TODAY IN CLASS
Chaucer unit test. 

If you missed it, do your best to make it up after school on Monday.  No make-ups will be scheduled for Tuesday afternoon, so you would have to wait until after break . . .

FOR MONDAY
No homework.

White-Out/Stinky T-Shirt Day (and Chaucer test)

TODAY IN CLASS
Specific information for 1st period:
1) Please bring your quiz back with you to class tomorrow.  I want to make the person-specific corrections to your paper.  This especially involves the last two questions for just half of you.

2)Here are the correct answers for your quiz; try to figure out what clues many of these would contain even if you did NOT "know" the reference.  For example, if a clue mentions "walking the plank," you'd have to be on a boat, right?  Think SKIPPER. Or if a "golden thumb" to "gauge an oat," who dealt with grain?  The one who grinds it--the MILLER. And if "stimulating the heart" is mentioned, wouldn't that logically be the DOCTOR?  (You get the idea . . . )  Others, it is true, were less easy to figure out, but many of these had phrases or elements that I tried very hard to help you notice and remember from our class discussions.

The answers: 1-Friar  2-Pardoner 3-Doctor  4-Summoner  5-Oxford Cleric  6-Cook  7-Manciple
8-Miller  9-Pardoner  10-Skipper  11-Miller  12-Wife of Bath  13-Monk 14- Summoner 15- Reeve
16-Knight  17-Plowman  18-Merchant 19-Parson  20-Wife of Bath  21-Lawyer  22-Skipper 23-Franklin
24-Nun (Prioress)  25-Friar  26-Oxford Cleric  27-Doctor  [Remember that 26-27 varied by class and that this list is for first period only! 3rd and 5th got these in class.]

To EVERYONE--yes, in other classes we went over them.  In all classes we talked about the Pardoners Tale questions.  I am thinking/addressing the problem of the curve and how much.
In first period ONLY, we started Sir Gawain and the Green Knight.  We'll get things sorted out over the next few days.

FOR TOMORROW
The Chaucer unit test.  There will be a fair number of short answer and short direct responses.  I am still steering away from extended paragraph responses on this test, but DO expect a certain amount of writing.  Have a pen!!

Thursday is Ugly Sweater Day!!

TODAY IN CLASS
We looked back at some overview elements of Chaucer, and I listed on the board the exact coverage from the textbook for the Chaucer unit test on Friday:

pp. 31-33  Broad literary background for Chaucer
pp. 140-141  Medieval Narratives
pp. 142-143  Chaucer's Life and Characterization / Paraphrase
pp. 144-169  Canterbury Tales:  General Prologue
pp. 170-183   CT:  Pardoner's Prologue and Tale
pp. 184-199  CT:   Wife of Bath's Prologue and Tale

• Know literary terms associated with this unit:  frame story, exemplum, romance, persona, couplet
• Be sure to know basic details of the "frame story" as described early and late in the General Prologue (see the "actual factuals" study guide side of the Pardoner's Tale questions hand-out
• Know the broad outlines of Chaucer's life (family, other jobs, other writing) 
• Yes, there will be another section on matching pilgrims to their descriptions--expect 12-15, with a few of these being exact duplicates of questions that were on the first quiz
• There will be questions pertaining to both of the stories we have just finished (Pardoner's and Wife of Bath's); such questions could involve that pilgrim's prologue as well as the tale itself.

This test will not have significant writing (maybe a few short answers).  But just as an FYI in looking ahead, there WILL be ways (both out of class and as part of the semester exam) that you will be asked to connect and develop some of the big ideas.

FOR TOMORROW
As homework, you should start studying.  IN class tomorrow, we will turn our attention toward the next work, Sir Gawain and the Green Knight.

Chaucer Test on Friday

TODAY IN CLASS
First period finished reading "The Wife of Bath's Tale" and then we looked verybriefly at the structure/content of the "old and ugly" wife's rebuttals to the knight's charges.  In 3rd and 5th we had more time to explore the story as a whole; unless there are further questions, we're done with that tale.

TOMORROW
Discussion of "The Pardoner's Prologue and Tale"; if you've been absent, this is your chance to get this work in.  Also, if you haven't finished filling out the study guide on the back of those questions (much of which we did in class last week, but we left some blanks) you need to do so.  This is just for your own use, but the time to use it is near!

THURSDAY
We'll start a new work:  excerpts from Sir Gawain and the Green Knight (what's in the book plus hand-outs)

FRIDAY
There will be a unit test over Chaucer--background on Chaucer's life and writing, particular literay elements, the complete General Prologue (both pilgrims and story concept/structure/details), the Pardoner's Prologue and Tale, and the Wife of Bath's Prologue and Tale.

See listing on board tomorrow. (Sorry; do not have the book at hand now for all page numbers.)

Tomorrow is Ski/Snowboard Day!!

Good to see such Winterfest Participation today.  You all have some very cozy-looking PJ's.

TODAY IN CLASS
Story time--Chaucer style.  Yes, if you missed class, you missed the audio recording of The Wife of Bath's Prologue (though the excerpt in our book is much shorter than what Chaucer wrote) and the Wife of Bath's Tale, the story of a knight who must find out "what women want."

Also--anyone who hadn't finished the 15 questions from Friday needed to turn them in today.  If you were absent on Friday, those are due for sure tomorrow.

FOR TOMORROW

Expect a short reading/listening check quiz tomorrow--but if you truly followed along and listened, you should be just fine. Thus the majority of you have no homework.

If you missed class today, you do need to read the Wife of Bath's Prologue and Tale on your own, starting on p.184.

FRIDAY IN CLASS
Students had the full class period (slightly shortened by the assembly schedule) to work on the 18 questions on the Pardoner's Prologue and Tale.  We had done the first three on the Pardoner's Prologue on Thursday in 1st and 3rd; in 5th we read the Prologue and completed the questions on Friday.  Nearly everyone finished the questions and turned them in.  IF YOU DID NOT, they are due first thing on Monday.

If you weren't in class on Friday, you fall into one of two categories:
1) You were at school, but otherwise engaged (assembly prep, assorted other reasons):  your questions are due on Monday.
2) You were absent from school altogether on Friday:  you technically have a day to make this up, thus not "due" until Tuesday.  However, especially if you've got other work to make up tht you won't be able to work on until you get details or hand-outs on Monday, you could easily do this over the week-end.

ON MONDAY
We will be starting the Wife of Bath's Prologue and Tale.

TODAY IN CLASS
1. Focus on specific further reading expectations for the Chaucer unit of study; these additional page numbers are incorporated into the overview detailed in yesterday's post (Dec. 5).
2.  We filled out together (via student responses) the study guide for the "actual factuals" for the General Prologue.
3. In 1st and 3rd, students read the Prologue to the Pardoner's Tale aloud, and got a start on the required study questions (1-3). (Will be done in class tomorrow for 5th)

FOR TOMORROW
Read "The Pardoner's Tale" itself (173-180)
Some of you may wish to get started on the required study questions; others may prefer to do them in class tomorrow.
Tomorrow will be a work day (vs discussion); the questions will be collected at the end of the period.

(If you are absent tomorrow, simply know that you should have them ready to hand in first thing on Monday; there won't be additional class time provided.)

TODAY IN CLASS
1. Pilgrims Quiz.  See me ASAP re: make-ups.
2. Notes by group assignments--I remembered to collect these from 3rd, but in 1st and 5th I simply forgot to request them.  These notes are from sast week (Tuesday during class; homework for Wednesday--and you've been using them ever since, and perhaps adding to them.) Expect to turn these in tomorrow.

FOR TOMORROW
No homework tonight, but make note of the following near-future expectations:

• Read pp.140-142 on Medieval literature, including special insights on Chaucer
• Read the introduction to Chaucer (biographical highlights; other writing)--pp. 142-143 
• Read pp. 168-169 
• Terms:  persona, couplet, frame story, exemplum
• Make sure that you have a grasp of aspects of the General Prologue that did NOT count for the "pilgrims quiz."
• For example, know what April, Becket, Canterbury, the Tabard, and Southward have to do with the events of the pilgrimage
• Also, understand the sturcture of the story contest, knowing how many pilgrims there were in all (29 original plus how many more?  who, exactly?); how many each pilgrim was expected to tell going each way; how many that would be in all.
• Know the extent to which this plan was carried out.  

This information will be part of the Chaucer test late next week, as well as a short section on pilgrims (like today's test), as well as questions over both of following tales and their individual prologues

Tomorrow and Friday--"The Pardoner's Prologue and Tale"  (170-181)
Next week--"The Wife of Bath's Prologue and Tale"  (183-197)

Pilgrims Quiz on Wednesday

TODAY IN CLASS
Quick (well, fairly quick and direct) summary of three more pilgrims:  the Miller, the Manciple, and the Reeve.  I highlighted major features of each, particularly the way in which they continued the trend of finding ways to swindle or cheat.  Then we turned to the Summoner and the Pardoner.  In both classes I think we covered what was necessary for the Summoner--if you have further questions on him, though, there will be a few minutes before the quiz.  As for the Pardoner, we got through his physical appearance and characteristics, noted that he seemed to be traveling with the Summoner, but did not really delve into what either the official role of a Pardoner might be or how he went about it.  Review, look at the sidenotes in the book, and have a pretty good idea of how he carried out his job.  But I'll definitely make time for a quick wrap-up of this before the quiz..

On your own, though--be sure that you've read the conclusion of the General Prologue (pp. 163-166).  Tomorrow's quiz will NOT hold you responsible for details of the contest or the structure/rules set forth in the closing pages, but you ARE expected to know basic information about the Host and the role of the Narrator.   (At a later time, you'll need to know information about Chaucer himself, the nuts and bolts of the first few pages, and the details provided about the story-telling contest.

FOR TOMORROW
Study your notes, both what you took in class last Tuesday, the ones that were homework for Wednesday, and any class notes you have taken since then.   Bring these all with you to class on Wednesday; the required notes will be handed in for a grade (okay if you have added other notes to them since then).

So in class tomorrow:  really quick Pardoner wrap-up, and then the quiz.

The Blog is Back

Okay, after a week of cyber-silence, I am back in the blogging business.

If you have been on vacation, sick, or otherwise tuned out, we're still on Chaucer's General Prologue.  Classes have been at different paces.  EVERYONE should have the required notes from the in-class assignment on Tuesday, Nov. 27 pilgrims divided by group), plus the homework of doing three additional pilgrims in the same group.  But as I've stressed many times in class, ALL students are responsible for ALL pilgrims.

We have finished two rounds of group reports, and I'm switching to a quicker version of finishing up.

But the quiz originally announced for Tuesday, Dec. 4, will be on WEDNESDAY, DEC. 5.  

You will be turning in the required notes assignment WITH the quiz.  I simply haven't wanted to take it from you as you've been using them, and obviously they will help you review and study (esp. if you've been continuing to take notes--however, I'll only need to collect the required ones according to the list assigned to to each group).

FOR TOMORROW
Whichever group you were originally in, review and study the the Summoner and the Pardoner.  I am giving you thumbnail summaries of what to focus on for the Reeve, the Miller, and the Manciple; we will stick to our recent pattern of finding that many of these pilgrims are proficient at their actual jobs/occupations but are morally DEficient in significant ways.  But you should also make sure you have read to the end of the General Prologue, because the description of the Host is in that part--he and the narrator both count as "pilgrims."

There had been no Wednesday post because there was no homework over the holiday week-end. 

TODAY IN CLASS
First period did a thorough job with the Monk and got a good start on the Friar.  Third period was a do-it-yourself project with some guiding questions on the Monk; I deeply apologize for the unusual circumstances.  Fifth got treated to what happens when straws break camels' backs . . .

Do not worry--I will carefully post what you need to know about the Monk tomorrow, and in all classes we will pick up with the complicated (and actually pretty difficult) Friar on Wednesday

FOR TOMORROW
No homework.  BUT during class tomorrow you will work independently on several much shorter pilgrim descriptions, have a few minutes to exchange ideas on those pilgrijms, and then work on three more as homework for Wednesday.

There will be a hand-out that will specifiy which particular pilgrims you're assigned to focus on, so I don't actually want you to get a head-start on this tonight! :)

Please DO realize, however, that every student ultimately responsible for knowing all of the pilgrims in the General Prologue, not just the ones you are assigned to take detailed notes on.

Almost to Thanksgiving . . .

TODAY IN CLASS
I stamped completed homework papers--annotations of the Nun, lines 122-145--with an eye toward discrepancies between apparent praise and between the lines criticism or "faint praise" (not special at all!).
But there were elements of redemption:  everyone with homework done was expected to add to their notes as we discussed; people who had neglected to do it were able to take notes for partial credit; people who had been absent were told to take notes as we went along and hand it in for up to full credit (depending on thoroughness).    We DID manage to complete all of the Nun (pp. 148-150) .

FOR TOMORROW
No homework, but we will continue together tomorrow with the Monk--and who knows, maybe even the Friar!!

TODAY IN CLASS
All classes have completed the first three pilgrims:  The Knight, his son the Squire, and their travel companion, the Yeoman.  We are ready for the Nun.  Your homework follows . . .

FOR TOMORROW
Read lines 122-144, at least two times.  You can print this page and do the rest of the work on that print-out, OR you can work at your computer but write notes and annotations on your own paper.  If you do that, make sure it's on loose-leaf paper you can hand in.
What to do--
Consider what kind of "praise" the narrator is giving the Nun.  Some things sound like compliments, but other comments "undercut" the compliments, either by adding some negative detail or by showing that really, there's nothing particularly special or praiseworthy going on.  Your job is to figure out these discrepancies.
It MIGHT make it easier if you read the rest of the Nun's description, just to get an overview, but I really want you to focus your observations and comments on lines 122-144.
Due tomorrow at the start of class.

MAKE-UPS
If you missed Friday's quiz and did not make it up today (a couple of people did), you must do it tomorrow after school or else on Wednesday MORNING.  No after-school make-ups on Wednesday.

TODAY IN CLASS
Student worked in groups to review their suggested test questions and to compile a "composite" quiz within their group; all original papers were turned in as well as the one created today by the group.

All classes also looked at the Middle English version of the first 18 lines of the General Prologue to the Canterbury Tales.  Takeaways:

• you can recognize quite a few words, and some of you make very good guesses about the rest (unlike Old English, you can almost "read" Middle English)
• notice that you can see the rhyming words at the end of the lines, two by two:  these couplets show that Middle English poetry has introduced rhyme (the Anglo-Saxon poetry did not have it). And the couplets were in Chaucer's original writing--not just added by later translators.

In first period, we looked at the text up to the introduction of the first pilgrim, the Knight.  We'll do that tomorrow (and move on!) in the other classes.

FOR TOMORROW

Quiz over pages 28-33.  The group work today should have been a good study review, but obviously some of you may wish to do more.

The quiz won't take very long; we will be continuing to read The General Prologue.

TODAY IN CLASS
We had a casual foundation discussion for Canterbury Tales, rooted in general observations about the spectrum of society one might see at various places (focussing on Western Washington), "high school" as portrayed in film, and some of the predictable "types" at IHS (or practically any large high school).

And we talked a little about satire, from "The Colbert Report" to "Southpark,"  with quite a few stops in between. Chaucer's Canterbury Tales will combine Chaucer's acute observational skill with his ability to point out the shortcomings of certain personality types or of major institutions.  The only difficulty for us will be that the society he examines existed over 600 years ago; the EASY part is that so many human traits have not changed one bit.  They are universal.

In 1st/3rd, we looked at the first 18 lines of the General Prologue, but we didn't do that in 6th.

FOR TOMORROW
No specific homework, but there WILL be a background quiz on pp. 28-33 of the textbook (the Medieval section of the major historical background section at the beginning of the book).  So you need to make sure you're studying it; the one-time through reading before you prepared your ten possible quiz questions will not be sufficient.
During part of class tomorrow . . . . students will work in groups to select the strongest, most representative questions from the homework that was due today.  (Many of you had turned that in on Tuesday).

Last-Minute Reminder!

FRIDAY IN CLASS
Time to finish questions on the Bede hand-out--the one that featured the broader geography and history of Britain, including the different national groups Bede identifies.

HOMEWORK
And you know--and have known--that the Beowulf essay is due. I opened turnitin.com early on Sunday, and the on-time deadline for submission is 11:59 p.m. tonight.  Hard copies should be printed, stapled, and ready to turn in at the start of class tomorrow.

TODAY IN CLASS
2nd Hand-out for Essay:  Embedding quotations, particularly poetry.  This hand-out also provided the accurate MLA citation for the Beowulf book. We talked about integrating quotations briefly, and I specifically called attention to some of the distinctions between poetry quotations (applicable in this essay), and prose.  For overall help with integrating quotations or any other aspect of MLA work, see the Purdue OWL ("Online Writing Lab"):
http://owl.english.purdue.edu/owl/resource/747/01/
This source is carefully and thoroughly organized; it is to be your main resource for MLA formatting throughout the year.

Caedmon of Whitby excerpt from Bede (96-100):  we briefly talked about the contents, and I showed you both pictures of the actual site as well as the Old English version of Caedmon's poem.

Hand-out: Final selection from Bede  Students received a hand-out that illustrates the broader historical focus of Bede's work (vs. the more church-related material).  1st/3rd had plenty of time to read it carefully in class; 5th not so much time.

FOR TOMORROW
Homework is strictly to work on the essay.  You should have a rough framing by Friday, and at least some quotations worked in.  Then you could even ask a good question or two if you're not sure of your embedding skills!

You do NOT need to work outside class on the questions at the end of  the new Bede hand-out--you'll have class time tomorrow to do them.

(However, IF YOU MISS CLASS ON FRIDAY, you need to answer the questions on the back as homework.)

TODAY IN CLASS
1.  New hand-out for the out-of-class essay due at 11:59 p.m. on Monday, Nov. 12.  Hard copy due on Tuesday, Nov. 13.

2.  Time to read background material (pp. 97-98)  and an excerpt from "A History of the English Church and People" (pp. 98-100) by a person known as "the Venerable Bede."

FOR TOMORROW
Study the topics, consider what each one involves, and make a decision on what you plan to pursue.  Make at least a starter effort to gather material/details from the text that would apply to the essay.  NOTE WELL:  this is not any form of "research essay."  Do not look things up.  Use only your text of Beowulf or the comitatus article I handed out.

Post for Tuesday

Umm . . .yes.  It's late.

But there was really nothing much to say.  Tuesday in class:  the written portion of the Beowulf exam (2 paragraph responses plus a longer response).  For Wednesday:  no homework.

Filming Tomorrow; Wear Assigned Color!

For my 5th period, it's blue--I don't know about the rest of you!

TODAY IN CLASS
3rd period took the objective portion of the Beowulf test.  In all classes we went over expectations and potential topics for the written portion tomorrow.

FOR TOMORROW
Study and prepare.  See Friday's post (Nov. 2) for the details we discussed today.

Be ready to start the test as soon as the bell rings. Have loose-leaf paper and a blue or black pen out and ready to gol

Important Change, and Essential Information!

TODAY IN CLASS
Music to my ears:  I got back to school from my meeting just after school let out, and spoke briefly with the substitute teacher.  She had nothing but praise for your behavior today.  That makes me happy.  Thank you.

The downside, of course, is not your fault--we'd just gotten all caught up to be at the same place, and 3rd period could not take the test today because of the unexpected fire alarm (and the LONG time you were out there).  I wanted everyone to be "on the same page" in terms of how much time you would have to think seriously about potential written questions. Now, if I post the general topics here that that I will draw on, 3rd period would have extra time and everyone else would have to prepare over the week-end.

SO--here's the deal.  3rd WILL have the objective part on Monday, of course.  In 1st and 5th, I will make the out-of-class assignment (that will take about 15 minutes) and then you will move on to the minor wrap-up pieces for the Anglo-Saxon unit.

Then, on Tuesday, EVERYONE will take the written part on the same day.  We have 50 minute class periods that day, and I really didn't intend for the writing to take a full 55 minutes anyway.

HERE ARE THE TOPICS YOU SHOULD STUDY.

For the paragraph responses:  you will write on TWO, and they will be worth 10 points each. However, there will be only three to choose from on the actual test!

• briefly showing exactly how/why Beowulf fulfills the requirements of an epic, using the fuller definition from the hand-out, not merely from your book.  Your response should refer to several specific features of the poem.
• illustrating from the text three solid examples of wergild
• be able to provide some significant solid details about specific settings in the poem that relate to the overall concepts of good and evil.  I would probably ask for one (good) or the other (evil)--not leaving it up to you.  And the degree of detail you are able to provide would be really important
• define comitatus and think about DIFFERENT situations that could be used to illustrate the presence or the break-down of this standard

For the multi-paragraph response (presumably from two to four, though the number of paragraphs should depend on organization and development, not overall "length").  Note that there seems to be some overlap with topics given above.  You can't double-up.  Either the test itself won't have overlap, or if it does as choices, you can't write on the same topic twice.  

• Comitatus--I could ask for a fuller application to the poem--either because I didn't ask it in the short one, or that you would know you can't write about it twice.
• Setting--I could ask a longer question about setting--comparing/contrasting two settings, for example, in terms of their significance in understanding characters, values, ultimate meaning, or whatever else you see as important purpose or effect
• Consider the apparent values of Anglo-Saxon culture by looking at the culture of the warrior or followers of a king or other leader.  Be as specific as you can.
• DIGRESSIONS--some critics have established as many as 16, but some are really minor, and others (like the story of the swimming contest with Brecca) are so integral to the main story that they probably shouldn't be considered digressions in the first place.  I could ask something about digressions that show something specific, or ask why some particular digression seems to be included, or . . .the point is, review the digressions that are told either by the scop or related by specific characters.  Main ones to consider:  the stories concerning Sigmund, Finn, Hermod, Thrith, Herdred, or one of the stories concerning Higlac  (you could focus on just a couple of these for review--I'm just giving examples)

AGAIN, you will only get TWO options for the longer question.  You won't have as many options as are listed here!

Part 1 of Beowulf Test on Friday

As has been mentioned all week, in class, on the blog, and via hand-out, there is a two-part Beowulf test:
Part 1 = Objective   Friday, Nov. 2
Part 2 = Written   Monday, Nov. 5

Check back tomorrow, even though I won't be in class, because there will be a post listing the areas to focus on for writing.  You will have some choice, but not much.  That post should be available no later than 3:30 p.m. on Friday.

1) Be fully aware of the details on the hand-out distributed either at the end of Tuesday's class (3rd/5th) or at the start of 1st today. See yesterday's post for the link if you lose the sheet. Test in two parts Friday and Monday--objective on Friday, written on Monday.  The written portion will consist of two solid paragaph-length responses and one multi-paragraph response.

2) Tomorrow, 5th period needs to finish the last category of the 3 battles comparison; I forgot today--please remind me at the start of tomorrow!

3) Tomorow ALL classes will be looking closely at the final portion of the book; I originally said from the point that the dragon dies, but on further reflection, we'll start at the point where Wiglaf is first introduced.

TODAY IN CLASS
1st and 3rd finished the comparison/contrast of Beowulf's three central battles; 5th needs to do the last section.

There was a hand-out that 3rd and 5th actually received today; first period, you will receive your hard copy tomorrow.  You do not need to print one out. (The date says 2011; I tweaked it for this year but forgot to change the label.)
Test Information

EVERYONE , though, should read the information on it and do two things as preparation:
1) Use the additional material on the epic (more on the hand-out than in your textbook) to think about all the ways in which Beowulf reflects the characteristics of an epic.

2) Reread from the death of the dragon to the end of the poem.  We will focus on that tomorrow.

TODAY IN CLASS
1) I collected the homework:  Sections 31-43, student-generated summary (2-5 bullet points per section.  Make-up work for a Friday absence due tomorrow.  And if your work will be simply late, better to get some points than none at all.

2) Then students worked on a different task.  We turned to the three main structural units of the epic poem, the episodes that center on the actions of the main figure (yes, the "hero" of the poem), Beowulf himself.  The task was to prepare a chart, sort of a graphic organizer, for the broad question, "Compare and contrast Beowulf's three great battles." 
Here are categories you were to prepare for each battle:

Compare/contrast Beowulf’s 3 Battles

Reason:   Claimed (main reason)

                 Underlying reason/purpose—we don’t always know       

                          the additional reason until the end

Preparations/Battle Plan

Beowulf’s  expectations:

                 For others

                 For victory (confidence level)

                 Special requests

Actual battle—be brief, but note

HELP:  Inner?                                     (Can be some

            Supernatural/God?                  Combination)

            Human 

Outcome??

“Game Analysis” = What do we (the listener/reader)

         think of Beowulf as a result? 

         Consider QUALITIES that emerge/are demonstrated in the

                 episode 

         Organize into both POSITIVE and NEGATIVE

FOR TOMORROW

Many of you finished this in class.  But if you did not, you need to do so at home.  Tomorrow I'll check for completion, and three people at a time will be up front to share their insights on a particular category for one of the three battles.  These comments will become the basis for further discussion/ideas from everyone, especially with respect to the final battle (the one we haven't talked about at all as a group).

        

TODAY IN CLASS
Student readers got us started by reading the parts of Beowulf, Hrothgar, and the narrator in Section 24.  And we talked about key ideas and possible bullet points if it had been specifically assigned to summarize.
I have the promised hand-out concerning the material for Sections 25-30; students could cross check-with their prepared homework, or cross check with what they thought was happening in the story.

TOMORROW
There will be a brief time (15 minutes max) to answer specific questions about discrepancies or things you don't understand about 25-30.  The rest of the class period will be individual (silent) work time to get started on the written work due (and to be collected!) for Monday.

SO that work--use between 2 and 5 bullet points (as needed for coverage and clarity) for the rest of the book:  Sections 31-43.  You should get 5 or 6 of these done in class tomorrow; the rest will be homework for Monday.

Requirements:

• Summarize accurately but concisely
• Provide LINE numbers (not page numbers) for each bullet point
•  I didn't give line numbers for the "last chunk," but I want you to give the line numbers for EVERY set of lines that you bullet.
• If you really think that six bullets would work better than five, fine--but the idea is really to see the twists and turns of thought straight by summarizing rather than tying to list every detail.

TODAY IN CLASS
First and 5th began with looking closely at the cartoon drawings.  Some were spot on, and there was creativity and cleverness to be seen, but way too many did not take the very plainly written words seriously enough.  #22:  four men to carry Grendel's head, two on each side of a spear jammed straight through his head.  #23:  Beowulf alone carries the head into Herot, holding it by the hair, and the remains of the giant's sword in his other hand.

In 3rd, we were making up for the time lost yesterday to the senior meeting, and are just ready to look at some of the drawings.

So taking time to read carefully and simply paying attention are important skills.

FOR TOMORROW
You should have read through 33 for today, but this assignment only focusses on 25-30.  ( I realize that I skipped past 24; we'll take a brief look at it at the beginning of class.) I showed you in class what I'll hand out tomorrow, and I'm not collecting what you do for tomorrow.  BUT--you'll be MUCH better off for the next assignment and for next week's assessments if you do the following:

For each section (25-28), lay out several bullet points that summarize specific sections. Include the line numbers for each broad section.  For sections 29-30, you can simply summarize the section without bullet points, unless you really want them.

For Monday, you'll be doing the same thing with Sections 31-43, only you will do this to hand in.  You'll need to include line numbers to get credit, though I will specify a few sections for which it will be okay to summarize as a whole.  SO, doing a good job on tonight's practice, and then checking your own clarity and completeness tomorrow, is the way to prepare for the next step.

TODAY IN CLASS
1) I collected the 2 cartoons ("answers" to questions 22 and 23 form the guiding discussion questions on sections 13-19).  Turn these in at the start of class tomorrow if you were absent on Monday or if you want late credit.  None accepted for credit after we look at examples in class.

2) In 1st and 5th we finished the questions up to the point of these cartoons; in 3rd, because of the Senior Assembly, we are again behind.

3) Look at yesterday's post for the Beowulf reading instructions for tomorrow and the rest of the week.

MAKE-UPs for yesterday's quiz:  either 9:20 sharp Wednesday morning or after school on Wednesday (thought I had a meeting after school, but I don't).  Do not forget.

TODAY IN CLASS
First order of business on Monday:  Quiz--see Thursday's post for what it was to cover

Second part of Monday--Individual work time on the following list. Students were supposed to have completed the study questions (for personal notes; for use in class discussion and in review) by today, but the reality was that many had not.  But there were several new things added.  Here's the complete list:

FOR TOMORROW
1.  If you had not done so-finish the personal notes on the Section 13-Section 22 set of of questions.  You need to adjust the line numbers for the following:
#18--refers to lines 1570-1589
#19--refers to lines 1590-1605

2.  Do (or re-copy)#22-23 on the half-sheets of paper (on on each side); if you were absent, use any blank paper you wish.  These do not need to be "artistic," but they do need to reflect what the text actually says.
I will collect these drawings at the start of class.

3. Read the "Comitatus" article--it is part of the informational/non-literary side of our curriculum, but the subject matter applies to our work with Beowulf. You will need this material for either the essay portion of the final unit test, or for the out-of-class short essay.  And the term comitatus will count as one of the important concepts to know.

4.  The reading schedule as given last week:
Sections 23-31 for Tuesday
Sections 32-39 for Wednesday

The new reality--we won't get beyond about 25 on Tuesday--BUT be up to speed for Wednesday

By Friday, you need to FINISH the reading (end of Section 43).  Of course, discussion and assessment of various sorts will continue into the last week of October.

Turnitin.com Deadline Tonight!

TODAY IN CLASS
1. Paper copies of revised personal essays were turned in, together with the support material (cover sheet, first draft, peer response).  Many of you have already submitted to turnitin.com, but if you have NOT, don't forget!  And don't wait until the last few minutes, please.  It closes at 11:59 p.m. tonight, Thursday, Oct. 18.

2.  Announcement of a quiz over Beowulf and related material on Monday, Oct. 22:

• Pages 38-41 in the actual textbook
• From the full text of Beowulf:  quiz covers Prologue through Section 18 only (we will be beyond that by Monday)
• The powerpoint on the background of the text we did today  Beowulf powerpoint  (I don't know why the text shows errors that are not on the actual saved powerpoint.  I've checked, re-saved, and re-uploaded to Google Drive three times.)

3.  You can see the page to the right is the first page of the poem, beginning Hwaet  We Gardena 

FOR TOMORROW

• Everyone absolutely needs to read sections 15-18; 1st has already accomplished that, and maybe 5th; I don't know about 3rd because of the survey on Tuesday.  
• Do your best to read up through 22.  I cannot promise the lack of plot spoilers.  

NEXT WEEK'S READINGS 

For Monday:  just the quiz PLUS reading time

For Tuesday:  23-31 (yes--longer; that's why there will be some reading time)

For Wednesday:  32-39

For Thursday:  40-43

Friday:  finishing up Beowulf                         

Revised Essays Due!!

Complete the cover sheet you received on Tuesday, have your papers organized, and with luck, you will have found a paper-clip.  I will be collecting these ASAP at the start of class.  If you weren't in class on Tuesday, your paper is still due, but you can pick up/fill out the cover sheet when you get to class.

Also if you haven't gotten that sheet yet, just know that all formatting is exactly the same as it was for the first draft, except that this one is the Final Draft Personal Essay (yeah, I know, the cover sheet says to use Personal Essay Final Draft, but either order is absolutely fine).

The deadline for turnitin.com is tomorrow night, 11:59 p.m. on Thursday, Oct. 19.

[Note:  from this time forth, the turnitin.com deadline is the night BEFORE papers are due in class.]

Beowulf--First period is in good shape; hopefully you will have read through 20 or 21 in class.  3rd--behind because of the survey.  5th--Behind a bit . . . because we were still catching up.  So for you guys, no required new reading, because the essay is paramount, but there will be both class time and some additional homework in the next couple of days to get everyone back on the same track.  You can do this. :)

Links to Some Essays

TODAY IN CLASS
We continued with Beowulf, slowly, and tomorrow we will definitely be caught up through Section 14 and then proceed pretty rapidly.  1st and 3rd did well with the first of the battle sections, and I think 1st even successfully tore off  Grendel's arm.  5th is in forever catch-up mode:  at least we got through Unferth's taunt and up to the point that Hrothgar says goodnight to Beowulf. (Don't remember if that happened, or was about to happen, but you can set me straight.

FOR TOMORROW
No new reading, because I want you to focus on the final draft of your personal essay, which is due on THURSDAY< Oct. 18.  Hard copies (plus the first draft and the peer response) are due in class; the turnitin.com submission must be by 11:59 that night.  (Future work will revert to "night before"--but for various reasons this is the night OF.)

With regard to the essay, I'm posting something for you to look at only if you're sort of stuck or wanting more information.  I do not have students look at lots of other examples first, because I think it's limiting.  And if you're feeling solid about what you're doing, you are not even required to do this.  However, I'm making some samples and some links available to you.

Links to Some Essays

First, here is the successful "Disease" essay.  It is the Student #1 example in this document.  For now, ignore the other two in this group.
https://docs.google.com/document/d/1r8HzaojUoX49JziaxK0ZnVkd9ePdyMThJ1TNnNwYa0g/edit?hl=en_US

And here is the essay that responds to Common App Question 4 by writing about the protagonist of Legally Blonde:
https://docs.google.com/document/d/1jsJpB4I2_yqr84yihHgARN3ojVPiD5gZkcICrZDqxc4/edit?hl=en_US

And here are some further links that you might want to examine for ideas, tips, samples, etc.

I can't believe I'm recommending something on about.com, but this really is a good compilation.  It starts with some general tips, but it also has a section on specific guidelines for the various Common App topics, and gives examples (of varied strength, yes, but still something to go on).  Scroll down to see the range of topics/sub-topics on this site--it's fairly rich.
http://collegeapps.about.com/od/essays/a/essay_tips.htm

Here's the specific set of tips on the Common App prompts; I think it's pretty good advice.
http://collegeapps.about.com/od/essays/a/EssayPrompts.htm


So to balance about.com, be sure to check out the College Board's advice:
http://www.collegeboard.com/student/apply/essay-skills/

But on the whole, I don't think you should go overboard in reading advice or looking at sample essays.  Focus on YOURS.

TODAY IN CLASS
1st and 3rd finished up Section 4; 5th finished up Section 3 and 4.  You all should "know" the action and details of the Prologue and 1-4 very thoroughly:  characters, action, ability to infer more motivation or reasoning, and more familiarity with language use (kennings, alliteration, understatement, irony).  And at this point you all should have READ up through Section 14 (pp. 11-21 for Wednesday; pp. 22-43 for today).

During the rest of today, all classes had significant time to work an a new hand-out containing 14 questions over sections 5-14.  A few chapters did not have questions:  focus on 11-12 in such detail that you can practically recite every step of the key battle, and for 13, make sure you understand why the summary I wrote down "works."

FOR TOMORROW
I will give all classes 10-15 minutes at the start of class to finish up your work.  I'll expect this to be INDIVIDUAL, and I will expect silence, because I don't want people who aren't finished to simply mooch off those who did finish.  I'll stamp all papers for completion, and then we'll talk about some parts of what you answered.  Then I'll collect the papers.

So homework?  It depends on how close to finished you got today.  If you are very nearly done, then tomorrow's time should be enough.

TODAY IN CLASS

In 1st and 3rd we have discussed up to the point that the Danish watcher must decide whether or not to let Beowulf and his men advance; in 5th, we're just at the point of Beowulf's decision to leave his homeland to go help Hrothgar. (So we're actually very close.)

HOMEWORK

Read pp.22-43--so you will have read through Section 14. 

Required for tomorrow--
Be sure that you have read pp. 11-21 in the Beowulf text. I strongly suggest reading it twice.

Personal Essays Were Due Today

IN CLASS
 . . . and most of you were prepared, with both papers in class as well as on turnitin.com   If you had your essay in class but did not upload to turnitin.com, there will be a penalty, but if you get it into the folder sometime today, it will be a relatively light nick. Tomorrow's late folder is a whole other deal.   Students also received the hand-out for the revision, which has a "sliding" due date; I'll accept them as soon as Wednesday, Oct. 10, but the deadline in online at 11:59 p.m. Oct. 17, and due in class on Thursday, Oct. 18.

If you haven't looked ahead, Wednesday, Oct. 18  the PSAT/Freshman Activity Day, and seniors report only for 6th period.  Yes.  That's the deal.  Your paper is thus due online no later than at the END of that day, and the hard copy in class on Thursday.  (Of course, if you get your paper done before the 17th, well, there will be no English homework to worry about that day.)

FOR TOMORROW
No homework; we'll get back to the opening sections of Beowulf in 1st/3rd, and start discussing the text in 5th.  Be sure to have your book with you in class.

Essays Due on Monday

TODAY  IN CLASS
All classes:  we looked specifically at yesterday's post (Thursday, Oct. 4), because it has the specific turnitin.com time instructions and the formatting requirements for your essay that's due on Monday.  Most of the class time on Monday will be devoted to the peer response process, and you must have your typed essay with you in class in order to participate.

1st and 3rd:  we started talking about Beowulf, with slow progress for so many "starter ideas."  We worked with the Prologue and Section 1 but did not even get to 2.  I'll give you a target schedule on Monday, I hope, but for now, nothing new.  Just have your essay submitted online and with you in class.

5th: Students got the Beowulf text from the bookroom, finished the portion of the Anglo-Saxon quiz that we didn't have time for on Wednesday (and then the counselor was in class on Thursday), and began to read the text.  We didn't really have time to talk about it.

FOR MONDAY
No new reading.  Just the personal essay!
One clarification:  it's okay if your draft is a little longer than it should be. Often first drafts are a little bit wordy, and making your language cleaner and crisper is part of the process.

• If you are NOT submitting your essay as an actual college application, 500-650 words will be fine.
• IF you ARE submitting it "for real," know the official word limits:
• Common Application (any topic):  500 words
• University of Washington:  500-650 words

Important Essay Instructions

ESSAY INSTRUCTIONS (1st, 3rd, and 5th)
1) The turnitin.com deadline for the first draft is Monday  morning (Oct. 8) at 7:30 a.m. Process points for Monday depend on having your hard copy with you in class as well as having submitted the essay to www.turnitin.com by the start of the school day.  The box is open now.

2)  There are several specific formatting instructions for your first draft.  Note especially that this is not an MLA paper, and the heading is our standard one, not the MLA heading.  List the assignment exactly as given in the first bullet point below.

• Heading on left, single-spaced:  Name, Period, Date, First Draft Personal Essay  
• Skip a line, then, across the top of the page, type out the complete prompt you are addressing:  single-spaced, and in bold.  Do not just "label" (Common App #1), but actually type out all the words.
• Give your essay a creative, relevant title. [Some colleges want this, others don't; you will decide if you want to submit it with a title.  But for our class, create a title.]
• Double-space the entire essay.
• Do a word count of the essay (not the heading, not the prompt) and put it in parentheses at the end.

TODAY IN CLASS
Second part of the College Application Process presentation. See their website for the full info, including the slide show; if you missed it (or mentally checked out somewhere along the line) you really DO need to consult the site before asking an unnecessary question.

TOMORROW IN CLASS
1st and 3rd--We will be discussing pp. 3-10 in the Beowulf book. Read it so that you will be aware of what questions you may have.  I'll be asking you lots of questions as we go.

5th--We'll get the Beowulf books first, so people will have them to start reading after you finish the second part of the test.  That second part was intended to take about 15-18 minutes; I'll give you somewhat more time in class.  You'll simply start to read as you finish the quiz.

Class Agenda Still Split

TODAY IN CLASS
1st and 3rd
Checked out Beowulf books. Time in class to read the following pages from the "Big Lit Book":
pp. 38-39  (Epics)
p. 40   (Beowulf poet and manuscript)
p. 41   Literary terms (incl. several we have already introduced)

For Friday:  Read pp. 3-10 in the Beowulf book (Prologue plus Ch. 1-2)

5th Period
Took the first part of the quiz today; a short writing section remains to be done.
Many students had time to read all or part of the pages listed above.

TOMORROW
All classes--will listen to the second part of the counselor's College Application Process  talk
We don't know how much time will be left.
1st and 3rd--No problem.  We'll just start to read/discuss as we go the opening section of Beowulf.  Be sure to have the book with you every day.
5th--Depends on the time we have left.  We might finish the quiz, or we might go get the books, or there might not be enough time for either one.  SO--you need to be prepared to finish the quiz either Thursday or Friday, whichever works out.  And bring your ID to check out the book.

Read for Your Class!

1st and 3rd periods 
TODAY --Quiz; see yesterday's post for details.
Make up ASAP if you missed it (tomorrow am at about 9 or tomorrow after school would be great!  Thursday would also work.

FOR TOMORROW--
Nothing specific, but if you haven't yet begun work on your personal essay, now would be a great time!

5th period
TODAY--Collected "The Wife's Lament" papers.  Discussed some of the questions, with particular attention to the reason her husband might have gone "crossed crests" or over the "wave-tumult," why the kinfolk might have wanted to break up the marriage, and whether there was a love triangle involved.  We looked at kennings from the poems, and practiced some modern ones.   See the Study Guide link in yesterday's blog post; it includes the chart I had on the overhead as well as the complete list of what's covered on this quiz.

TOMORROW
But unfortunately, because tomorrow is Wednesday, I'm afraid that some of you won't finish.  I'm prepared to give the quiz in two parts. You will definitely have about two-thirds of it tomorrow.  Some of you will have extra time, but everyone should be able to finish.  Thursday is the wild card; for sure, a counselor will be in class for part of the period, but sometimes this 2nd visit takes only 20 minutes, but sometimes nearly 40.  So the rest of the quiz will be EITHER Thursday or Friday!

READ carefully . ..

TO ALL--Sorry about the missing week-end post (again).  I'll do better.  Part of the problem this week was the different pacing for morning vs. afternoon classes.  From now on, I'll simply deal with that--but you have to promise to pay attention to YOUR class only; do not be confused (or use as an excuse) other instructions given to a different class.

TODAY IN CLASS
1st and 3rd--talked about some of the problems, differences in the "Wife's Lament" translations, and tried to establish the possible/probable circumstance for why she was left alone in the first place. Then we summarized some of the differences among the speakers' situations in the three lyric poems.  Finally, we tried to find examples of the new literary terms in the poetry so far--but that was somewhat incomplete (esp. in 1st). Look at this new hand-out.
Whichever day you have the test, use this hand-out to help you review/prepare:
https://docs.google.com/open?id=0BxigzimXmDnvM19yUVdnWGdQdlk

5th--We also looked at the new hand-out, though your own quiz will be day after tomorrow.  I returned the first quizzes; we went over a few common mistakes, but everyone should correct missed answers on your own (not for points; this is for your benefit on the next quiz.

Students received the "Wife's Complaint" worksheet/study guide; students were allowed to work in pairs during the remaining class time, but anything NOT finished was to be done as individual homework.  These will be collected first thing tomorrow.

FOR TOMORROW
Study for tomorrow's quiz (1st/3rd)
Complete the worksheet; look at the link above to start reviewing for the quiz on Wednesday (5th)

TODAY IN CLASS
Three hand-outs:  Senior Personal Essay, "The Seafarer" in Old English (only the first 50 lines), and something called "Anglo-Saxon Poetry" that has several literary terms.

In 1st and 3rd, we spent most of the class period on the personal essay hand-out, going over the topics with some suggestions/warning about pitfalls, etc. from me.  That left very little time for the poetry.  In 5th, I reversed the order, especially since we had accomplished less in that class yesterday re: "The Wanderer" study questions.  So in 5th, we need to finish up the topics list.

But in all classes, we at least looked at the hand-out enough to see the visual evidence of "caesura" and make the connection to the first term on the hand-out.  (We'll look at it more closely later.) Be sure  to have the hand-out with you tomorrow, because we will also use it to look at alliteration, assonance, and perhaps even a kenning.  (We'll also use the book for both "The Seafarer" and "The Wanderer" to find examples of these terms.

What really varied was how much we did/said about the next poem, "The Wife's Lament."

HOMEWORK
For 1st period--all I asked you to do was to find the poem online (p. 112) and read it, probably twice.  So during the first 8 minutes or so of class, I'll ask you to write out a short summary (5-6 sentences) of what you think the poem is saying.  (This is more problematic than it sounds--the translation in the book is really strange-sounding.)

For 3rd and 5th period--You also need to find the poem online (112) and read it twice.  But I said in class that you needed to do the summary; we need to move on in the morning, and you won't have time in class to do this.  Some of you are well aware that there is a difference between a paraphrase and a summary. For this task, I really do mean just a "summary"--and a short one at that (5-6 sentences should cover the whole poem).  There might well be some points at which even careful readers might be uncertain of "what happens" and especially WHY it happens; just write down what you THINK based on the translation you see.

TODAY IN CLASS
Focus on "The Wanderer," with review of Monday's study questions.

TODAY IN CLASS
Football and the Anglo-Saxon values.  Football and life lessons.
Discussion/focus on the several page hand-out article on the Anglo-Saxons.  Remember, even if I didn't specifically touch on things in class, this material is part of this unit's expected knowledge base.

TOMORROW
Brief discussion of "The Wanderer," including reference to yesterday's study questions.
Introduction of several literary terms specific to this literature, and their application to the poems.

Monday (Plus Week-end Update)

CATCHING UP ON FRIDAY
1.  First Anglo-Saxon background quiz (pp. 23-27 plus hand-out summarizing lecture notes)
2. Actual printed copy of syllabus!  We went over some essentials; read thoroughly and ASK if you have questions.
3. New hand-out on further aspects of the Anglo-Saxon culture: introduction by David Adams Leeming

• Read in its entirety for Tuesday, Sept. 25
• This material will be on the second quiz (a major one early next week that will cover complete background material, the literary and cultural terms up to that point, and all three Anglo-Saxon short poems)

TODAY IN CLASS
Students read "The Wanderer" (108-111) and answered individual questions from a half-sheet hand-out.  Most people finished these in class; if you did NOT, however, finish them for tomorrow, and they will be collected first thing.

FOR TOMORROW
Yes, finish the poem questions if necessary.  Otherwise--everyone--be sure to have read the hand-out carefully.  Be prepared with questions if you have them, and for some recall/connection/application questions from me!  Feel free to underline, highlight, write notes/comments, etc. on the pages, but I will not be checking annotations on this assignment.

Remember--Historical Intro Quiz on Friday!

TODAY IN CLASS
Subject--Content of "The Seafarer" (104-107)
1.  Depending on your class period, we either went over or took some time to complete the chart indicating the concrete evidence (words/phrases from the poem's text) regarding both physical and emotional hardship.  Although there were plenty of examples of the misery caused by the elements and other physical aspects of life at sea, most students agreed that the emotional effects took the great toll on the speaker.

2.  And yet--despite all the hardship--the speaker keeps returning to the sea.  WHY?  So we read the rest of the poem (well, okay, I read the rest of the poem), with frequent stops to discuss meaning, particularly the big shifts in the speaker's train of thought.  (This is where your responsibility as a student comes in--do not rely on the blog to record every single thing that you should be noting as we move through our discussions).

3.  But one big "take-away" is that the speaker seems to blend pagan thought (belief in Fate, which in Old English was called wyrd) with belief in God, revealing at least some exposure to the creation account in Genesis (first book of the Bible) as well as concepts concerning Heaven.  At various points, the speaker provides principles of a good life drawn both from pagan warrior tradition and from Biblical teaching.  Expect to see this clash/conflict/overlay (whatever term best suits this mixture) in many of these early works.

A heads up:  Know that we will come back to this poem from time to time next week as we look at some of the specific literary terms and traditions associated with the Anglo-Saxon period.  So we're not "done" with it yet.

FOR TOMORROW
Short quiz covering pp. 23-27 in their entirety plus supplemental material provided in class.  The additional material is summarized as brief lecture notes, handed out in class on Wednesday but linked here .

Special note to anyone absent today:  we did nothing in class today concerning tomorrow's quiz.  If at all possible, you should try to take it as scheduled rather than arranging an after school make-up on Monday or Tuesday.

Counselor's Visit

The full class period was devoted to the counselor who laid out the college application process.  You can access all the details from the counseling office website--there's even a special spot for parents.  As was repeatedly stated in class, this is your responsibility.

We WILL be working on personal essays starting next week (which for many/most of you will be useful for one of your college applications), and it will be an important process essay for your English class grade.   Most of the work will be done out of class, of course, but we will go over some ground rules and "don't go there" advice in class before you get started,  there will be peer response session before your second draft and then feedback from me on your final draft.  For now, you should just get going on the planning and initial organizing discussed in today's session.

BACK TO OUR REGULARLY SCHEDULED PROGRAM--
There will be a short quiz over pp. 23-27 and supplemental notes on Friday, Sept. 21.  During the rest of this week (and about half of next week) we'll be working on Anglo-Saxon poetry.  Then on to Beowulf, which usually takes about three weeks.  Along the way expect some continued enrichment of the literary/historical/cultural context, and of course, some multi-tasking with the personal essay.

After the typical cluttered start, where course content loses out to all sorts of other school concerns, you're about to start earning your stripes as senior English students.

UNLESS you are still negligent in getting your Self-Definition in (paper to me/electronic to turnitin.com), you have one last night of no obligatory homework! :)

Don't Forget turnitin.com!

Some of you still need to upload your Self-Definition . . . the deadline is 11:59 p.m.

TODAY IN CLASS
Finished with the Roman "occupation" (vs. "invasion").  I amplified  just a bit regarding the Anglo-Saxon and Viking invasions.  For now, I'm going to let the material on the NormanInvasion stand as it is--any additional material regarding the Norman Conquest (its usual name) will be discussed at the end of this unit.

TOMORROW
A counselor will be in class to discuss the college application process.

Self-Definition Due Monday

FOR MONDAY
You must have the hard copy of your Self-Definition with you in class.  If you've lost the hand-out, here's the link:
https://docs.google.com/open?id=0BxigzimXmDnvM2txa2UtUXFGaG8
And you need to set up your turnitin.com account.  If you've forgotten the instructions, you can read them here:
 http://www.ihs.issaquah.wednet.edu/LanguageArts/Using%20TurnItIn.doc
Do your best to upload your paper over the week-end or at least before class on Monday so that you'll know you can.  If you have trouble, make sure you save your paper to something you can access at school so someone can help you.

Here are the course numbers and passwords of each section of British Lit:
1st-- 5541075     eagles1
3rd--5541085     eagles3
5th --5541096     eagles5

(Note that there is no space between the word eagles and the number which follows.)

EMERGENCY DRILL DAY

. . . and Curriculum Night.  Note to 1st period--don't worry if you got a bit lost today.  We will reboot and do better tomorrow.  And to 3rd and 5th--our situation was more the good questions and side topics we veered into . . .I can't promise we'll move faster tomorrow.  I like the energy and the discussion.

FOR TOMORROW
You should definitely get started on the Self-Definition (due Monday) so that you'll know if you have questions about content or procedure.  It's a small assignment, really, but I want you to do well and get the year off to a good start.

See you tomorrow.

CURRICULUM NIGHT

Welcome to Curriculum Night, Open House, Parent Night, Meet the Teacher . . . . whatever you call it, I'm glad you're here to find out more about what your child's last year of high school looks like.  If you've had older children, you know that this year brings its own set of challenges, anticipation, excitement, and sometimes worry as you and your child prepare for the next step in your family's life.  If you're here tonight because your OLDEST child is a senior, well, hang on and take a few deep breaths!

By getting you to this point--my class blog for British and Western Literature--I have taken you through what I expect your students to do every day.  Although I will not have time to cover everything about this class in just a few minutes, I'll be using the following document as a "talking points" guide (with expansions on some points and skipping over others altogether).  You are encouraged to read the entire document. 

Curriculum Night 2012:  https://docs.google.com/open?id=0BxigzimXmDnvSnd3WV9ldnNZb3c

Also, your students are receiving a complete syllabus, which is also available for you to read:
https://docs.google.com/open?id=0BxigzimXmDnvempVWnZXWGtDVHc

A Quick Note

A super-quick post today: it's faculty meeting time now.  Just be assured that today is NOT the day you have special instructions to follow on the blog.  If you missed classs today, you will need to make up the reading when you get the online book access, and remember that you have the assignment due on Monday.  But no homework tonight.

Parent Night on Thursday--6:30 p.m.

TODAY IN CLASS
1.  Resume copies checked--work in progress, not necessary to have finished/polished.  See all previous posts on the subject.

2.   We went through the College and Career Center site to find the places that provide the necessary guidelines and patterns for which kind of resume you need to do, since many of you need to revise the very minimal one you did for Bridges.  Most of you will need the "High School" (Education/Academic) version for college applications.  The Employment version is best ONLY if you do not plan to go to college next year.

3.  We used the resume in front of you to start working out what could go on the "Self-Definition"--5th period students, you need to do this for tomorrow.  (Not to hand in--just write on the back of your resume so you'll know if you understand what the distinction is.)

4.  Students received the hand-out for "Self-Definition" with some further explanation provided.  DUE MONDAY, Sept. 17.

FOR TOMORROW
Be sure that you have read the hand-out closely so you'll know if you have questions.

We really will start with the textbook tomorrow!

Monday, Monday . . .

TODAY IN CLASS
1.  Mr. Wood came in to discuss the Student Handbook.  If you want to check dates, etc.. for breaks (or just review the contents!) be sure to use the link that says 2012-2013, NOT the link at the very top of the page.
2.  Students got their year-long book number, and we went through a bit of preliminary material in the British Lit books.

FOR TOMORROW
Bring your resume with you!!  Look back over Friday's information that essentiallly says this does not have to be a final, perfectly formatted copy. A "work in progress" is okay.  Tomorrow's version will not be collected, but you will receive a zero if you do not have it with you in class.

If you don't have a version from earlier in high school, download the graphic organizer from the College and Career Center: 
https://docs.google.com/file/d/0B57_IJB75bs3YTkxOTVhY2MtMzhlMi00ZTYwLWE4YzYtYzJiMzBjZjE2ZWY4/edit?hl=en_US

For future reference, the link to the entire Resume Handbook ("IHS Resume Building Guide") can be found by clicking on "Opportunities" from the list across the top of the College and Career Center web page.

It will NOT be okay to turn in the organizer as your product for the Culminating Project, but as a "getting started" step, it's fine if you just fill that in for tomorrow!

First Friday!

TODAY IN CLASS
We wrapped up the "hero" discussion--though in very different ways.  Some classes went into great depth on a few; others offered lengthy lists and we looked for significant generalizations and connections.  Bottom line:  as we begin the Anglo-Saxon unit and ultimately compare it with the Medieval unit, we will be sensitive to the way in which the values of a society intersect with our expectations for a "hero."  Some traits will be equally valued in both eras, but there will be some prominent differences in what we regard as important and/or praise-worthy.

FOR MONDAY
You'll actually get the book in your hands, and we'll have a visit from an administrator to distribute the planners and discuss the student handbook.

FOR TUESDAY
Bring a copy of your resume to class.  It will NOT be handed in, but I WILL record points if you have it and a zero if you don't.  The purpose is to make an upcoming assignment (the "Self-Definition") more clear; having something concrete to refer to will really help you understand the task.  Later on, the resume will need to be complete, polished, and professionally formatted to be handed in as part of your Culminating Project.  But for Tuesday, you will receive the same points for any of the following:

• a complete, attractively formatted resume [a few people have already done their Culminating Project; others have submitted well-done resumes on prior applications]
• a hard copy of an older resume with some additions/changes written in by hand
• a print-out of the graphic organizer on the Career site, filled in by hand or typed in before printing 

Obviously, if you want to work ahead on preparing a final product for the Culminating Project, that's great.  But for Tuesday, you just need to get started with a draft.  The main thing is to HAVE IT WITH YOU IN CLASS, whatever its state of completion.  No draft copy on your desk = no points.

TODAY IN CLASS
Picture Day.  Between legitimate delay and a certain amount of straggling, our actual teaching time varied today by section.  Here's the condensed overview. I showed the class the four "big questions" (essential questions) for the unit we're about to begin.  We focused on the first one:  "What makes a true hero?"  The process was for students to list out (own notebooks/for prep and discussion, but not to hand in) people who could be considered heroes in their own time.  The three time spans were pre-20th century (pretty broad, I admit!), 20th century, and Contemporary ("Now"). I asked for a mix of real historical people and legendary/fictional heroes.  After making their own lists, small groups shared, looked for names in common, gave reasons for their choices, and in general began the process of noting the varied qualities or reasons that someone is known as a hero.

We barely began the debriefing process--we'll continue tomorrow. 

BUT . . continue reading

FOR TOMORROW
You'll be in a different seat, very likely not with the same people you worked with today.  And today's groups probably made different progress.  So for tomorrow, just make sure to add some notes of your own.  For at least two--and better yet, three-- of the individuals in each time period, be sure to jot down some reasons they could be called heroic.

In class, we'll talk about a few more, and try to draw some useful generalizations from what we've done that will lay the foundation for really getting started next week.

TODAY IN CLASS
Students wrote two well-developed paragraphs that explained and developed the reasons for two choices:   which movie/TV show they would most like to "live in," and what book they would choose to live in.  Students were given 12 minutes total to explain and defend their choices.  We also reinforced classroom routines (phones on desks, loose leaf paper (properly headed), pens, etc.)  In first period, we devoted some time to the actual curriculum for the course, but that seemed to diminish as the day went on. 

I DID say, however, that the study of British literature is entwined with some of the outer history and culture of England, and this is an area that is generally skipped (especially the pre-Renaissance era) in American school curriculums.  As a result, we do spend some time on the unit intros to these earlier periods.

In that light, note today's Yahoo news article about finding the church in which Richard III is supposedly buried:  http://news.yahoo.com/lost-medieval-church-discovered-beneath-parking-lot-150230522.html.  His death in 1485 (more importantly the fact that his death at Bosworth Field effectively ended the Wars of the Roses) markes the line of demarcation between the Medieval and the Renaissance periods.  There--I've just given you a quiz answer you'll need in a few months! 

It's an interesting article--you should read it. :)

FOR TOMORROW
No homework (this will end soon). Be prepared for Picture Day--be sure you've either already turned in the requested materials (see the Registration info on the school website) or else bring them with you tomorrow.

A Quick Start . . . and a Great Assembly

It was great to meet you all today. I'm inspired by all your energy; please try to remember that feeling on some gloomy winter morning when we've had 40 days (and nights) of rain and drizzle instead of weeks of glorious sunshine.

Special note to 5th period:  I think I've got it locked in now. I need 105 copies of hand-outs for British and Western, not the 70 I'd run off for today.  (Wish I could promise that that was my mistake for the year . . .)
At any rate, here is the link for what I gave out two 1st and 3rd today; I'll have hard copies tomorrow, so you don't need to print it out.
https://docs.google.com/document/d/1Dz3vWPaXNDkXa7z1ivS_kAnrlLPUL31-Ri-DlK3dQK4/edit

Obviously no homework on Day 1. See you tomorrow.

Welcome to English Class!

I am posting this before most seniors have even arrived at school; I've already met some of you who have stopped by just to say "Hey, I'll be in your class!" or "Sorry, I won't be in class today because I'm practicing for the assembly." 

So there's not much content here until I see how much we actually accomplish today.  Yes, I will call roll. But whether I actually hand out the hand-out I have remains to be seen.  Stay tuned.