Language Arts Literacy III--Block 3A

Please check this page for updates to our class! We will have assignments, resources, in-class activities and homework listed here.

I will also be posting articles and other readings here, so if in doubt, check the wiki first!


Classwork
Homework
Monday, May 21:

Ok, moving ahead!

I want to review the end of Act II to make sure we are all on the same page, then it's on to Act III.

You will be working in groups today to read through Act III, scenes i and ii. Use the close reading sheet below (also given in class) to work through the reading and Qs.

Anything you didn't finish in class is homework :)
Thursday, May 17:

Big things today!

We need to finish your close read of II.ii and then talk about some interesting diction (water and colors).

From there, we'll either listen to or read scene iii in groups and see how everyone ELSE reacts to the murder of Duncan. Again, we learn a lot about characters based on their reactions.

We'll wrap up with a blind read--it's a quiz grade 0:)
Please complete the BACK of your II.ii Close Reading sheet

It's called "Macbeth II.iii—Read the Language! Love the Language!"


Tuesday, May 15:

The murder!! We have to process D's murder and the aftermath today--this is where we see true colors of the characters coming through.

So let's start with a question: what might "sleep" be representative of? Think symbolically.

This Q will bring us into M and Lady M's reactions to the murder and a close read of Act II, scene ii.


If we have time, I have one final reading assignment for class--if not, we'll start with it next time.
Finish whatever does not get done in class today.

IF YOUR WERE ABSENT: read Act II, scene ii and try your hand at the worksheet.
Friday, May 11:

Today we start with your Act I quiz! This should not take too long :)

After your quiz, go ahead and read Act II, scene i through the exit of Banquo and Fleance. In what way does Macbeth lie to Banquo and why would he do that?



This will roll us into...Soliloquy #4, aka the dagger soliloquy!



We will follow the reading of this and the scene ii with video clips!
Finish reading II.i and analysis of the dagger soliloquy if needed
Wednesday, May 9:

Here is a digital copy of the in-class project sheet:

Act I quiz Friday and note check, too!
Monday, May 7:

Ok, so you should have completed the close reading sheet for Act I, scenes vi-vii last class. I am posting it here again because we are going through it and finalizing Act I.



We are going to start, however, with Lady M's second soliloquy so we get that all straightened out and sorted.
Act I quiz on Friday—be ready to have notes checked!
Tuesday, May 1:

Ok, now we move into Act I, scene iv. We will have a little historical perspective to catch up on to clarify some of the ideas.

Then, a question: what are some of the stereotypes around men and women? How is each supposed to act and why? This Q will be our bridge into Act I, scene v and the introduction of a new character…Lady Macbeth.

She has two soliloquies that we will process together:

Finish the soliloquies worksheet if not done in class
Friday, April 27:

Today's reading includes finishing Act I, scene iii.

We have those quote worksheets to complete.


none
Wednesday, April 25:

From here on out, it's all Macbeth all the time!

My aim is to read Act I, scene i-iii today—it sounds like a lot, but it really isn't.

After we take some notes on scenes i and ii, we have some fun activities regarding Macbeth and quotes to attend for scene iii.
keep up with notes
Monday, April 23:

It's time for…the Scottish play!

We are going to start reading Macbeth today! Before that, though, let's talk around some of the major themes and ideas in the text:


We have a little pre-play reading in the textbook, then we will get into Act I, scenes i and ii. You will need to follow along and complete character and soliloquy charts as well as note-take for yourselves as we go along. Many classes will also have worksheets or close reading sheets to help you manage the reading.


We are reading in the purple textbook, but here is a digital copy in case you want to read at home (the Acts/scenes are the same, but the page #s are not):


You have the option to complete guided reading Qs for EXTRA CREDIT. See attached—I will not be printing these out. If you want to do them, great. If not, whatever. Are they helpful? Yes.

If you were not in class, start the reading.
Thursday, April 19:

Our intro article for today is about Love and Marriage in the Elizabethan era. This will help us to better understand Viola's major conflict in the play.


Then…we hopefully finish the film! Remember to keep up on your dialectical journals.
Next week we start Macbeth!
Tuesday, April 17:

We are continuing with our movie today, but first I want to review what occurred last time and use a timeline of Shakespeare's life to bridge any gaps.

Continue to go to G247 for PARCC ELA testing
Friday, April 13:

It's the start of our film!

But first…we have a few readings to explore. Please read the following two little articles and complete the following on loose leaf to handed in: 3 specific facts you have learned, 2 things you found interesting about the content, and 1 question you have about the content. This should be done for EACH article.


Then, we watch the movie. As we are watching, you will complete dialectal movie journals. You should have FOUR complete by the end of today.

Go to room G247 on Monday, Tuesday, and Wednesday for PARCC testing.

Bring you fully charged iPad, wired headphones, and nothing else to the classroom.
Wednesday, April 11:

We are starting today with a review of your textbook notes and of your questions! We need to populate the definitions on the front of your Storyboarding the Textbook notes then get into the meat of what you read.

After that, we have some fun stuff to consider—English Renaissance poetry!

We will be reading "The Passionate Shepherd to his Love" and "The Nymph's Reply," which are by two different authors. We have some poetic language to cover as well as some close reading and reciting.


Nothing quite yet!
Monday, April 9:

Let's start Shakespeare!!

Just guess—how many of Shakespeare's plays can you name? Use the padlet to answer: add to padlet here!

After we do a little intro with his plays, I'd like to talk about some of the words Shakespeare created as well.

Let's check out the article below so you can be amazed! I'd like you to highlight any of the words with which you are familiar.


Then we will watch a little introduction video and you will take a mini quiz!

Final step today is to do a little review about Shakespeare's world, life, and impact from the textbook.

Finish textbook notes if needed

Thursday, April 5:

Today we start our exploration of Shakespeare!

We are going to read a little article, watch a little movie, and have a little discussion.

To that end, here are your materials for the day:



None
Wednesday, March 28:

Now that your rough drafts are complete, you will do a self and peer review of your rough draft research paper.

I want to talk about revision vs. editing vs. proofreading, then I have a sheet prepared for you and a partner--switch essays with a partner, fill out the checklist for each other, then read through the essays to mark up on the rubric.



When you finish, switch back--it is YOUR responsibility to make sure that YOUR essay is all set for your own grade.

You should use your rubrics, organizers, peer review sheets, brains, and the teacher(s) to work on it.


FINAL draft of research paper due by 11pm on SATURDAY 3/31

turnitin.com is the preferred mode of submission. You can use eBackpack if (and only if) turnitin.com is not working.


Class ID: 17803772

Enrollment Key: Falcons3A
Monday, March 26:

Ok, folks, today we are going to review how to embed quotations into your writing--you can use this sheet as a resource (it should look familiar)


Watch the video at the bottom of the page and fill in your skeletal notes reminder sheet. Then, try your hand at the little quiz in the top right of the page!

Blending Quotes Tutorial and Quiz

Last reminder will be about your MLA style internal citations and Works Cited page:


Finally, you may use time in class today to do the following:

1. have your thesis checked
2. have your citations checked/type up your Works Cited page
3. have your quotes checked (both from the play and your outside sources)
4. work on the body paragraph organizer (even though this was due today)
5. begin drafting the actual writing of your paper

CHECK IN WITH ME FOR ANY AND ALL QUESTIONS!!
FULL ROUGH DRAFT due in class on Wednesday.

Final draft due by 11pm Saturday night (March 31) to eBackpack or turnitin.com
Tuesday, March 20:

Your task for today is two-fold:


You are going to have most of the block to process and go through these steps. Again, the more off schedule you are, the harder this will be.

See me with questions and we will work through it together :)
Next step is to have your body paragraph organizer completed for Thursday.

Thursday is going to be a bit of a "catch up" day, so make sure you have ALL of your materials in class so I can help you work through whatever you need to do.
Friday, March 16:

More things afoot today--we're going to start with another look at the Barstow article, then get into a review of database practices. If we have time, I'll remind you about MLA citation formatting.


So, let's take out those Barstow articles! Next will be a review of how to search within the databases from the MTHS Media Center, then time for you to find a second, HELPFUL article for your purposes.

Another step today is to pull quotes from the articles that will help support your contention that, yes, Oedipus is a tragic hero.

This quote organizer is due TUESDAY:



Here is the MLA Works Cited sheet:

Watch your next due date--you MUST find a second article and fill in your outside quote organizer for Tuesday
Wednesday, March 14:

Now that your Oedipus test is over, we are all research paper, all the time!

We're going to look reaaallllyyy closely at the first outside article for your essay. You WILL be using this article, so work well in class today to make it happen.



If you were absent from class TODAY, please follow the instructions on the sheet below. YOU MUST HAVE THIS WORK READY FOR FRIDAY

Remember that the marked-up article AND your Tragic Hero chart are due on Friday, March 16.

Keep working hard!
Monday, March 12:

We missed last class from the snow, so let's get caught up.

The first part of class will be wrapping up the play and engaging in some big question discussion. Then…it's research paper time!





Your first step is to work on the TH chart. Also, WATCH THE DATES AND FOLLOW INSTRUCTIONS. Thanks :)
Oedipus test next class—this will cover the characters, action of the play, and application of some of the definitions/literary terms we have focused on throughout. The test will take half the block next time.
Tuesday, March 6:

After your quiz today, I'd like you to read Scene IV solo—we will cover the big events after.

Then, we're finishing the play! Be ready for the denouement (conclusion) of our tragic story.
Finish the reading, Reading Qs, and motif chart!
Friday, March 2:

We are going to start today with a quick summary and recap of Scene II, then dive right into Scene III to stay on track.

I want to do a little quote analysis and paragraph writing as an additional mini-assessment, so here are the quotes to compare.



We will wrap class up with a review of the Greek theatre and background notes because you are having a quiz next class!
Scene III reading Qs.

Study for next class's quiz
  • The quiz will cover notes on the Greek theatre,parts of a tragedy, definitions (e.g., hubris, hamartia, dramatic irony) and the background story of Oedipus.

Add to your motif chart, too!
Wednesday, February 28:

Today's focus is Scene II of Oedipus Rex.

Let's start with an opening thought re: O's character--please read through the explanations of character dimensions on this website and explain which type of character O is at this point (1, 2, or 3 dimensioned?).

After this little intro, you're going to work with ONE partner for the rest of the block. Your task is to read Scene II and complete a close reading for mainly characterization.

Here is your close read sheet (though I'm handing it out in class too):



Keep up on those reading Qs (they're a study guide, you know!)

I'd add another entry into your motif chart, too.

You will have a quiz on the background info to Oedipus and notes on Tuesday of next week (3/6)
Monday, February 26:

Step one is to establish the mood and tone of the play thus far--to do this, we're going to check out a few pictures in the grey text.

After that, I want to review Scene I and make sure that we are all on the same page since you finished reading it for homework. This will bridge us into MOTIFS, one of which we will track over the course of the reading.


Finally, we'll wrap up with an intro to the Tragic Hero. I have some notes for you and a little application activity.
Have 3 entries in your motif chart and be up on reading Qs (through Scene 1)
Thursday, February 22:

I am in a workshop today (try not to cry!) so you have some complementary reading to do for our Oedipus unit. We will pick up with reviewing Scene I and Qs next class.

Here are two readings from about Greece--one is informational and one is a myth. Please read them fully and answer ALL questions that follow the readings.



Be ready to hand in the questions and to link these readings to Oedipus next class!
Finish whatever you do not complete in class.

We WILL be discussing these as they relate to Oedipus, so be prepared!
Tuesday, February 20:

Today we are to focus on the reading!

I want to review the Prologos and any Qs you may have, then look a little more closely at some of the language. Most of our focus will be on hamartia/hubris and dramatic irony.

Then, in small groups, read Scene I and address those questions--remember, because this is a play, we need to read/act it out for each other!
Finish reading Scene I and address the Reading Qs through Scene I
Thursday, February 15:

We start our new reading today!

But first, a Do Now Q: Think of a person who has made a career-ending mistake: what happened? What characteristic of that person led to the downfall?

After we discuss your examples, we need to take down a few more definitions before some reading.


This is basis of the Oedipus myth that all members of a Greek audience would already have known before going to see the play:



This is the full text we will be using to read. Save it immediately, please :)


This is the FULL SET of reading Qs for the whole play. They are due when we finish reading, so be sure to keep up!

Complete the crossword challenge!



(#7 across is "motif")
Tuesday, February 13:

We're rolling right into our new unit!

We start with an introduction to Greek theatre today: we are going to watch a video clip about "Living in Ancient Greece," take some notes about the structure of the Greek theatre, and end with the Riddle of the Sphinx.

This article highlights the amazing quality of the ampitheatres built by the Greeks:
Acoustics of the Amphitheatre
none :)
Friday, February 9:

Our class today is dedicated to your hells and presentations of them.

I am going to organize you into groups of four, then you must work collaboratively to decide on the order in which your circles will be presented as a "mini-hell."

Your grade today will be based on the quality of your individual project as well as your ability to work well in a group and present your ideas.


No homework tonight :)
Wednesday, February 7:

Summative assessment day!

After you finish your test, continue to work on your Hell project! IT IS DUE ON FRIDAY, so be ready with your 2 paragraphs and visual.
Hell project due Friday!
Monday, February 5:

We're going to spend today reading some interesting articles and coming up with some ideas for your hell project :)

Each article below should be read to identify the new sins and why they're being added to these (fictional) circles of hell.



After our reading and discussion, you will get.a chance to put this into practice with your OWN circle!


Summative Assessment next class!

Reading Qs due next class!

Hell Project due Friday 2/9!
Thursday, February 1:

As promised, we are finishing with the text of Inferno today.

We have Canto XXXIV to read through, then a final application of imagery, connotative language, allusions and similes before wrapping it all up!
Finish Reading Qs (all 4 pages!)

They're due on Wednesday 2/7
Tuesday, January 30:

We start with your vocab quiz!!

When you finish, grab a book, then take a quick poll: Which do you think is a worst punishment for sinners: fire or ice? Why? Use this link to answer on a padlet page


Then we move into a short poem "Fire and Ice" by Robert Frost. It DIRECTLY relates to the final circle of Hell, where we meet Satan.

We will start to read Canto XXXIV, the last of the Cantos, today and will finish on Thursday.
Dante Reading Qs (all 4 pages) due Wednesday 2/7.

Summative Assessment on Dante/Inferno/background notes/figurative language on Wednesday 2/7
Friday, January 26:

Straightforward tasks for today:
  1. Finish your close reading sheet ("Canto V_Close Reading") in your small group and EVERYONE hand it in

  2. Take and complete the mini-project as explained below


You should choose TWO of the three options to complete with your group and, yes, this is due at the end of the block.

Each group only needs to hand in one project, so be sure to work collaboratively on the two options you choose.

Finish early? Study for vocabulary quiz or work on packet Reading Qs
Vocab quiz on Tuesday--study all 24 words and parts of speech/usage


Make sure you are up-to-date on assignments--many people have ZEROS for vocabulary homework, Check Genesis and submit to eBackpack if you need to make anything up.
Wednesday, January 24:

Today has a focus on CLOSE READING! Yay!

We are moving into Canto V, which is all about Circle 2 of Dante's hell.

You will read the canto in a small group and then work through elements of the close reading sheet today.


You will need the following items to complete your close reading document:


Follow these links to answer the simile section of the close reading sheet:

Simile 1

Simile 2--watch to 0:45
Complete Reading Qs for Canto V

Vocab quiz on Tuesday, January 30
Monday, January 22:

We have the last part of the text to wrap up (Charon!) before we move on today. So, let's start by checking out the drawing of Charon on p. 631.

Then we're going to move into a quickwrite:
Think about the last time you watched a horror movie or visited a house of horror at an amusement park. What specific sounds, sights, and smells were present? What effect did they have?

We're going to review those elements of figurative language, especially sensory imagery, then jump into a close reading of the text.

None. Just keep up on Reading Qs.
Thursday, January 18:

Our first step today is with the geography of Dante's hell--I have maps for you :)




This will be our entrée into Canto III of Inferno, which is the Vestibule (Entryway) to Hell. After you read Canto III, we will discuss and complete reading questions!

If we have time, I will have you pull some imagery (more of that figurative language stuff) and draw what you see.
Keep up on reading Qs
Tuesday, January 16:

Ok, we are going to move into the reading of Dante's actual words today!

This will involve CLOSE READING of figurative language and descriptors, so note taking and paying attention are super important at this juncture. You'll be breaking into pairs to analyze some passages, so get excited for that :)

Remember that everything we do in class together will eventually be a task for which you are responsible--so give it your attention and interest.

If we have time, we might start looking at the geography of Dante's hell:

Have reading and reading Qs through Canto I completed
Thursday, January 11:

Do Now: make a list of the 8 parts of speech! We will apply these to your vocal words today,

We're going to spend today getting into Canto I and sorting all of this out. Understanding the allegory requires careful notes, so be ready!

Open and save the reading Qs below--they are due at the end of our reading.

Here is a copy of the full text in case you ever need to read at home:

Write a descriptive paragraph about Hell using A DIFFERENT PART OF SPEECH for words 13-24 from the Dante vocab list.

BE SURE TO UNDERLINE THE VOCAB WORD! :)
Tuesday, January 9:

Hi, folks!

I am field tripping today, so you are flying solo :)

You are going to start with reviewing vocabulary words with the sub, then reading the first canto (chapter) of Inferno in the grey textbooks.

After reading together as a class, I want EACH of you to sketch out and label the elements of Canto I (see the sheet given by the sub).

I will collect this and review with you on Thursday!
Please write ORIGINAL sentences for the first 12 vocal words. Make them thematic about something that you hate.
Wednesday, January 3:

Welcome back!

Today we start in on some background information before reading Inferno by Dante.

Please paraphrase and give examples for the following quote: "The pen is mightier than the sword."

Then we are going to take some Cornell notes on the life and times of Dante--big stuff was happening in Italy at the time.


About halfway through class we till transition to Journal #11: What do the three worlds (hell, purgatory, and paradise) mean to you? How to you envision them?

After we get an idea of what you think, we will look at some multicultural views of hell and discuss.


Complete the vocab list--part of speech and definition for each of the words




Tuesday, December 19:

Our goal for today is to get you totally situated to hand in a final draft next class.

I want to do a quick lesson about adding detail to your paragraphs, then we will do a peer review in class. The rest of the time is yours to work on specific issues, talk to me about any questions, and work both collaboratively and independently to get it done.
Remember to use your resources, especially the rubric.




Final, final draft due at the beginning of next class!

Your Final Draft should be TYPED, PRINTED OUT, and have the RUBRIC attached.

I will not let you go to the media center to print.
Friday, December 15:

We have a mixed bag of things to do today--review of MLA, mini-lesson on adding detail to paragraphs, and a run-down of introduction and conclusion paragraphs.

Here are a bunch of docs that you can use today in class and to help prepare your full rough draft for next class.





FULL ROUGH DRAFT DUE TUESDAY 12/19

That means introduction, 3 body paragraphs, conclusion, Works Cited, 3 blended quotes, internal citations, the works.
Wednesday, December 13:

First stop is your Tales assessment. When you finish, please click on the link below to complete an online MLA quiz--this will help inform how much MLA instruction I need to do next class. Don't forget to email me the score (mjodon@monroe.k12.nj.us):

Click here to take the online quiz

After we go some things regarding organization of information, you will have time in class to work on your body paragraph organizers. We have a lot to cover on Friday in class, so make sure that you are on task and ready with all of your documents and information.


Finish your body paragraph organizer for Friday.

Full rough draft due Tuesday 12/19

FINAL DRAFT due Thursday 12/21
Monday, December 11:

We have a bit of a mixed bag of work today--now that everyone has actually read their articles and taken notes/annotated them, we need to do a few things:

  1. Review your thesis statements to make sure they are in good shape
  2. Have a reminder lesson about how to pull good quotes from a text and use them to complete an organizer
  3. Move on to the body paragraph organizer if you're ready (if not, no worries--you will have time next class to work on it).
  4. Check in with me re: any issues that arise

Due dates:
  • Note-Taking Quotes due Wednesday 12/13
  • Body Paragraph Organizer due Friday 12/15
  • Full Rough Draft due Tuesday 12/19
  • Final Draft due Thursday 12/21
Continue on your step--if you need to finish Notes/Quotes, do that. If you are working on the organizer, keep going (you will have more time next class)

TALES TEST NEXT CLASS!

Things to review:
  • Notes on Chaucer, Middle English, and the Middle Ages
  • the General Prologue
  • Characterization definitions and how to use characterize (direct and indirect)
  • The Pardoner, his tale, and his irony
Thursday, December 7:

We have a few things to cover today: construction of thesis statements, a check of your articles, and then best practices for pulling quotes from articles.

Let's start with theses. Please open this doc in GoodReader/Notes so you can follow along.



While you're working on those theses, I'm going to come check in with your greed category of choice and the articles to support them.

Last step for today is reading/summarizing your articles (again) and explaining HOW the quotes you've selected will help in your essay writing process.


Finalize your three articles and your thesis.

ACTUALLY READ EACH OF YOUR ARTICLES and note-take on them (circle key words, highlight important information and summarize in the margins).

We will work on the Note-Taking Quotes in class on Monday.

Summative assessment (test) on the Canterbury Tales unit next Wednesday (12/13)
Tuesday, December 5:

We need to round out some ideas about the Pardoner and his Tale before we move forward into you writing assignment for this unit.

We then are going to watch a (three minute) MOVIE (clip) to apply the themes of the Pardoner's Tale to a larger arena, which brings us to...ESSAY WRITING :)

Here are the project sheet and rubric for the essay assignment:





We will do a reminder about working theses if we have time:

Find THREE articles and fill in the "Articles for Greed Essay" organizer.




Thursday, November 30:

Let's hear those celebrity profiles!! My favorite part is guessing the celebrity based on the descriptions :)

Then we break away from the General Prologue and start in on one of the Tales that make up the "stories within the story" of the Canterbury Tales.

We have a little reading quiz assessing characterization and close reading to start, then we will discuss the character of the Pardoner and Chaucer's use of satire and irony as we discuss him.

Please open this document about Irony and Satire as a reference


If we have time in class, we will start the Pardoner's Tale together
Read the Pardoner's Tale and answer the questions below:




Tuesday, November 28:

Today we are going to wrap up the General Prologue to the Tales, answering those last "what?" and "how?" questions.

You have a guided reading doc for this section of the text:

You will have a close reading quiz next class--review the steps (processes) to closely reading, annotating, and summarizing a text.

Celebrity profiles are due next class :)
Wednesday, November 22:

Pilgrim day! You will have a few minutes to get organized with your groups before we start our mini-presentations. Be sure that you can answer ANYTHING about your pilgrim!

When we complete the presentations, you have a fun creative writing assignment!


Celebrity profile is due next Thursday, November 30

Please have these written/printed with the rubric sheet attached.
Monday, November 20:

As promised, your class time today is dedicated to your pilgrim and your group.

You have already completed a preliminary reading of your pilgrim for homework, so now your group is going to characterize the pilgrim (direct and indirect), draw the pilgrim and pull out quotes as support of such, and explain how Chaucer uses the characterization to make you understanding something more about the pilgrim.

Here are the directions, but I have given you them on paper as well.



IF YOU ARE ABSENT, you are still responsible for all the same work.
If we finish presentations, none.

If we don't, be ready to present next class.
Thursday, November 16:

We're starting today with your homework and a review of the types of characterization.
After we recap that, we will apply the ideas of the Knight.



The remainder of class today will be spent on meeting and working with your individual pilgrim: each of you is assigned one person to closely read, annotate, and understand in a group. You will present your pilgrim to the class next week, so make sure you're an expert on your person!

I am handing out the pilgrims on paper, but you can also find them on your "CT_Full General Prologue" doc (see entry for Wed Nov 8) on the pages numbers below:

Prioress = p.4-5 (Mia, George D, Neal, Adam)
Franklin = p. 9 (Brice, Bridget, Rushil, Emily)
Physician = p. 11 (Amanda, Mike, Nick, Cat)
Wife of Bath = p.11-12 (Val, Greg, Marisa, Nicole)
Miller = p. 13-14 (George O, Will, Leslie, Connor)
Reeve = p. 14-15 (Paige, Anthony, Arianna, Justin)
Summoner = p. 15-16 (Nikita, Julia, Kenny)
Finish reading/annotating your pilgrim for use in class next time.
Tuesday, November 14:

Please follow this link and read through the fun facts about Canterbury Cathedral.

Then we are going to jump right back into the first 42 lines of the General Prologue!

Remember, our close reading consists of chunking the text and really explaining it out in our own words to find meaning. This might take a bit of time, but we will prevail!
Please have this worksheet completed for next class


Wednesday, November 8:

After we do a quick review of your Cornell Note summaries, we are going to add to those note sheets. There are just a few things to cover before we jump into the first 42 lines of the General Prologue!

Our close reading consists of chunking the text and really explaining it out in our own words to find meaning. This might take a bit of time, but we will prevail!

Steps to Close Reading:
  1. Number the lines
  2. Chunk the text
    1. emphasize END punctuation
    2. emphasize PAUSE punctuation
  3. Annotate the lines and summarize the chunks

We will do the first 18 lines together, then you try!

Add Qs and summary to your new Cornell Notes
Monday, November 6:

Our next step is to start in on the Canterbury Tales!

Quickwrite: if you were going on a road trip with your friends, what movies would you bring to watch and why?

After we discuss this, we will move into some video skeletal notes to introduce the Tales and then practice some reading in Middle English :)



Add marginal Qs and a summary to you Cornell Notes on the video
Thursday, November 2:

Today is the last day of our mini writing unit!

Since I've been MIA for the last two classes, I want to hear about your reactions re: the trigger warning article (main idea, topic, etc).

Then I have some information about blending quotes to get out to you and some practice exercises


Finally, the remainder of class will be spent workshopping your paragraphs!
Fix your paragraph draft and have a final copy to hand in on Monday.

Things to keep in mind:

  1. Strong topic sentence (the topic + your position)
  2. Quote embedded with a comma, colon, or no punctuation
  3. Explanation of the quote WITHOUT saying, "This quote says that..."

Here is a rubric for you:


Email me with questions!
Tuesday, October 31:

Another day, another writing lesson.

Today's focus is the structure of a paragraph--please open the doc below and follow the task for color-coding the paragraph and thinking about the parts. I have left a key with the sub, so a few of you can volunteer to share your exercise on the board and check it with the key. Try to have a class conversation about this paragraph structure.


The second part of class is for you to draft out a paragraph response based on the trigger warnings article. Essentially, you're answering if you think trigger warnings should be used at the high school level (which you read about last time). Choose ONE of your pulled quotes, frame it, and draft out a paragraph. WE WILL BE WORKING WITH THESE NEXT CLASS SO MAKE SURE YOU HAVE A PARAGRAPH RESPONSE!

Sorry for yelling.

Also, you can ignore the "embed a quote" section for right now--we will be reviewing this together on Thursday. You still need a quotes but the blending can wait.


Just be sure to have your draft paragraph and quotes/article work for next class
Friday, October 27:

PLEASE PAY ATTENTION TO ALL INSTRUCTIONS!

Open the doc below and scroll to the last page to read the instructions.

Essentially, you are going to read the article, note the topic/main idea, decide if it is appropriate for the high school level, then mark the text, write a summary and reaction, and pull and justify quotes.

It sounds like a lot, but you have the WHOLE BLOCK to complete this.

Upload to eBackpack (use the "Medina Article Analysis" folder) when you finish, then you may sit quietly and listen to music or do other homework.

Here is the work for today:



Thanks for your cooperation :)
None, unless you don't finish this for some reason in class. But you should. So there should be no homework.
Wednesday, October 25:

Today's objective is to talk about quotations--specifically, what makes a GOOD quotation and how we can find them in a text.

We'll run through your homework first to remind ourselves of main ideas and topic sentences, then you'll need to open this doc:


After a talk and exercise, we'll watch about 10 more minutes of the terrible Beowulf movie before reading a review of it and pulling quotations.

Nothing new!

Remember that I will be out on Friday, so please make sure you have your iPad and best behavior with you :)
Monday, October 23:

We're going to start by taking a look back at your worksheet from last time--what were some of the key takeaways from the recitations?

After we recap the videos, it's time for you to recite those boasts! Using the skills discussed, you'll start in groups of 2, then 4, then maybe 8 before calling it quits. Extra credit to anyone who wants to recite (effectively!) to the class.

Our next step is to move into a mini writing unit. Please complete a quickwrite: What makes for good writing? Explain

Your responses will help me go through and explain what is really important re: writing then we'll get into some work with topic sentences and main ideas.

Topic Sentence Worksheet

Wednesday, October 18:

Let's dot some "I"s and cross some "t"s regarding Beowulf today!

We'll start with your summative assessment--you have half the block to work on this. After that, we'll move into our VERY FUN boast activity--in it, you will be in groups to read through a very short poem and identify the tone and contributing language. This will help you visualize what a presentation of that poem would be like.

Each group will share its interpretations, then we will watch a video of the poem being presented. The end goal here is to discuss the good and not so good ways in which the poem is recited to better improve your own boast readings :)

Here are the docs for today:

Have your boast ready for Monday, please.
Monday, October 16:

We're wrapping up the reading of B today with that last little bit ("Mourning Beowulf"), then doing a little extension activity and starting day one of a two day creative writing project :)

You'll need this doc for in class. BE SURE to have your boast ready for next block--it will be the basis of half our class



We'll spend some time self-editing after drafting, so you will need this as well:

ON WEDNESDAY, 10/18:

- ALL the Reading Qs are due (plus the character chart)

- Beowulf summative assessment in class--study A-S values and ideals, the figurative language (esp. kennings and alliteration), and be able to discuss B as an epic hero. There will be a blind read.

- Bring in your BOAST
Thursday, October 12:

Today starts with a review of last time--who is B fighting and why? How is it going?

This will bridge us into our last bit of reading "Death of Beowulf. "We need to read the conclusion of his battle with the dragon then compare the battles with the dragon, G, and G's mom.


Finally, we will wrap up the reading of our epic poem with "Mourning Beowulf" and see how the Anglo-Saxons choose to celebrate their dead.
Finish ALL of the reading Qs. These are due on Wednesday, 10/18

Your summative assessment will be in the last half of class on Wednesday as well.
Tuesday, October 10:

Let's jump back in with our reading today!

We need to quickly review the battle with G's mom and talk around some of the more marvelous things in that section.

Then we're moving on to Beowulf's Last Battle to see what we see. The worksheet below will help clarify ur understandings of the three battles B fights in the text.
Go to G205 tomorrow for the PSAT!




Wednesday, 10/18--reading Qs due and Beowulf summative assessment
Friday, October 6:

As promised, we're starting with your quiz today :)

After that, we have to run through the PSAT administrative task so you are all ready for Wednesday's test.

WRITE THIS DOWN: PSAT will be 10/11 in room G205. Bring a calculator and nothing else :)

Class will wrap up with some work on the "Battle with Grendel's Mom," which you read last class. I want to go through a few things and then look closer in the text for those literary devices.
Nothing specific tonight--just keep up on Reading Qs :)
Wednesday, October 4:

Let's do a quick review of some of the troublesome vocabulary words before jumping back into our reading.

You're going to read a section of the text solo today and hand in a formative assessment for me (!) and then spend the remainder of class working with a group to read the epic "Battle with Grendel's Mother." She's a doozy.

I'll be checking your reading Qs so far as we go along :) :) :)
Vocab quiz next class--study study!
Monday, October 2:

We have a super fun day planned for today!

We will be exploring the idea of varying perspectives of a character and how different portrayals can change our (the audience's) understanding of him or her.

Our focus is on the character of Grendel, and we will be looking at him in three sources: the Beowulf text we've been reading in class, an excerpt from the novel Grendel, and the glorious movie version.

All of these excerpts are based on the battle between Beowulf and Grendel, which serves as a great example of the struggle between good and evil (and, of course, what we as the audience are supposed to see as good and evil).

You will need this document for the reading,

and here is a copy of the chart you will fill in class below as well:

The video clip we will be watching is Beowulf's Battle with Grendel and can be viewed here:
WATCH THE CLIP HERE
Finish "G Three Ways" worksheet (if necessary)
Thursday, September 28:

We need to wrap up a bit of the reading from last class, then we will segue into a discussion about heroes!

Look up "weregild" in your notes then read L:191-203. How does weregild play into the story of Beowulf's father and King Hrothgar?

Then I want to see your homework: you can use your examples to help you complete the Hero Reaction Guide:


We will see how much of a hero B is in our next reading section, which is "The Battle with Grendel."

If we finish early enough, it's crayon time :)
Reading Qs! Expect a question check next week.
Tuesday, September 26:

Today's class starts with a question: Is it ever appropriate to brag about yourself? When/why?

We will go through a "boast" activity together to introduce the A-S boast seen in our next reading section, "Beowulf," and then determine what B boasts about and how it's different from what people today boast about.

Be sure to fill in guided reading Qs as we go along!
As you live your life for the next two days, think about heroes--where do they pop up in daily life? Keep track and be ready to share next class (have 3+ examples in context (when/where/why)

Keep up on Reading Qs!
Wednesday, September 20:

Today's class starts with your background quiz :)

After you finish that, you should go through the reading from last class and fill in responses to the "Grendel" section reading Qs.

By then, everyone should be done with the quiz so we will move on! We have some literary devices to take definitions on and understand, then we're going back into the text to apply those devices to our reading.

Here is the Cornell Note template (save in GoodReader so you always have a blank copy):

None! Enjoy your long weekend.
Monday, September 18:

Let's get to work!

Hand in your homework then we are going to wrap up some notes to finalize our Beowulf introduction (these are the Epic notes in your Text Notes doc and some Anglo-Saxon literary devices). I also want to do what is hopefully a review/reminder on Cornell Notes.

Then...Beowulf! We will go through some basics (e.g., how to pronounce their names) then get into reading the first section together.


If you are ever absent or otherwise need to read at home, here is the full text of Beowulf:


There are reading questions for each section to complement our in-class study--please take a minute to save these to GoodReader or GoodNotes for easy access and completion.

Quiz next class on background information. Be sure to study the skeletal notes on history and the Epic. Vocab will be a separate quiz.
Thursday, September 14:

We are going to continue with our introduction and background to Beowulf today. :)

Let's start with a Kahoot to get the brain juices flowing and then we will move into reviewing the vocab homework and attaching memory clues to remember the definitions.

Then we're going to wrap up those skeletal text notes by summarizing and applying Cornell note applications.

Finally, there is a "carousel" of literary devices we need to process so they can be applied to our reading next class and beyond!
Write ORIGINAL sentences for each of the 15 vocab words. Make them about MTHS/Monroe
Tuesday, September 12:

We are going to dive into Beowulf's world today.

Do Now: Please open your textbook to p. 14 & 15 and take a look at the tapestry.
1- Paraphrase the quote by C. S. Lewis on p15. What did he mean?
2- Describe 5 details of the picture.
3- What do you learn from the tapestry’s bottom panel?

Then we are going to play a little with Old English and see who is good with languages--just because it has "English" in it doesn't mean we can read it.

We are going to finish class with a page from the Beowulf packet; you may work in pairs to complete skeletal notes



(<-- use this doc if you need to complete the notes at home)
Complete the vocab list (page 3) in your Beowulf Text Notes doc, please
Friday, September 8:

Today's class is going to center around reading--specifically what you like about reading (or do not like) and why. This will segue us into our small summer reading in-class activity!

Let's start here: please follow this link to a padlet page and answer the posted Q.

After a quick class discussion, we are going to read a little article and further our conversation around reading.

Please open and save the document in GoodNotes or GoodReader (so you can mark it up) and away we go!


The last part of our class today will center on group work. You will get together with others who read the same book as you over the summer to create a 1 minute presentation of said book.

You can choose to present ANY important information in ANY way your group sees fit. I'm not giving you a format because I want to see what you can come up with.

Class will end with "presentations!"
None...yet..
Wednesday, September 6:

Welcome to class! We are going to get acclimated to Language Arts III, to each other, and to a new school year.

Here is your syllabus for the year:


You have a paper copy now, but it will be posted here for the duration so you can always access it :)
Have your signed course contract ready to hand in next block.

Be sure to be familiar with a summer reading selection as well--there will be an in-class activity next time.