Objective: SWBAT analyze epic similies. SWBAT find at least THREE similarities between the epic poems "Beowulf" and "The Iliad."
Do-Now: Complete Practive Vocabulary Quiz
Today: 1) Go over vocabulary quiz.
2) Note-taking: epic simile
3) Begin reading "The Iliad" from the Holt Reader, completing the questions in the margains of the pages.
Exit Slip: List THREE similarities you see between "The Iliad" and "Beowulf."
Homework: Study for tomorrow's Vocabulary Quiz!!!
Friday, February 10, 2012
Wednesday, February 8, 2012
Friday, February 10
Objective: SWBAT characterize Grendel’s mother based on her actions. SWBAT evaluate the effectiveness of an epic poem’s resolution.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will complete the Grammar Link on pg. 82.
2) Class will read Section #12 of Beowulf, describing the actions/characteristics of Grendel’s mother and their importance in the story.
3) In groups, students will read Section #13 of Beowulf, focusing on the events in the falling action and resolution of the poem.
4) Read "Excerpt from Grendel" and discuss Thinking Critically Question #9 on pg. 42.
5) Pg. 42 - Extending & Evaluating Question #11: Write a one-paragraph response to the question.
Exit Slip: How effective was the ending of the poem? What do you believe was the purpose of Grendel’s mother appearing in the story? Was her character significant? Explain.
Homework:Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will complete the Grammar Link on pg. 82.
2) Class will read Section #12 of Beowulf, describing the actions/characteristics of Grendel’s mother and their importance in the story.
3) In groups, students will read Section #13 of Beowulf, focusing on the events in the falling action and resolution of the poem.
4) Read "Excerpt from Grendel" and discuss Thinking Critically Question #9 on pg. 42.
5) Pg. 42 - Extending & Evaluating Question #11: Write a one-paragraph response to the question.
Exit Slip: How effective was the ending of the poem? What do you believe was the purpose of Grendel’s mother appearing in the story? Was her character significant? Explain.
Homework:Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Thursday, February 9
Objective: SWBAT evaluate the effectiveness of the techniques an author uses to create suspense in the climax of an epic poem.
Do-Now: Think of a movie you have recently seen which could be described as suspenseful. What techniques did the writer/director use to create suspense in the film?
Today: 1) Review suspense techniques
2) Class will begin to read Section 8 of Beowulf, identifying the various techniques the author uses to create suspense in the climax of the poem.
3) In groups, students will read sections 9-10 of Beowulf, copying lines from the poem which contain suspense techniques, describing which technique each line represents, and explaining whether or not each technique is used effectively.
Exit Slip: How effective was the author's use of suspense techniques in the climax of Beowulf? Explain.
Homework: Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Do-Now: Think of a movie you have recently seen which could be described as suspenseful. What techniques did the writer/director use to create suspense in the film?
Today: 1) Review suspense techniques
2) Class will begin to read Section 8 of Beowulf, identifying the various techniques the author uses to create suspense in the climax of the poem.
3) In groups, students will read sections 9-10 of Beowulf, copying lines from the poem which contain suspense techniques, describing which technique each line represents, and explaining whether or not each technique is used effectively.
Exit Slip: How effective was the author's use of suspense techniques in the climax of Beowulf? Explain.
Homework: Bring in notebook for MONDAY. Vocabulary Quiz #1 on TUESDAY.
Tuesday, February 7, 2012
Wednesday, February 8
Objective: SWBAT list at least THREE qualities/characteristics which Beowulf possesses which make him fit the archetype of the epic hero.
Do-Now: What is a hero? What qualities/characteristics must someone have to be considered a true hero? What must someone do to be considered a true hero? Name a hero (dead or alive) who is important to you and explain what qualities he/she possesses which make you consider him/her to be a hero.
Today: 1) Class will share out Do-Nows, making a list of qualities/characteristics someone must have to be considered a hero.
2) Class will read Section 4 of Beowulf, looking for qualities Beowulf possesses which make him fit the archetype of the epic hero.
3) In groups, students will read Sections #5-7 of Beowulf, continuing to list qualities Beowulf possesses which make him fit the archetype of the epic hero.
4) Students will complete the Yellow Block questions reviewing sections 4-7.
Exit Slip: List at least THREE qualities Beowulf possesses which make him fit the archetype of the epic hero.
Homework: Bring in a notebook for MONDAY. Vocabulary Quiz #1 on Tuesday!
Do-Now: What is a hero? What qualities/characteristics must someone have to be considered a true hero? What must someone do to be considered a true hero? Name a hero (dead or alive) who is important to you and explain what qualities he/she possesses which make you consider him/her to be a hero.
Today: 1) Class will share out Do-Nows, making a list of qualities/characteristics someone must have to be considered a hero.
2) Class will read Section 4 of Beowulf, looking for qualities Beowulf possesses which make him fit the archetype of the epic hero.
3) In groups, students will read Sections #5-7 of Beowulf, continuing to list qualities Beowulf possesses which make him fit the archetype of the epic hero.
4) Students will complete the Yellow Block questions reviewing sections 4-7.
Exit Slip: List at least THREE qualities Beowulf possesses which make him fit the archetype of the epic hero.
Homework: Bring in a notebook for MONDAY. Vocabulary Quiz #1 on Tuesday!
Monday, February 6, 2012
Tuesday, February 7
Objective: SWBAT describe the physical characteristics and origins of the monster, Grendel, from Beowulf.
Do-Now: Copy vocabulary words and definitions from Pg. 20.
Today: 1) Preview new vocabulary from pg. 20
2) Note-taking: archetype, epic, epic hero.
3) Class will read section #1 of Beowulf, focusing on the description of the monster, Grendel and its origins.
4) In groups, students will finish reading Section #2 and #3 of Beowulf, describing the exposition of the story and how Grendel’s character is further introduced through its actions.
5) Students will complete the Yellow Block questions reviewing Sections 1-3 of Beowulf.
Exit Slip: Describe the monster Grendel based on its physical characteristics and origins.
Homework: Bring in notebook for MONDAY.
Do-Now: Copy vocabulary words and definitions from Pg. 20.
Today: 1) Preview new vocabulary from pg. 20
2) Note-taking: archetype, epic, epic hero.
3) Class will read section #1 of Beowulf, focusing on the description of the monster, Grendel and its origins.
4) In groups, students will finish reading Section #2 and #3 of Beowulf, describing the exposition of the story and how Grendel’s character is further introduced through its actions.
5) Students will complete the Yellow Block questions reviewing Sections 1-3 of Beowulf.
Exit Slip: Describe the monster Grendel based on its physical characteristics and origins.
Homework: Bring in notebook for MONDAY.
Sunday, February 5, 2012
Monday, February 6
Objective: SWBAT describe at least three ways the British have influenced modern America.
Do-Now: How has England influenced America? Think about the clothes we wear, food we eat, music we listen to, movies/tv shows we watch etc. Where in our culture do you see British influence?
Today: 1) Go over course syllabus
2) KWL: What do you already Know about the British influence on America? What do you want to know?
3) Reading, Summarizing, Relating: “The Celtic Heroes and Heroines: A Magical World” pg. 8, “Anglo-Saxon Life: The Warm Hall, the Cold World” pg. 11-13.
4) In small groups, read/summarize/relate: “Women in Anglo-Saxon Culture” pg. 12, “The Anglo-Saxon Religion: Gods for Warriors” pg. 14, “The Bards: Singing of Gods and Heroes” pg. 14, “Hope in Immortal Verse” pg. 15.
5) KWL: What did you Learn today about the British influence on America?
Exit Slip: List THREE ways the British have influenced modern America.
Homework: Bring in a notebook for class by MONDAY
Do-Now: How has England influenced America? Think about the clothes we wear, food we eat, music we listen to, movies/tv shows we watch etc. Where in our culture do you see British influence?
Today: 1) Go over course syllabus
2) KWL: What do you already Know about the British influence on America? What do you want to know?
3) Reading, Summarizing, Relating: “The Celtic Heroes and Heroines: A Magical World” pg. 8, “Anglo-Saxon Life: The Warm Hall, the Cold World” pg. 11-13.
4) In small groups, read/summarize/relate: “Women in Anglo-Saxon Culture” pg. 12, “The Anglo-Saxon Religion: Gods for Warriors” pg. 14, “The Bards: Singing of Gods and Heroes” pg. 14, “Hope in Immortal Verse” pg. 15.
5) KWL: What did you Learn today about the British influence on America?
Exit Slip: List THREE ways the British have influenced modern America.
Homework: Bring in a notebook for class by MONDAY
Thursday, February 2, 2012
Thursday, February 2
Objective: SWBAT complete a portion of their senior projects.
Do-Now: What grade do you believe you earned in this class? Why do you believe you earned this grade?
Today: 1) Work on Senior Projects
Exit Slip: What was your favorite/least favorite piece we read this year? Why was it your favorite/least favorite?
Do-Now: What grade do you believe you earned in this class? Why do you believe you earned this grade?
Today: 1) Work on Senior Projects
Exit Slip: What was your favorite/least favorite piece we read this year? Why was it your favorite/least favorite?
Subscribe to:
Posts (Atom)