of society in his time. Now that you have read the descriptions of the characters on the pilgrimage to Canterbury, comment on Chaucer’s use of satire in these tales. In a paragraph, answer the following: How does Chaucer use exaggeration and/or irony to describe three of his pilgrims? How is using satire to mock the stereotypical societal roles of his time?

130 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 one of the pilgrims. Follow the following format: Topic Sent: Write a sentence defining the pilgrim’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 Elaboration: explain the significance of this particular characterization Concluding Sent: Comment on why Chaucer may have satirized his/her character in this way

131 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 Elaboration: explain the significance of this particular characterization 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

132 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?

133 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

134 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.

135 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 4-line 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. Choice 3: Canterbury Tales Write your own Canterbury Tale Choose a narrator for the tale and write his/her prologue. Then write the tale, being sure that it includes a moral! These are due on Friday November 2 nd


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