ENGLISH 4 CONTINUED OCTOBER 17, 2012

                                                                       ENGLISH 4

                                          A HISTORY OF THE ENGLISH AND PEOPLE

                                                                 OCTOBER 15, 2012

OBJECTIVE: BY THE END OUR STUDIES OF THE ANGLO – SAXON

                                            PERIOD, SWAT EVALUATE THE PHILOSOPHICAL,

                                           POLITICAL, RELIGIOUS, ETHICAL AND SOCIAL 

                                           INFLUENCES OF THIS PERIOD THROUGH LITERARY

                                           ANALYSIS.

DO NOW:  HAVE YOU EVER HAD A DREAM THAT HAS CAUSED YOU TO

                   CHANGE SOME THINGS IN YOUR LIFE?  HAVE YOU EVER HAD

                   A DREAM THAT SEEMED SO REAL?  IF SO, DISCUSS IT IN ONE

                   WELL DEVELOPED PARAGRAPH.

DO NOW # 2: FIND SOME OF THE EPITETHS CAEDMON USES TO PRAISE

                        GOD.  CREATE SOME EPITETHS TO DESCRIBE CAEDMON.

DIRECT INSTRUCTION: READ “A HISTORY OF THE ENGLISH CURCH AND

                                                          PEOPLE” ON PAGES 84 TO 85 AND ANSWER

                                                          THE FOLLOWING QUESTIONS.

1. WHAT WAS THE SUBJECT MATTER OF CAEDMON’S MANY POEMS?
2. EXAMINE PAGE 85.  ACCORDING TO THE WRITER WHAT WAS GIVEN

TO CAEDMON AS A GIFT FROM GOD?

3. EXAMINE PAGE 86.  WHAT WERE SOME OF THE SUBJECT MATTER THAT CAEDMON SUNF OF?
4. EXAMINE PAGE 85.  DURING THIS TIME AT ANGLO-SAXON FEASTS, GUESTS WOULD SING POETRY TO THE ACCOMPANIMENT OF A HARP.  WHY DO YOU THINK CAEDMON LEAVES THE FEAST?
5. WHO ORDERED CAEDMON TO BE INSTRUCTED IN THE EVENTS OF SACRED HISTORY?
6. EXPLAIN IN YOUR OWN WORDS WHAT WAS HAPPENING IN CAEDMON’S DREAMS.
7. WHAT WAS THE ACTION THAT HAPPENED AFTER CAEDMON WENT TO HIS SUPERIOR, THE REEVE?
8. EXAMINE PAGE 85 AGAIN.  ANALYZE AND INTERPRET CAEDMON’S VERSES AS HE PRAISES GOD.  WHAT IS CAEDMON SAYING TO GOD?
9. EXAMINE PAGE 85.  WHEN CAEDMON AWOKE EXPLAIN WHAT HAPPENED.
10. EXAMINE THE FIRST PARAGRAPH ON THE RIGHT SIDE OF THE  85.  WHAT DOES THE WRITER SAY TO US ABOUT TRANSLATIONS?

                                                                                                                          

                                                         

GUIDED PRACTICE: (READING INFORMATIONAL TEXTS) :  GIVEN WHAT YOU ALREADY KNOW ABOUT AGLO-SAXON RELIGION AND BARDS HOW DO YOU THINK CAEDMON WOULD HAVE BEEN TREATED BY BEOWULF?  HOW WOULD CEADMON  BEEN TREATED BY GRENDLE?  EXPLAIN YOUR ANSWER.

INDEPENDENT PRACTICE:  ASWER THE FOLLOWING QUESTIONSS:

1.      WHAT ASPECT OF DAILY LIFE IN ANGLO-SAXON ENGLAND ARE SHOWN IN BEDE’S HISTORY?

2.      ACCORDING TO BEDE WHAT WAS CAEDMON’S GIFT?

CHECKS FOR UNDERSTANDING: THE STORY OF CAEDMON IS AN ACCOUNT OF LOWLINESS EXALTED.  DESCRIBE CAEDMON’S SOCIAL STANDING AND DEPTH OF KNOWLEDGE BEFORE AND AFTER HE RECIEVES HIS GIFTS FROM GOD.  CITE PASSAGES FROM THE SELECTION TO SUPPORT YOUR RESPONSE.

EXIT TICKET: WHAT RELIGIOUS PURPOSE DID CAEDMON’S POEMS HAVE?  HOW WERE THEY USEFUL FOR RELIGIOUS INSTRUCTION?  CITE EXAMPLES FROM THE TEXT.

                                                    WEEK OF 10/15/12

                                                          ENGLISH 4

                                                      THE SEAFARER

OBJECTIVE: BY THE END OUR STUDIES OF THE SEAFARER SWBAT UNDERSTAND THE TERM ELEGY, APPLY THE SKILLS OF COMPARISON & CONTRAST, PARAPHRASING & APPLYING THE SKILLS OF LITERARY ANALYSIS SEEKING 80% MASTERY.

                                                                                                                                   

DO NOW:  HAVE YOU EVER BEEN THROUGH SOMETHING THAT HAS MADE YOU A BETTER PERSON BECAUSE OF THE EXPERIENCE?  EXPLAIN THIS IN A WELL DEVELOPED PARAGRAPH.

DIRECT INSTRUCTION: READ THE SEAFARER OM PAGE 87  AND THEN ANSWER THE FOLLOWING QUESTIONS.  YOU CAN WORK IN GROUPS OR INDIVIDUALLY.  SHOULD YOU WORK IN GROUPS EVERYONE MUST ALTERNATE AS A READER, THEN THERE NEEDS TO BE A RECORDER AND FINALLY A REPORTER.  THE REPORTER IS THE ONE WHO IS RESPONSIBLE FOR REPORTING OUT TO THE CLASS AS A GROUP.

1. IN WHAT WAYS DO THE OPENING LINES SUGGESTS AN ELEGY?  ELEGY CAN BE DEFINED ON PAGE 1418.
2. IDENTIFY ANY IMAGES OF VIOLENT ACTION DESCRIBED IN THE READING ON PAGE 87 LINES 1 TO 17.
3. WHAT IS THE POET SAYING ABOUT LONELINESS?  APPARENTLY HE IS COMPARING AND CONTRASTING AN IMAGE WITH LONELINESS.  WHAT IS THIS OTHER IMAGE?
4. READ LINES 33 TO 38 AND INTERPRET WHAT IS HAPPENING HERE.  WHY DO YOOU THINK THE SEAFARER RETURNS TO THE OCEAN TIME AFTER TIME?
5. READ LINE 16.  WHAT IS THE POET SAYING ABOUT LOVE?

GUIDED PRACTICE: YOU ARE TO CHOOSE A PARTICULAR LINE THAT YOU HAVE FOUND TO BE MOVING AND POWERFUL.  ADD TO THAT LINE INTERJECTING SOME OTHER ACTION THAT YOU THINK WOULD FIT INTO THE ACTION AND SUBJECT MATTER OF “THE SEAFARER.’

INDEPENDENT PRACTICE: READ AND EXAMINE LINES 44 – 55.  THE SEAFARER EXPLAINS THE INNER CONFLICT HE FEELS WHILE HE LIVES COMFORTABLY ON LAND.  RESTATE HIS FEELINGS IN YOUR OWN WORDS.

                                                                                                                                    

CHECKS FOR UNDERSTANDING: IDENTIFY SOME OF THE THEMES THAT THIS POEM SEEMS TO MENTION.  WHAT ARE THESE THEMES SAYING?

EXIT TICKET: RE EVELUATE THIS POEM.  EXPLAIN IN WHAT WAY IS THE POEM AN ELEGY.

SELECT  TWO TOPICS FROM THE LIST AND RESEARCH THEM USING IN CLASS LAPTOPS AND OUT OF CLASS RESEARCH:

SENIOR MULTIDISCIPLINARY AND SERVICE LEARNING PROJECT

                         SUGGESTED THESIS SAMPLE QUESTIONS

                                                                                                                                    

1. Should IMMIGRATION be restricted?
2. How serious a problem is OVERPOPULATION?
3. Are the ELDERLY treated equally?
4. What QUALITY OF LIFE ISSUES do OLDER AMERICANS face?
5. How can AIRCRAFT SAFETY be improved to prevent future disasters?
6. What are the effects of GAMBLING (LEGAL or ILLEGAL)?
7. Do POLICE ABUSE their authority?
8. What factors causes POLICE BRUTALITY?
9. What causes POVERTY?
10. Can people work their way out of POVERTY?
11. How should the WELFARE SYSTEM be reformed?
12. Would GUN CONTROL reduce crime?
13. How can PRISON OVERCROWDING be reduced?
14. Should PRISONS BE PRIVATIZED?
15. What are the ALTERNATIVES TO PRISON?
16. How can CRIMES BE REDUCED?
17. Is the DEATH PENALTY a just and effective punishment?
18. Does the DEATH PENALTY reduce crime?
19. What are the flaws in the DEATH PENALTY?
20. Does the DEATH PENALTY discriminate?
21. What motivates SERIAL KILLERS?
22. How can CHILD ABUSE be reduced?
23. How can VIOLENCE AGAINST WOMEN be prevented?
24. What causes FAMILY VIOLENCE?
25. Are PRENUPTIAL AGREEMENTS a good idea for married couples?
26. How should ABUSIVE RELATIONSHIPS be handled?
27. How can society help victims of DOMESTIC VIOLENCE?
28. How should the law treat DATE RAPE DRUGS and CLUB RAPE DRUGS?
29. What constitutes SEXUAL HARRASSMENT?
30. How serious is SEXUAL HARRASSMENT in the SCHOOLS and WORKPLACE?
31. Is AFFIRMATIVE ACTION needed?
32. Is AFFIRMATIVE ACTION effective?
33. Why are there so many CULTS in the UNITED STATES?
34. Will the TRAYVON MARTIN CASES set a precedence on the treatment of African American Males in The United States of America?
35. Do AFRICAN AMERICAN PERFORMERS have a duty to portray positive images for their race?
36. What factors influence GANG BEHAVIOR?
37. How can SOCIETY end the threats of GANGS?
38. How should society treat YOUNG OFFENDERS?

  

                                                            

ENGLISH4 OCTOBER 15, 2012

                                                                       ENGLISH 4

                                          A HISTORY OF THE ENGLISH AND PEOPLE

                                                                 OCTOBER 15, 2012

OBJECTIVE: BY THE END OUR STUDIES OF THE ANGLO – SAXON

                                            PERIOD, SWAT EVALUATE THE PHILOSOPHICAL,

                                           POLITICAL, RELIGIOUS, ETHICAL AND SOCIAL 

                                           INFLUENCES OF THIS PERIOD THROUGH LITERARY

                                           ANALYSIS.

DO NOW:  HAVE YOU EVER HAD A DREAM THAT HAS CAUSED YOU TO

                   CHANGE SOME THINGS IN YOUR LIFE?  HAVE YOU EVER HAD

                   A DREAM THAT SEEMED SO REAL?  IF SO, DISCUSS IT IN ONE

                   WELL DEVELOPED PARAGRAPH.

DO NOW # 2: FIND SOME OF THE EPITETHS CAEDMON USES TO PRAISE

                        GOD.  CREATE SOME EPITETHS TO DESCRIBE CAEDMON.

DIRECT INSTRUCTION: READ “A HISTORY OF THE ENGLISH CURCH AND

                                                          PEOPLE” ON PAGES 84 TO 85 AND ANSWER

                                                          THE FOLLOWING QUESTIONS.

1. WHAT WAS THE SUBJECT MATTER OF CAEDMON’S MANY POEMS?
2. EXAMINE PAGE 85.  ACCORDING TO THE WRITER WHAT WAS GIVEN

TO CAEDMON AS A GIFT FROM GOD?

3. EXAMINE PAGE 86.  WHAT WERE SOME OF THE SUBJECT MATTER THAT CAEDMON SUNF OF?
4. EXAMINE PAGE 85.  DURING THIS TIME AT ANGLO-SAXON FEASTS, GUESTS WOULD SING POETRY TO THE ACCOMPANIMENT OF A HARP.  WHY DO YOU THINK CAEDMON LEAVES THE FEAST?
5. WHO ORDERED CAEDMON TO BE INSTRUCTED IN THE EVENTS OF SACRED HISTORY?
6. EXPLAIN IN YOUR OWN WORDS WHAT WAS HAPPENING IN CAEDMON’S DREAMS.
7. WHAT WAS THE ACTION THAT HAPPENED AFTER CAEDMON WENT TO HIS SUPERIOR, THE REEVE?
8. EXAMINE PAGE 85 AGAIN.  ANALYZE AND INTERPRET CAEDMON’S VERSES AS HE PRAISES GOD.  WHAT IS CAEDMON SAYING TO GOD?
9. EXAMINE PAGE 85.  WHEN CAEDMON AWOKE EXPLAIN WHAT HAPPENED.
10. EXAMINE THE FIRST PARAGRAPH ON THE RIGHT SIDE OF THE  85.  WHAT DOES THE WRITER SAY TO US ABOUT TRANSLATIONS?

                                                                                                                          

                                                         

GUIDED PRACTICE: (READING INFORMATIONAL TEXTS) :  GIVEN WHAT YOU ALREADY KNOW ABOUT AGLO-SAXON RELIGION AND BARDS HOW DO YOU THINK CAEDMON WOULD HAVE BEEN TREATED BY BEOWULF?  HOW WOULD CEADMON  BEEN TREATED BY GRENDLE?  EXPLAIN YOUR ANSWER.

INDEPENDENT PRACTICE:  ASWER THE FOLLOWING QUESTIONSS:

1.      WHAT ASPECT OF DAILY LIFE IN ANGLO-SAXON ENGLAND ARE SHOWN IN BEDE’S HISTORY?

2.      ACCORDING TO BEDE WHAT WAS CAEDMON’S GIFT?

CHECKS FOR UNDERSTANDING: THE STORY OF CAEDMON IS AN ACCOUNT OF LOWLINESS EXALTED.  DESCRIBE CAEDMON’S SOCIAL STANDING AND DEPTH OF KNOWLEDGE BEFORE AND AFTER HE RECIEVES HIS GIFTS FROM GOD.  CITE PASSAGES FROM THE SELECTION TO SUPPORT YOUR RESPONSE.

EXIT TICKET: WHAT RELIGIOUS PURPOSE DID CAEDMON’S POEMS HAVE?  HOW WERE THEY USEFUL FOR RELIGIOUS INSTRUCTION?  CITE EXAMPLES FROM THE TEXT.

                                                    WEEK OF 10/15/12

                                                          ENGLISH 4

                                                      THE SEAFARER

OBJECTIVE: BY THE END OUR STUDIES OF THE SEAFARER SWBAT UNDERSTAND THE TERM ELEGY, APPLY THE SKILLS OF COMPARISON & CONTRAST, PARAPHRASING & APPLYING THE SKILLS OF LITERARY ANALYSIS SEEKING 80% MASTERY.

                                                                                                                                    (3)

DO NOW:  HAVE YOU EVER BEEN THROUGH SOMETHING THAT HAS MADE YOU A BETTER PERSON BECAUSE OF THE EXPERIENCE?  EXPLAIN THIS IN A WELL DEVELOPED PARAGRAPH.

DIRECT INSTRUCTION: READ THE SEAFARER OM PAGE 87  AND THEN ANSWER THE FOLLOWING QUESTIONS.  YOU CAN WORK IN GROUPS OR INDIVIDUALLY.  SHOULD YOU WORK IN GROUPS EVERYONE MUST ALTERNATE AS A READER, THEN THERE NEEDS TO BE A RECORDER AND FINALLY A REPORTER.  THE REPORTER IS THE ONE WHO IS RESPONSIBLE FOR REPORTING OUT TO THE CLASS AS A GROUP.

1. IN WHAT WAYS DO THE OPENING LINES SUGGESTS AN ELEGY?  ELEGY CAN BE DEFINED ON PAGE 1418.
2. IDENTIFY ANY IMAGES OF VIOLENT ACTION DESCRIBED IN THE READING ON PAGE 87 LINES 1 TO 17.
3. WHAT IS THE POET SAYING ABOUT LONELINESS?  APPARENTLY HE IS COMPARING AND CONTRASTING AN IMAGE WITH LONELINESS.  WHAT IS THIS OTHER IMAGE?
4. READ LINES 33 TO 38 AND INTERPRET WHAT IS HAPPENING HERE.  WHY DO YOOU THINK THE SEAFARER RETURNS TO THE OCEAN TIME AFTER TIME?
5. READ LINE 16.  WHAT IS THE POET SAYING ABOUT LOVE?

GUIDED PRACTICE: YOU ARE TO CHOOSE A PARTICULAR LINE THAT YOU HAVE FOUND TO BE MOVING AND POWERFUL.  ADD TO THAT LINE INTERJECTING SOME OTHER ACTION THAT YOU THINK WOULD FIT INTO THE ACTION AND SUBJECT MATTER OF “THE SEAFARER.’

INDEPENDENT PRACTICE: READ AND EXAMINE LINES 44 – 55.  THE SEAFARER EXPLAINS THE INNER CONFLICT HE FEELS WHILE HE LIVES COMFORTABLY ON LAND.  RESTATE HIS FEELINGS IN YOUR OWN WORDS.

                                                                                                                                     (4)

CHECKS FOR UNDERSTANDING: IDENTIFY SOME OF THE THEMES THAT THIS POEM SEEMS TO MENTION.  WHAT ARE THESE THEMES SAYING?

EXIT TICKET: RE EVELUATE THIS POEM.  EXPLAIN IN WHAT WAY IS THE POEM AN ELEGY.

SELECT  TWO TOPICS FROM THE LIST AND RESEARCH THEM USING IN CLASS LAPTOPS AND OUT OF CLASS RESEARCH:

SENIOR MULTIDISCIPLINARY AND SERVICE LEARNING PROJECT

                         SUGGESTED THESIS SAMPLE QUESTIONS

                                                                                                                                    (1)

1. Should IMMIGRATION be restricted?
2. How serious a problem is OVERPOPULATION?
3. Are the ELDERLY treated equally?
4. What QUALITY OF LIFE ISSUES do OLDER AMERICANS face?
5. How can AIRCRAFT SAFETY be improved to prevent future disasters?
6. What are the effects of GAMBLING (LEGAL or ILLEGAL)?
7. Do POLICE ABUSE their authority?
8. What factors causes POLICE BRUTALITY?
9. What causes POVERTY?
10. Can people work their way out of POVERTY?
11. How should the WELFARE SYSTEM be reformed?
12. Would GUN CONTROL reduce crime?
13. How can PRISON OVERCROWDING be reduced?
14. Should PRISONS BE PRIVATIZED?
15. What are the ALTERNATIVES TO PRISON?
16. How can CRIMES BE REDUCED?
17. Is the DEATH PENALTY a just and effective punishment?
18. Does the DEATH PENALTY reduce crime?
19. What are the flaws in the DEATH PENALTY?
20. Does the DEATH PENALTY discriminate?
21. What motivates SERIAL KILLERS?
22. How can CHILD ABUSE be reduced?
23. How can VIOLENCE AGAINST WOMEN be prevented?
24. What causes FAMILY VIOLENCE?
25. Are PRENUPTIAL AGREEMENTS a good idea for married couples?
26. How should ABUSIVE RELATIONSHIPS be handled?
27. How can society help victims of DOMESTIC VIOLENCE?
28. How should the law treat DATE RAPE DRUGS and CLUB RAPE DRUGS?
29. What constitutes SEXUAL HARRASSMENT?
30. How serious is SEXUAL HARRASSMENT in the SCHOOLS and WORKPLACE?
31. Is AFFIRMATIVE ACTION needed?
32. Is AFFIRMATIVE ACTION effective?
33. Why are there so many CULTS in the UNITED STATES?
34. Will the TRAYVON MARTIN CASES set a precedence on the treatment of African American Males in The United States of America?
35. Do AFRICAN AMERICAN PERFORMERS have a duty to portray positive images for their race?
36. What factors influence GANG BEHAVIOR?
37. How can SOCIETY end the threats of GANGS?
38. How should society treat YOUNG OFFENDERS?

  

                                                            

                                                                  ENGLISH 4

                                          A HISTORY OF THE ENGLISH AND PEOPLE

                                                                 OCTOBER 12, 2012

OBJECTIVE: BY THE END OUR STUDIES OF THE ANGLO – SAXON

                                            PERIOD, SWAT EVALUATE THE PHILOSOPHICAL,

                                           POLITICAL, RELIGIOUS, ETHICAL AND SOCIAL 

                                           INFLUENCES OF THIS PERIOD THROUGH LITERARY

                                           ANALYSIS.

DO NOW:  HAVE YOU EVER HAD A DREAM THAT HAS CAUSED YOU TO

                   CHANGE SOME THINGS IN YOUR LIFE?  HAVE YOU EVER HAD

                   A DREAM THAT SEEMED SO REAL?  IF SO, DISCUSS IT IN ONE

                   WELL DEVELOPED PARAGRAPH.

DO NOW # 2: FIND SOME OF THE EPITETHS CAEDMON USES TO PRAISE

                        GOD.  CREATE SOME EPITETHS TO DESCRIBE CAEDMON.

DIRECT INSTRUCTION: READ “A HISTORY OF THE ENGLISH CURCH AND

                                                          PEOPLE” ON PAGES 84 TO 85 AND ANSWER

                                                          THE FOLLOWING QUESTIONS.

1. WHAT WAS THE SUBJECT MATTER OF CAEDMON’S MANY POEMS?
2. EXAMINE PAGE 85.  ACCORDING TO THE WRITER WHAT WAS GIVEN

TO CAEDMON AS A GIFT FROM GOD?

3. EXAMINE PAGE 86.  WHAT WERE SOME OF THE SUBJECT MATTER THAT CAEDMON SUNF OF?
4. EXAMINE PAGE 85.  DURING THIS TIME AT ANGLO-SAXON FEASTS, GUESTS WOULD SING POETRY TO THE ACCOMPANIMENT OF A HARP.  WHY DO YOU THINK CAEDMON LEAVES THE FEAST?
5. WHO ORDERED CAEDMON TO BE INSTRUCTED IN THE EVENTS OF SACRED HISTORY?
6. EXPLAIN IN YOUR OWN WORDS WHAT WAS HAPPENING IN CAEDMON’S DREAMS.
7. WHAT WAS THE ACTION THAT HAPPENED AFTER CAEDMON WENT TO HIS SUPERIOR, THE REEVE?
8. EXAMINE PAGE 85 AGAIN.  ANALYZE AND INTERPRET CAEDMON’S VERSES AS HE PRAISES GOD.  WHAT IS CAEDMON SAYING TO GOD?
9. EXAMINE PAGE 85.  WHEN CAEDMON AWOKE EXPLAIN WHAT HAPPENED.
10. EXAMINE THE FIRST PARAGRAPH ON THE RIGHT SIDE OF THE  85.  WHAT DOES THE WRITER SAY TO US ABOUT TRANSLATIONS?

                                                                                                                          

                                                         

GUIDED PRACTICE: (READING INFORMATIONAL TEXTS) :  GIVEN WHAT YOU ALREADY KNOW ABOUT AGLO-SAXON RELIGION AND BARDS HOW DO YOU THINK CAEDMON WOULD HAVE BEEN TREATED BY BEOWULF?  HOW WOULD CEADMON  BEEN TREATED BY GRENDLE?  EXPLAIN YOUR ANSWER.

INDEPENDENT PRACTICE:  ASWER THE FOLLOWING QUESTIONSS:

1.      WHAT ASPECT OF DAILY LIFE IN ANGLO-SAXON ENGLAND ARE SHOWN IN BEDE’S HISTORY?

2.      ACCORDING TO BEDE WHAT WAS CAEDMON’S GIFT?

CHECKS FOR UNDERSTANDING: THE STORY OF CAEDMON IS AN ACCOUNT OF LOWLINESS EXALTED.  DESCRIBE CAEDMON’S SOCIAL STANDING AND DEPTH OF KNOWLEDGE BEFORE AND AFTER HE RECIEVES HIS GIFTS FROM GOD.  CITE PASSAGES FROM THE SELECTION TO SUPPORT YOUR RESPONSE.

EXIT TICKET: WHAT RELIGIOUS PURPOSE DID CAEDMON’S POEMS HAVE?  HOW WERE THEY USEFUL FOR RELIGIOUS INSTRUCTION?  CITE EXAMPLES FROM THE TEXT. 

ENGLISH 4 OCTOBER 11, 2012

                                                                                                                                          

                                                                       ENGLISH 4

                                          A HISTORY OF THE ENGLISH AND PEOPLE

                                                                 OCTOBER 11, 2012

OBJECTIVE: BY THE END OUR STUDIES OF THE ANGLO – SAXON

                                            PERIOD, SWAT EVALUATE THE PHILOSOPHICAL,

                                           POLITICAL, RELIGIOUS, ETHICAL AND SOCIAL 

                                           INFLUENCES OF THIS PERIOD THROUGH LITERARY

                                           ANALYSIS.

DO NOW:  HAVE YOU EVER HAD A DREAM THAT HAS CAUSED YOU TO

                   CHANGE SOME THINGS IN YOUR LIFE?  HAVE YOU EVER HAD

                   A DREAM THAT SEEMED SO REAL?  IF SO, DISCUSS IT IN ONE

                   WELL DEVELOPED PARAGRAPH.

DIRECT INSTRUCTION: READ “A HISTORY OF THE ENGLISH CURCH AND

                                                          PEOPLE” ON PAGES 84 TO 85 AND ANSWER

                                                          THE FOLLOWING QUESTIONS.

1. WHAT WAS THE SUBJECT MATTER OF CAEDMON’S MANY POEMS?
2. EXAMINE PAGE 87.  ACCORDING TO THE WRITER WHAT WAS GIVEN

TO CAEDMON AS A GIFT FROM GOD?

3. EXAMINE PAGE 86.  WHAT WERE SOME OF THE SUBJECT MATTER THAT CAEDMON SUNF OF?
4. EXAMINE PAGE 85.  DURING THIS TIME AT ANGLO-SAXON FEASTS, GUESTS WOULD SING POETRY TO THE ACCOMPANIMENT OF A HARP.  WHY DO YOU THINK CAEDMON LEAVES THE FEAST?
5. WHO ORDERED CAEDMON TO BE INSTRUCTED IN THE EVENTS OF SACRED HISTORY?
6. EXPLAIN IN YOUR OWN WORDS WHAT WAS HAPPENING IN CAEDMON’S DREAMS.
7. WHAT WAS THE ACTION THAT HAPPENED AFTER CAEDMON WENT TO HIS SUPERIOR, THE REEVE?
8. EXAMINE PAGE 85 AGAIN.  ANALYZE AND INTERPRET CAEDMON’S VERSES AS HE PRAISES GOD.  WHAT IS CAEDMON SAYING TO GOD?
9. EXAMINE PAGE 85.  WHEN CAEDMON AWOKE EXPLAIN WHAT HAPPENED.
10. EXAMINE THE FIRST PARAGRAPH ON THE RIGHT SIDE OF THE  85.  WHAT DOES THE WRITER SAY TO US ABOUT TRANSLATIONS?

                                                                                                                         

                                                          

GUIDED PRACTICE: (READING INFORMATIONAL TEXTS) :  GIVEN WHAT YOU ALREADY KNOW ABOUT AGLO-SAXON RELIGION AND BARDS HOW DO YOU THINK CAEDMON WOULD HAVE BEEN TREATED BY BEOWULF?  HOW WOULD CEADMON  BEEN TREATED BY GRENDLE?  EXPLAIN YOUR ANSWER.

INDEPENDENT PRACTICE:  ASWER THE FOLLOWING QUESTIONSS:

1.      WHAT ASPECT OF DAILY LIFE IN ANGLO-SAXON ENGLAND ARE SHOWN IN BEDE’S HISTORY?

2.      ACCORDING TO BEDE WHAT WAS CAEDMON’S GIFT?

CHECKS FOR UNDERSTANDING: THE STORY OF CAEDMON IS AN ACCOUNT OF LOWLINESS EXALTED.  DESCRIBE CAEDMON’S SOCIAL STANDING AND DEPTH OF KNOWLEDGE BEFORE AND AFTER HE RECIEVES HIS GIFTS FROM GOD.  CITE PASSAGES FROM THE SELECTION TO SUPPORT YOUR RESPONSE.

EXIT TICKET: WHAT RELIGIOUS PURPOSE DID CAEDMON’S POEMS HAVE?  HOW WERE THEY USEFUL FOR RELIGIOUS INSTRUCTION?  CITE EXAMPLES FROM THE TEXT. 

THE ILIAD TEST 10-9-12 & 10-10-12

                                                                                                                                           

                                                                       ENGLISH 4

                                                                       THE ILIAD

                                                                 OCTOBER 9, 2012

OBJECTIVE: BY THE END OF CLASS TODAY SWBAT APPLY THE SKILLS OF

                       LITERARY ANALYSIS TO HOMER’S ILIAD.

DO NOW:  AS YOU READ THE ILIAD YOU MUST KNOW THAT THE GREEKS

                   ORIGINALLY WENT INTO BATTLE WITH TROY IN ORDER TO

                   RECAPTURE HELEN WHO WAS STOLEN FROM THEM.  THINK

                  IN TERMS OF BATTLE OR WAR.  HOW COULD THE RECATURE

                  OF HELEN BE CONSIDERED AS A DEFENSIVE ACT TO GREECE?

DIRECT INSTRUCTION:  SILENT READING & OPEN BOOK QUIZ PAGES 67 TO

                                             71 OF THE ILIAD.  NOTICE THESE BULLETED POINTS

·      AS BOOK 22 OPENS, THE EXHAUSTED TROJANS TAKES REFUGE BEHIND THE WALLS OF THEIR CITY, BUT HECTOR’S PARENTS URGE THEIR SON TO COME BACK INSIDE THE CITY WALLS.  BUT HECTOR RESOLVES TO STAY EXPOSED OUTSIDE THE GATES.  AFTER AN INNER STRUGGLE IN WHICH HE CONSIDERS SIMPLY BARGAINING WITH ACHILLES PEACEFULLY, HECTOR DECIDES TO FIGHT TO THE DEATH.  AS ACHILLES BEARS DOWN ON HIM, THOUGH, HECTOR PANICS AND FLEES IN FEAR.  AN EPIC CHASE AROUND THE WALLS OF TROY BEGINS,  LOOKING DOWN FROM MOUNT OLYMPUS, ZEUS CONSIDERS SAVING HECTOR FROM CERTAIN DEATH. ATHENA PROTESTS VEHEMENTLY, HOWEVER, AND ZEUS ALLOWS HER TO DO AS SHE WISHES.  ATHENA RACES DOWN FROM MOUNT OLYMPUS TO HELP ACHILLES, HER FAVORITE.  HECTOR’S FATE IS SEALED.

·      HUBRIS IS A WORD THAT MEANS PRIDE AND HECTOR HAS PLACED HIMSELF IN MORTAL                 DANGER BECAUSE OF PRIDE.

                                                                                                                                    

·      THE TROJAN ARMY HAS BEEN CRIPPLED BECAUSE HECTOR ARROGANTLY IGNORED THE GOOD ADVICE OF POLYDAMAS. AND NOW HECTOR FEELS HIMSELF BOUND TO TRY TO RECTIFY THAT MISTAKE BY KILLING ACHILLES SINGLE-HANDEDLY.  EXCESSIVE PRIDE, OR HUBRIS, IS AN IMPORTANT THEME THROUGHOUT THE ILIAD.

ANSWER THE FOLLOWING QUESTIONS BASED ON YOUR READING OF THE ILIAD:

1)    EXAMINE LINES 123 TO 139.  WHAT DOES HECTOR FINALLY REALIZES?  NOW EXAMINE LINES 156 TO 165.  HOW DOES HECTOR DIE?  EXPLAIN.

2)    READ LINES  1 TO 18.  IDENTIFY THE SIMILIE THAT’S BEING USED HERE?  WHAT IS ACHILLES BEING COMPARED TO?

3)    EXAMINE LINES 78 TO 98.  WHO SEEMS MORE HEROIC IN THIS EXCHANGE, HECTOR OR ACHILLES?  EXPLAIN WHY.

4)    WHAT SPECIFIC WORDS ARE USED TO DESCRIBE ACHILLES’ SPEED IN LINES 1 TO 18?

5)    EXAMINE LINES 25 TO 31.  IN WHAT WAY IS ZEUS’ SACRED GOLDEN SCALES SYMBOLIC?  WHAT ACTION DOES THESE SCALES FORESHADOW?

6)    EXAMINE LINES 34 TO 52.  EXPLAIN WHAT IS HAPPENING HERE?

7)    DEFINE THE WORD EPITHET ON PAGE 1419.  WRITE THIS DEFINITION.  THE WORD STOCK MEANS FLAT OR NOT ROUNDED IN LITERARY AND CHARACTER ANALYSIS.  WHAT STOCK EPITETH IS USED TO DESCRIBE HECTOR?  WHAT STOCK EPITETH IS USED TO DESCRIBE ACHILLES?

8)    IN YOUR OPINION DOES ATHENA’S TRICK ON HECTOR SEEM UNFAIR OR UNGOD LIKE?  WHY OR WHY NOT?

9)    EXAMINE LINES 73 TO 79.  WHY IS HECTOR SO PUMPED UP AND READY TO FIGHT?

                                                                                                                              

10)  EXPLAIN IN WHY ZEUS DECLINES TO SAVE HECTOR.  FIND EVIDENCE IN THE TEXT.

GUIDED PRACTICE: (READING INFORMATIONAL TEXTS) SILENTLY READ TROJAN GOLD FROM GODS, GRAVES, AND SCHOLARS (PAGE 77 TO 78) AND ANSWER THE FOLLOWING QUESTIONS:

1. WHERE DOES TROY LAY?
2.  DESCRIBE THRE TREASURES THAT WERE FOUND.
3. WHY DID SCHLIEMANN HAVE HIS WIFE TO SEND THE WORKERS AWAY?
4. HOW LONG HAS THE TREASURE BEEN BURIED?
5. WHAT WERE THE HAZARDS OF THIS DIG AS SCHLIEMANN DESCRIBES IT?

INDEPENDENT PRACTICE:  ANSWER THE FOLLOWING QUESTIONS IN ESSAY FORM:

1. WHAT IS HECTOR’S DYING REQUEST?  HOW DOES ACHILLES RESPOND TO HECTOR’S REQUEST?  WHY IS IT THAT ACHILLES RESPONDS THIS WAY IN YOUR OPINION?
2. HOW IS HECTOR’S BODY ABUSED BY THE GREEKS?  PULL EVIDENCE FROM THE TEXT TO SUPPORT YOUR ANSWER.
3. ACHILLES AND HECTOR ARE BOTH RIVALS BUT ARE THEY BOTH HEROES?  DISCUSS YOUR OPINION OF EACH OF THESE CHARACTERS IN THE TERM THAT THE GREEKS REFER TO AS ARETE, OR HONOR.  DEVELOP YOUR RESPONSE IN PARAGRAPH FORM.
4. THE WRITER HOMER IS CONCERNED WITH THE RELATIONSHIP BETWEEN MOIRA, OR FATE, AND A PERSON’S CHARACTER.  DO YOU FEEL THAT HECTOR WAS DOOMED BY HIS NOBLE CHARACTER, BY FATE OR BY BOTH?  EXPLAIN IN PARAGRAPH FORM.
5. CONSIDER THE ROLE OF THE gods IN BOOK 22.  HOW DO THEY DIRECT OR INFLUENCE EVENTS?  DO YOU THINK THEIR INTERVENTION TURNS HUMAN CHARACTERS INTO PUPPETS, OR DO THE HUMANS STILL MAKE CHOICES THAT AFFECT THEIR FATE?  GIVE REASONS FOR YOUR ANSWERS AND DISCUSS THEM IN PARAGRAPH FORM.

CHECKS FOR UNDERSTANDING: DEFINE THESE TERMS:

                                                                                                                            

1. ARETE
2. HOMERIC SIMILIE
3. MOIRA

EXIT TICKET:  IDENTIFY AND LIST THE CAST OF CHARACTERS.  CHOOSE THREE AND CREATE A CHARACTER ANALYSIS BASED ON THE ACTIONS THAT HAS TAKEN PLACE IN THE ILIAD.