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.
Wednesday, October 31, 2012
Tuesday, October 30, 2012
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.
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.
Monday, October 29, 2012
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:
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).
Thursday, October 25, 2012
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:
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.
Wednesday, October 24, 2012
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.
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.
Tuesday, October 23, 2012
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.
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.
Monday, October 22, 2012
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.
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.
Thursday, October 18, 2012
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:
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
Wednesday, October 17, 2012
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. :)
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. :)
Monday, October 15, 2012
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.
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.
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.
Thursday, October 11, 2012
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.
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.
Wednesday, October 10, 2012
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.
Tuesday, October 9, 2012
Monday, October 8, 2012
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.
. . . 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.
Friday, October 5, 2012
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.
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
Thursday, October 4, 2012
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.
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.
Wednesday, October 3, 2012
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.
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.
Tuesday, October 2, 2012
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!
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!
Monday, October 1, 2012
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
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)
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