1. Go over Gathering, Evaluating, and Using Evidence.
2. Check off topic choices.
3. Time in lab 6 to research.
Argument Paper Due Dates
January 30, 2012
1. Talk about argument paper.
2. Demonstrate the power of sentence additions.
3. Give students additions worksheet and give them time to work on it in class.
4. Read The Nun's Priest Tale. Go over bad in / bad out theory of medicine (and bad dreams) in medieval medicine, and the four humours.
5. Talk about what the morals are from the story. Note the aside the priest makes--it's not me making these derogatory remarks about women--it's the rooster.
6. Collect Coat of Arms.
Argument Paper Due Dates
2. Demonstrate the power of sentence additions.
3. Give students additions worksheet and give them time to work on it in class.
4. Read The Nun's Priest Tale. Go over bad in / bad out theory of medicine (and bad dreams) in medieval medicine, and the four humours.
5. Talk about what the morals are from the story. Note the aside the priest makes--it's not me making these derogatory remarks about women--it's the rooster.
6. Collect Coat of Arms.
Argument Paper Due Dates
January 27, 2012
1. Attention Grabber: Have you ever come across any kinds of bossy, sneaky, funny, annoying, dim bulb people? Have YOU ever been a bossy, sneaky, funny, annoying, dim bulb sort of person? Have you ever done anything really silly but then found that it was okay because you learned an important lesson?
Well, long ago, a man named Aesop met a whole bunch of bossy, sneaky, funny, annoying, dim bulb people, and he wanted to do something about it. He decided to write stories about these people, and end each story with a lesson we all can learn from bossy, sneaky, funny, annoying, dim bulb people. But he didn’t want to hurt anyone’s feelings, so he changed the names to protect the not-so-innocent. Actually, he didn’t just change names; he changed the people . . . into animals! That’s what fables are—stories with animals instead of people as the main characters. Fables also have a lesson at the end called the moral of the story. And fables are really short, like a joke . . . usually only one page or less.
Today we’re going to write some fables—lessons we’ve learned as we’ve traveled through life. And we’re going to add a moral to the end of our stories. First though, I’d like to share two fables written by two famous writers named Jon Scieszka (rhymes with Fresca) and Lane Smith. These are names you might remember from their other famous books, The Stinky Cheese Man and Other Fairly Stupid Tales! and The True Story of the Three Little Pigs.
Just to give you a little background on the whole fable thing . . . this is the introduction for Squids Will Be Squids. (blue tab.) These are examples of fables:
2. Read “Grasshopper Logic” (green tab) and “Frog’s New Shoes” (yellow tab) to the students.
3. Feedback Time: Have students answer the following questions:
• What are the parts of a fable?
• What is a moral?
• Who are the characters in a fable?
• How long is a fable?
4. Pass out the lists of morals. Remind the students know that these are classroom sets-so they need to just leave them on their desks when they are done.
5. Steps to create a fable:
• Choose a moral from those written on the moral papers OR think about some really bossy, sneaky, funny, annoying, dim bulb people who learned an important lesson.
• Then think about a story that illustrates what they did that was silly like in “Grasshopper Logic” and “Frog’s New Shoes.”
• Next, think about the lesson they learned: That’s the moral of the fable.
• Last, make these people into silly animals representing people.
• There’s your fable!
6. Tell the students to get all the above thoughts on their paper and then they can make it into a fable.
7. To give them a little more inspiration, read them “Straw & Matches” while they work (red tag).
8. When there is about ten or so minutes left of class (i.e. around 2:43 and 3:43), call the students back to attention and read the very serious after word from the book (orange tag). Share fables if possible. Completed fables will be due on Monday, January 30th.
Homework, Topic due on Wednesday, Feb 1, Fable and Coat of Arms due on Monday, January 30th.
Well, long ago, a man named Aesop met a whole bunch of bossy, sneaky, funny, annoying, dim bulb people, and he wanted to do something about it. He decided to write stories about these people, and end each story with a lesson we all can learn from bossy, sneaky, funny, annoying, dim bulb people. But he didn’t want to hurt anyone’s feelings, so he changed the names to protect the not-so-innocent. Actually, he didn’t just change names; he changed the people . . . into animals! That’s what fables are—stories with animals instead of people as the main characters. Fables also have a lesson at the end called the moral of the story. And fables are really short, like a joke . . . usually only one page or less.
Today we’re going to write some fables—lessons we’ve learned as we’ve traveled through life. And we’re going to add a moral to the end of our stories. First though, I’d like to share two fables written by two famous writers named Jon Scieszka (rhymes with Fresca) and Lane Smith. These are names you might remember from their other famous books, The Stinky Cheese Man and Other Fairly Stupid Tales! and The True Story of the Three Little Pigs.
Just to give you a little background on the whole fable thing . . . this is the introduction for Squids Will Be Squids. (blue tab.) These are examples of fables:
2. Read “Grasshopper Logic” (green tab) and “Frog’s New Shoes” (yellow tab) to the students.
3. Feedback Time: Have students answer the following questions:
• What are the parts of a fable?
• What is a moral?
• Who are the characters in a fable?
• How long is a fable?
4. Pass out the lists of morals. Remind the students know that these are classroom sets-so they need to just leave them on their desks when they are done.
5. Steps to create a fable:
• Choose a moral from those written on the moral papers OR think about some really bossy, sneaky, funny, annoying, dim bulb people who learned an important lesson.
• Then think about a story that illustrates what they did that was silly like in “Grasshopper Logic” and “Frog’s New Shoes.”
• Next, think about the lesson they learned: That’s the moral of the fable.
• Last, make these people into silly animals representing people.
• There’s your fable!
6. Tell the students to get all the above thoughts on their paper and then they can make it into a fable.
7. To give them a little more inspiration, read them “Straw & Matches” while they work (red tag).
8. When there is about ten or so minutes left of class (i.e. around 2:43 and 3:43), call the students back to attention and read the very serious after word from the book (orange tag). Share fables if possible. Completed fables will be due on Monday, January 30th.
Homework, Topic due on Wednesday, Feb 1, Fable and Coat of Arms due on Monday, January 30th.
January 26, 2012
Preview and assign factual argument paper.
Topic is due, Wednesday, Feb. 1.
Have students work on Coats of Arms.
Topic is due, Wednesday, Feb. 1.
Have students work on Coats of Arms.
January 25, 2012
The Canterbury Tales is considered Chaucer’s masterpiece for several reasons. First, it marks the beginnings of a new tradition: Chaucer was the first writer to use English in a major literary work. Secondly, it gives a picture of a cross-section of society during the 1300s. Finally, it is a detailed, lifelike, and engaging picture. Chaucer lets his characters speak as they might actually talk. This was risky because they did not always talk in a polite way, which could offend some readers. Chaucer acknowledges this fact himself:
. . . I rehearse
Their tales as told, for better or for worse,
For else I should be false to what occurred.
So if this tale had better not be heard,
Just turn the page and choose another sort;
You’ll find them here in plenty, long and short;
Many historical, that will profess
Morality, good breeding, saintliness.
Do not blame me if you should choose amiss.
Some critics were shocked by the earthy language and humor in certain stories, but even more were captivated by the characters, stories, and the language itself.
1. Diction Lesson
2. Have students freewrite a description of Death
3. Share some urban legends with the class: the hook, the kidney, Disneyland child snatching, etc. Point out what urban legends have in common with the Pardoner's Tale--their purpose is to caution against certain behavior.
4. Characteristics of an urban legend or cautionary tale
happens to a friend of a friend
credible: although unlikely it could happen
involves something horrifying or bizarre
involves an unexpected twist
purpose: to teach a lesson.
5. Read the prologue to The Pardoner's Tale
6. Read The Pardoner's Tale. Does this tale seem to suit his personality/lifestyle? Why and why not? Why do the students think he tells THIS tale?
Collect death description as an exit pass.
. . . I rehearse
Their tales as told, for better or for worse,
For else I should be false to what occurred.
So if this tale had better not be heard,
Just turn the page and choose another sort;
You’ll find them here in plenty, long and short;
Many historical, that will profess
Morality, good breeding, saintliness.
Do not blame me if you should choose amiss.
Some critics were shocked by the earthy language and humor in certain stories, but even more were captivated by the characters, stories, and the language itself.
1. Diction Lesson
2. Have students freewrite a description of Death
3. Share some urban legends with the class: the hook, the kidney, Disneyland child snatching, etc. Point out what urban legends have in common with the Pardoner's Tale--their purpose is to caution against certain behavior.
4. Characteristics of an urban legend or cautionary tale
happens to a friend of a friend
credible: although unlikely it could happen
involves something horrifying or bizarre
involves an unexpected twist
purpose: to teach a lesson.
5. Read the prologue to The Pardoner's Tale
6. Read The Pardoner's Tale. Does this tale seem to suit his personality/lifestyle? Why and why not? Why do the students think he tells THIS tale?
Collect death description as an exit pass.
January 24, 2012
- 20 Minutes SSR
- Introduce social order ideas--great chain of being
- Students go around the room and share 3 things about pilgrims
- Discuss framework/contest construction of the tales
- Whet their appetites with The Knight's Tale and The Miller's Tale
Collect and display Pilgrim Informational texts
January 23, 2012
Show students examples of informational texts
Share information about Chaucer; show clips from A Knight's Tale.
Give students time to work on their texts in the computer lab.
Informational Text - 1 page about your pilgrim, due Tuesday, January 24.
Share information about Chaucer; show clips from A Knight's Tale.
Give students time to work on their texts in the computer lab.
Informational Text - 1 page about your pilgrim, due Tuesday, January 24.
January 20, 2012
Work Period for students to create Chaucer Pilgrim Informational text (1 page)
Informational text due on Tuesday, January 24th.
Informational text due on Tuesday, January 24th.
January 19, 2012
1. 20 Minutes SSR
2. Genre Study-Informational texts - Have students look through and list the text devices used to convey information: Bolded Words, Glossaries, Sidebars, Captions, ect.
3. Read over prologue - What? Why? Where? When? How many?
4. Give students each a pilgrim and assign them to create a one page informational text to share about their pilgrim - due Tuesday.
To Read: Canterbury Tales General Prologue - pp. 112-114 in the purple book
2. Genre Study-Informational texts - Have students look through and list the text devices used to convey information: Bolded Words, Glossaries, Sidebars, Captions, ect.
3. Read over prologue - What? Why? Where? When? How many?
4. Give students each a pilgrim and assign them to create a one page informational text to share about their pilgrim - due Tuesday.
To Read: Canterbury Tales General Prologue - pp. 112-114 in the purple book
January 17, 2012
1. SSR 20 SSR Show the students "Up Battles Aging like . . . Bewowulf?"
2. Announce tomorrow's test.
3. Show Chaucer PowerPoint.
4. Let students play with the first 16 lines of The Canterbury Tales General Prologue using the following:
How to Read and Speak Middle English
By Jonathan Dewbre
The written form of Middle English was used from the twelfth to the fifteenth century in works such as "The Canterbury Tales" and "Gawain and the Green Knight." Because modern English spelling and pronunciation had not yet been cemented, Middle English may look alien to us today. However, even somebody who has never studied medieval literature can learn how to read it.
Difficulty: Moderately Challenging
Instructions:
1. Select an easy text, such as the prologue to "The Canterbury Tales." A good version of Chaucer's work will include many footnotes for words that no longer occur in modern English.
2. Speak each word out loud. This is the easiest way to become familiar with Middle English. Words that are spelled strangely often become recognizable when heard aloud.
3. Pronounce every consonant, even those that seem like they should be silent. ("Droghte" sounds like "drog-tuh.") Because spelling did not become uniform until the 15th century, words in Middle English were usually spelled like they sounded. "Kn’s, " "Gh’s, " and silent "E’s" at the end of words are all voiced in Middle English. There are no silent vowels or consonants. Whew!!
4. Learn additional rules about consonants. "R's" should be rolled. "S's" sound like "hiss," not like "hizz." "Gh" in "knight" sounds like "kuh-niCK-tuh."
5. Learn how to pronounce Middle English vowels. Some examples:
A word with a long "a," like "name," is pronounced "nAH-muh."
A word with a long "e," like "sweete," is pronounced "swAY-tuh."
A word with an open "e" like "begge (beg)" is pronounced "bag(uh)"
Words with a long "i" or "y," like "shires," "nyght," and "child, " are pronounced "shEE-res," "nEECK-tuh," and "chEEled."
The "au" in "cause" makes the word sound like "cOW-suh."
The "ow" in the word "fowles" makes the word sound like "fOO-les."
A word with an "ou," like "loude (loud)," is pronounced "lewd-uh."
A word with an "oo," like "good," is pronounced "goad."
A word with an open "o" sound, like "holy," is pronounced "hAW-ly."
Read more: How to Read and Speak Middle English | eHow.com http://www.ehow.com/how_2138664_read-speak-middle-english.html#ixzz1BMZ2INKS
Homework Collected: Independent Movie Viewing assignment
2. Announce tomorrow's test.
3. Show Chaucer PowerPoint.
4. Let students play with the first 16 lines of The Canterbury Tales General Prologue using the following:
How to Read and Speak Middle English
By Jonathan Dewbre
The written form of Middle English was used from the twelfth to the fifteenth century in works such as "The Canterbury Tales" and "Gawain and the Green Knight." Because modern English spelling and pronunciation had not yet been cemented, Middle English may look alien to us today. However, even somebody who has never studied medieval literature can learn how to read it.
Difficulty: Moderately Challenging
Instructions:
1. Select an easy text, such as the prologue to "The Canterbury Tales." A good version of Chaucer's work will include many footnotes for words that no longer occur in modern English.
2. Speak each word out loud. This is the easiest way to become familiar with Middle English. Words that are spelled strangely often become recognizable when heard aloud.
3. Pronounce every consonant, even those that seem like they should be silent. ("Droghte" sounds like "drog-tuh.") Because spelling did not become uniform until the 15th century, words in Middle English were usually spelled like they sounded. "Kn’s, " "Gh’s, " and silent "E’s" at the end of words are all voiced in Middle English. There are no silent vowels or consonants. Whew!!
4. Learn additional rules about consonants. "R's" should be rolled. "S's" sound like "hiss," not like "hizz." "Gh" in "knight" sounds like "kuh-niCK-tuh."
5. Learn how to pronounce Middle English vowels. Some examples:
A word with a long "a," like "name," is pronounced "nAH-muh."
A word with a long "e," like "sweete," is pronounced "swAY-tuh."
A word with an open "e" like "begge (beg)" is pronounced "bag(uh)"
Words with a long "i" or "y," like "shires," "nyght," and "child, " are pronounced "shEE-res," "nEECK-tuh," and "chEEled."
The "au" in "cause" makes the word sound like "cOW-suh."
The "ow" in the word "fowles" makes the word sound like "fOO-les."
A word with an "ou," like "loude (loud)," is pronounced "lewd-uh."
A word with an "oo," like "good," is pronounced "goad."
A word with an open "o" sound, like "holy," is pronounced "hAW-ly."
Read more: How to Read and Speak Middle English | eHow.com http://www.ehow.com/how_2138664_read-speak-middle-english.html#ixzz1BMZ2INKS
Homework Collected: Independent Movie Viewing assignment
January 13, 2012
- Read Beowulf's Last Battle
- Discuss Beowulf's Achilles heel (his pride), Wiglaf's motivation compared to Beowulf's, and Beowulf's achievement of God-like immortal status (buried under a lighthouse--memorialized eternally that way.)
- Watch Demons and Monsters.
January 11, 2012
Read selections from Grendel by John Gardner.
How does the depiction of Grendel and Hrothgar differ from the Old English account?
Students finish their drawing instructions.
How does the depiction of Grendel and Hrothgar differ from the Old English account?
Students finish their drawing instructions.
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