11-29-12 CANTERBURY TALES

                                                  ENGLISH 4

                                      THE CANTERBURY TALES

                                TEXT: ELEMENTS OF LITERATURE

                                              SIXTH COURSE

                                          NOVEMBER 29, 2012

                                                                                                                           (1)

OBJECTIVE: SWBAT APPLY THE SKIKLLS OF LITERARY ANALYSIS TO

                        VISUAL AND MANUSCRIPT TEXTX, ANALYZE COMPLEX

                        CHARACTERS, ANALYZE UNIVERSAL THEMES, ANALYZE

                        VARIOUS GENRES WITH COMPOSITION DEVELOPMENT

                         SKEEING 80% MASTERY.

“DO NOW”:  WHEN THE NARRATOR OF THIS STORY PRESENTS DETAIL ABOUT THE KNIGHT’S EQUIPMENT AND CLOTHING, RATHER THAN DIRECTLY STATING HIS QUALITIES, HE IS USING INDIRECT CHARACTERIZATION.  STUDY THIS METHOD IN THE KNIGHT’S TALE AND THEN WRITE TWO OR THREE SENTENCES USING INDIRECT CHARACTERIZATION TO DESCRIBE SOMEONE.

DIRECT INSTRUCTION:  READ “THE SQUIRE” ON PAGE 144 AND ANSWER THE FOLLOWING QUESTIONS: ( A SQUIRE IS A MEDIEVAL KNIGHT, ASSISTANT OR HELPER)

1. WHAT INFORMATION IS GIVEN TO US ABOUT THE SQUIRE IN THE OPENING AND IDENTIFY THE INDIRECT CHARACTERIZATION.
2. ANALYZE LINES 85 TO 89 AND DISCUSS FURTHER INDIRECT CHARACTERIZATION.  WHAT DO WE LEARN ABOUT HIS SERVICE, THE MANNER IN WHICH HE FIGHTS AND WHO HE WANTS TO IMPRESS?
3. HOW IS THE SQUIRE EMBROIDERED?  WHAT IS SUGGESTED ABOUT HIS MOOD?
4. EXAMINE LINES 95 AND 96.  IDENTIFY THE INDIRECT CHARACTERIZATION.
5. IDENTIFY THE SKILLS THAT HE POSSESSES IN LINES 96, 97 AND 98.
6. ANALYZE AND INTERPRET THE REMAINDER OF THE SQUIRE.  WHAT ELSE DO WE LEARN ABOUT HIS CHARACTER.

                                                                                                                           (2)

(A YEOMAN IS AN ATTENDANT OR ASSISTANT IN ENGLAND OR PETTY OFFICER )

GUIDED PRACTICE:  READ PAGE 145 “THE YEOMAN” AND ANSWER THE FOLOWING QUESTIONS:

1. AS “THE YEOMAN” TALE OPENS IDENTIFY THE INDIRECT CHARACTERIZATION OF THE YEOMAN.
2. CHAUCER THEN DESCRIBES THE YEOMAN’S BOW AS MIGHTY.  WHAT DOES THIS SAY TO US ABOUT HIS SKILL AS AN ARCHER?
3. EXAMINE LINES 111.  WHAT IS THE PHYSICAL DESCRIPTION OF THE YEOMAN?
4. EXAMINE LINES 114 TO 116.  HOW ARE HIS WEAPONS DESCRIBED?  WHAT OTHER ASSUMPTIONS CAN WE MAKE ABOUT THE YEOMAN CONCERNING THIS?
5. IS THERE ANY INFORMATION ABOUT THE YEOMAN THAT CENTERS AROUND THE PROTECTION FOR TRAVELERS?  IF SO WHAT IS IT?

                                              READ THE NUN TALE

                                                    (PAGE 146)

A NUN IS A WOMAN WHO LIVES IN A CONVENT AND TAKES A VOW OF POVERTY, OBEDIENCE, AND CHASTITY (SHE IS MARRIED TO CHRIST).  AS MPTHER SUPERIOR OF A CONVENT, A PRIORESS IS UNDER OAATH NOT TO LEAVE HER CHARGES.

1. IS THE DESCRIPTION THAT IS GIVEN OF THE NUN OR PRIORESS DISCUSSES WHETHER OR NOT THE BEHAVIOR AND ATTITUDES OF THIS PERSON IS WORTHY OF SUCH A POSITION.
2. THE DESCRIPTION THAT IS GIVEN “ … WITH FINE INTONING THROUGH HER NOSE SUGGESTS WHAT ABOUT HOW SHE PROBABLY SPEAKS?
3. EXAMINE LINES 128 TO LINES 130.  WHAT DO WE LEARN ABOUT HER FRENCH EDUCATION?
4. DESCRIBE THE NUN’S MANNER OF EATING BASED ON LINES 132 TO 135.
5. EXAMINE LIN 137.  “FOR COURTLINESS SHE HAD A SPECIAL ZEST…” SUGGESTS WHAT?  WHAT DOES THIS SAY ABOUT HER ROMANTIC LIFE INSTEAD OF HER SPIRITUAL LIFE?

                                                                                                                        (3)

6. ANALYZE LINES 141 TO 144.  WHAT IS MEANT WHEN THE NUN IS DESCRIBED AS “… SHE CERTAINLY WAS VERY ENTERTAINING, PLEASANT AND FRIENDLY IN HER WAYS, AND STRAINING TO COUNTERFIET A COURTLY KIND OF GRACE….”
7. “…A STATELY BEARING BEARING FITTING TO HE PLACE AND TO SEEM DIGNIFIED IN ALL HER DEALINGS SUGGESTS WHAT?
8. READ LINES 146 TO 154.  HOW DOES THE PRIORESS FEEL ABOUT ANIMALS?  WHAT CAN WE SAY ABOUT HER AS A RESULT OF THIS?
9. EXAMINE LINES 157B TO 159 WHAT IS THE PHYSICAL DESCRIPTION OF THIS NUN?
10. ANALYZE LINES 160 TO 164 WHAT IS IRONIC ABOUT THE CHARM THAT SHE WEARS?

      

INDEPENDENT PRACTICE:  READ PAGE 147 THE MONK TALE AND IDENTIFY ELEMENTS OF AN UNRELIABLE NARRATOR.   CITE EVIDENCE OR CLUES THAT SUGGESTS THAT THE ATTITUDE TOWARD THE MONK IS NOT THE SAME AS THE POET’S.

CHECKS FOR UNDERSTANDING:  DEBRIEFING DISCUSSION ON THE SQUIRE’S TALE, THE YEOMAN’S TALE, THE MONK’S TALE AND THE NUN’S TALE.

EXIT TICKET: SUMMARIZE THE SQUIRE’S TALE, THE YEOMAN’S TALE, THE MONK’S TALE AND THE NUN’S TALE.

HOME WORK:  GO ON LINE AND LOOK FOR EXAGGERATIONS IN

THE SQUIRE’S TALE, THE YEOMAN’S TALE, THE MONK’S TALE AND THE NUN’S TALE.

ENG. 4 Canterbury Tales 11-26-12

                                                            ENGLISH

                                              THE CANTERBURY TALES

                                TEXT: ELEMENTS OF LITERATURE

                                                      SIXTH COURSE

                                                    NOVEMBER 26, 2012

                                                                                                                                (1)

“DO NOW”:

PEOPLE OFTEN HOLD SECRETS THAT THEY WOULD NOT WANT PEOPLE OR SOCIETY TO KNOW ABOUT.  THINK ABOUT THESE PEOPLE WHO ARE IN THE FOLLOWING POSITION:

1.      POLICEMAN

2.      LAWYER

3.      BANKER

NOW THINK ABOUT A POSSIBLE SECRET THAT THEY WOULD NOT WANT ANYONE TO KNOW ABOUT.  WRITE ONE PARAGRAPH DESCRIBING THIS POSSIBLE SECET.

DIRECT INSTRUCTION:  READ PAGES 136 AND 137 AND ANSWER THE FOLLOWING QUESTIONS:

1.      WHAT IS MEANT WHEN A WRITER COMPOSES IN THE VERNACULAR?

2.      WHAT ARE FRAMING DEVICES AND HOW ARE THEY USED?

3.      WHEN CHAUCER TRAVELED TO ITALY WHAT TWO POETS INFLUENCED HIM?

4.      WHEN DIDCHAUCER DIE?

5.      THE DOMINANT METER IS BASED ON TEN SYLLABLES WITH AN UNSTRESSED FOLLOWED BY A STRESSED SYLLABLE IS KNOWN AS

___________________   _________________.

6.      DESCRIBE CHAUCER’S LASTING POWER ACCORDING TO JOHN GARDNER.

7.      WHAT IS CHAUCER OFTEN CALLED AND WHAT DID HE DO TO HELP THE ENGLISH LANGUAGE?

8.      BEFORE CHAUCER’S TIME WHY WAS IT NOT FASHIONABLE FOR SERIOUS POETS TO WRITE IN ENGLISH?

9.      WHAT EVIDENCE IS CITED WHICH PROVES THAT CHAUCER WAS A RELATIVELY IMPORTANT GOVERNMENT SERVANT?

10.  WHEN CHAUCER WAS CAPTURED DURING THE HUNDRED YEARS HOW DID THE KING OF ENGLAND HELP HIM?

11.  DESCRIBE CHAUCER’S EDUCATION AND TRAINING.

12.  WHEN WAS CHAUCER’S ALLEGORICAL POEMS CREATED?

                                                                                                                                 (2)

GUIDED PRACTICE:  SILENTLY READ PAGE 137 THE CANTERBURY TALES: SNAP SHOT OF AN AGE.  SUMMARIZE THE PILGRIMAGE OR JOURNEY THAT CHAUCER PLACES HIS CHARACTERS ON.

INDEPENDENT PRACTICE:  READ SETTING UP THE FRAME STORY ON PAGE 137 AND ANSWER THE FOLLOWING QUESTIONS:

1.      WHAT IS THE FRAME STORY HERE?

2.      WHAT DOES THE HOST OF THE TABARD SUGGEST TO THE PILGRIMS?

3.      HOW DOES NEVILEL COGHILL DESCRIBE THE PROLOGUE?  WHAT DOES HE SAY ABOUT IT?

4.      AT ITS MOST BASIC LEVEL, CHAUCER’S GREAT WORK OPERATES ON WHAT LEVEL?

5.      WHO IN YOUR OPINION IS THOMAS A. BECKET?

6.      STUDY THE PRONUNCIATION GUIDE ON PAGE 139 BEFORE READING THE CANTERBURY TALES.

HOMEWORK: RESEARCH THE MURDER OF THOMAS A BECKET.  SEE WHAT OF INFORMATION YOU CAN FIND.

EXIT TICKET:  CANTERBURY CATHERDRAL WAS ONE OF THE MOST SACED PILGRIMAGE DESTINATIONS IN ENGLAND BECAUSE IT HOUSED THE SHRINE OF THOMAS A. BECKET, WHO WAS KILLED DEFENDING THE RIGHTS OF THE ENGLISH CHURCH AGAINST KING HNRY II. GIVE AN INTELLIGENT EXPLANATION AS TO WHY THE PILGRIMS ARE SEEKING TO JOURNEY TO CANTERBURY.  WRITE OUT YOUR EXPLANATION.

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.