Wed. Oct. 31

Happy Halloween!

 BR: Complete the Italics and Quotations Marks handout on teacher's desk. Do not turn in.

**** Your Wife of Bath's Tale questions should be on your desk for teacher to check.

Agenda:

• As a class we will review the semi-colon review handout.
• As a class, we will review the Wife of Bath's Tale questions. **** These questions will be on the test, which is Friday.
• Library: Students will divide into groups to finish writing their own Canterbury Tales.

Do not forget about the Canterbury Tale test on Friday.

Tues. Oct. 30

BR: Students will complete review of hyphens. Do not turn in. We will grade as a class for daily grade.

 Agenda:

• Grammar: Students will complete pages 246-248. Test on Monday (semi-colons, colons, quotations, hyphens, and italics)
• Pardoner's Tale Question check
• Teacher will guide discussion of Pardoner’s Tale and go over answers to discussion questions. Teacher will go over a study guide for Canterbury Tales.
• Canterbury Tales: Students will complete discussion questions for the Wife of Bath's Tale on page 188 (1-11) - Canterbury Tales test will be on Friday
• Library: Students will continue working on Canterbury Project, which is due Friday. 

The Canterbury Tales Test: Friday

• Character Chart - Know the characteristics of the individuals in Canterbury Tales. 

• Be able to identify direct quotes from the text.
• Know the difference between direct and indirect characterization.
• Be able to identify a flat and round character.

• Vocabulary- Voc. list found on blog and in text. Know definitions and be able to use in a sentence.
• Literary terms- satire, irony, characterization,similes, metaphors, personification and imagery
• Discussion questions in textbook- Prologue, Pardoner's Tale (pg. 176) and Wife of Bath's Tale (pg.188)

Mon. Oct 29

BR:

What is one topic that you find yourself reading about often, whether on Facebook, blogs, a news site, etc.? What about it interests you?

Agenda:

• Grammar: Students will complete pages 260-261 on Hyphens. 
•  Canterbury Tales: Students will complete discussion questions for the Pardoner's Tale on page 176 (1-12) - Canterbury Tales test will be on Friday
• Library: Students will continue working on Canterbury Project, which is due Friday.

Friday Oct.26

BR: What would you say if it were your last tweet or status update?

 Agenda:

• Grammar: Students will continue practice with semicolons, colons, and commas. Students should be able to recognize where each one is needed in a sentence.

• Teacher will review with students the discussion questions from the Prologue, the Pardoner’s Tale, and Wife of Bath’s Tale. Students will take note of important elements.

• Students will begin group work of the Canterbury Tale Project.

 Requirements:

• Introduction: Write a 6-8 line introduction including who is going on your road trip, why you are going, where you are going, and how you will be traveling.
• Title Slide- Include title of your tales and group member names
• 10 people are required on this journey. Each character should have a 6-8 line tale.
• Implement direct and indirect characterization, literary devices, key vocabulary, and rhyme scheme (AA, BB, CC, etc.)
• Presentation: Each tale should be typed and placed in a Power Point.
• Creativity: Pictures, color and music are highly recommended.

• Library: Students will begin typing their tales. Tales should be emailed to one group member to place in a Power Point.

Thurs. Oct. 25

BR: Complete handout pg. 242: semi-colon and colon review. Do not turn in right away.

Agenda: 

• Grammar: Students will complete pgs. 243- 245 on "Italics."
• Students will begin group work of the tales. Every group will read the Pardoner's Tale and the Wife of Bath's Tale.

 Each group will have four students. Each student must choose 1 role to fulfill.

1. Summarizer - Provide a summary of the tale that isolates the most important narrative elements.
2. Literary Devices - Find literary devices in the text and provide examples ( min.4 examples)
3. Vocabulary Words - Define troubling or interesting words found in each tale (min. 5 words)
4. Satire - Identify the satirical content of the tale and provide text references.

Today, you will begin reading "The Wife of Bath's Tale."

• Students will continue working on the ongoing Canterbury Project. Your tales should be typed.

Wed. Oct.24

BR:

How do you feel about class favorites or Who’s Who in school? What are the pro's and con's of recognizing students in this way?

Agenda:

• Grammar:  Students will complete page 240-242 handouts and will also complete the review on semi-colons to turn in.
• Students will begin group work of the tales. Every group will read the Pardoner's Tale and the Wife of Bath's Tale.

 Each group will have four students. Each student must choose 1 role to fulfill.

1. Summarizer - Provide a summary of the tale that isolates the most important narrative elements.
2. Literary Devices - Find literary devices in the text and provide examples ( min.4 examples)
3. Vocabulary Words - Define troubling or interesting words found in each tale (min. 5 words)
4. Satire - Identify the satirical content of the tale and provide text references.

Today, you will begin reading "The Pardoner's Tale."

• Students will continue working on the ongoing Canterbury Project.

Tues. Oct. 23

BR: Do you think freedom of speech exists in social media? Do you think there should be any type of boundaries/consequences to what is said across the web?

Agenda:

• Grammar: Students will complete pages 237-238: the Semi-colon
• Students will finish reading “The Host” of the Prologue.
• Individually, students will answer discussion questions on page 165 and create two “Think and Search” questions as well as two “On My Own.” Students will exchange questions with a partner to answer.

Think and Search- Answers are gathered from several parts of the text and put together to make meaning.

On My Own- These questions do not require the student to have read the passage but he/she must use their background or prior knowledge to answer the question.

• Ongoing Canterbury Project- Students will continue working on creating their own Canterbury Tales with their assigned group.

Mon. Oct. 22

BR:

What is your biggest fear and why?

Agenda:

• Grammar: Comma practice pgs. 232-233, 235
• As a class or groups, we will finish reading the Prologue 
• Students will answer questions at end of Prologue in groups
• Students will continue working on the Ongoing Canterbury Project

Friday Oct. 19

BR: If you could spend a weekend anywhere, where would it be?

Agenda:

• Grammar: Students will continue correcting common comma errors. Students will complete pages 230-231.
• Canterbury Tales: Class will continue reading the Prologue and go over all characters covered with pairs. 
• Students will work on character chart during reading and after.
• Ongoing Project: What literary elements does Chaucer use? (rhyme, irony, imagery, etc.) Make a list. How does he portray his characters? Direct and indirect characterization? Does the person's physical appearance reflect their inner self? Include these elements in this ongoing project.

Guidelines for creating your own Canterbury Tales

            Your assignment is to create your own Canterbury Tales....  Imagine you and ten of the important people in your life are going on a road trip.*  Where would you go, and why?  Your introduction will include the following:  Who is going, where you are going, why you are going, when you are going, and how you are traveling.

            Your tales must have a title, an introduction, and a section of 6-10 lines for each of the ten pilgrims you are taking on your trip, all written in couplets (every two lines rhyme:  AA, BB, CC, etc.).  In each of these individual character sections, you will describe the character in the manner that Chaucer describes his characters.  The tone of your descriptions should be positive, gentle, and appropriate.  

            *IN-CLASS WORK DAYS:  You must be in class and working to earn these points.  IF you are absent and IF it is excused, you may get credit ONLY if you come to me the day after your absence and show me the work that you did so it can be approved.

*The characters do not have to be people you know; you may take anyone, real or fictitious, on your trip.

Thurs. Oct.18

BR: Complete the following statements to create a memorable simile.

Small as
Funny as
Beautiful as
Slow as
Quiet as
Compassionate as
Tall as
Smart as

**** Avoid cliches!

Agenda:

•  Be prepared for a character chart check during this class.
  
• Grammar: Students will continue correcting common comma errors. Students will complete pages 228-229.
• Writing: Think about your favorite getaway. What do you smell? Touch? Hear? See? Taste? Write two well-developed paragraphs dedicated to different senses concerning your favorite getaway. Incorporate verbs which show movement, vivid adjectives, concrete nouns, figures of speech and dialogue.
• Canterbury Tales: Class will continue reading the Prologue.
• Students will work on character chart during reading and after.

Wed. Oct. 17

BR: Describe a person who changed the way you feel about yourself. (Keep this writing assignment).

Agenda:

• Grammar: Students will practice correcting sentences with comma errors by completing pages 226-227. Teacher will go over with class the correct answers.
• Introduction to Descriptive Writing: Students will view a slide show and take notes. Students will see examples of the concept of “show me, don’t tell me.”
• Descriptive Writing Practice: Students will practice implementing descriptive writing with practice on slide show.
• Canterbury Tales: Teacher will go over characters from Friday. Class will continue reading the Prologue.

Friday Oct.12

BR: Who is your favorite character of Canterbury Tales and why?

 What do you think the following Venn Diagram means?

Agenda:

• In pairs students will read the Prologue through the lawyer. 
• Fill out character chart. Be sure to include direct quotes and line numbers. 
• Students will be reviewed for the Midterm.  
•  Descriptive Writing: Teacher will share examples of descriptive writing. Students will practice descriptive writing. Teacher will assist students in the concept of “show, don’t tell.”

Thurs. Oct. 11

BR: If you had a time machine, what would you change about your past? Why?

Agenda:

• Copy Mid-term Review below.

I.                    Literature

A.     Beowulf

1.      Voc.

2.      Literary terms (see blog)

3.      Recall (general plot)

B.     Canterbury Tales

1.      Background (see power-point on blog, refer to notes)

2.      Prologue (only characters we have covered: The Knight, Squire, Yeoman, Nun, and Monk)

3.      Literary terms (see blog)

4.      Vocabulary (see blog)

II.                 Grammar

A.     Phrases

B.     Fragments, run-on's, and sentences

III.               Writing

A.     Compare and contrast elements (see notes)

B.     General Elements of essay (see notes)

•  Descriptive Writing: Students will be introduced to descriptive writing, taking note of the basic elements and practices of this form of writing. Students will practice "showing and not telling." 
• Students will continue reading the Canterbury Tales. 
• Students will actively fill out character chart.

Wed. Oct. 10

BR: Look at the picture below and write a paragraph explaining what you see.

 Agenda:

•  Vocabulary: Students will participate in a vocabulary game. With a partner, they will draw a picture and create a hand motion for a word. We will work with the first 6 words of the vocabulary list. 
• Student Presentations: Students will present 14th Century England research to class. 
• A Knight's Tale:  Students will continue to view the Knight’s Tale while taking notes on characterization and irony.
• Class Read: Students will continue reading the Prologue of the Canterbury Tales. Students will actively fill out character chart.

·  

English 12 Mid-term Review

I.                    Literature

A.     Beowulf

1.      Voc.

2.      Literary terms

3.      Recall (general plot)

B.     Canterbury Tales

1.      Background

2.      Prologue

3.      Literary terms (see blog)

4.      Vocabulary (see blog)

II.                 Grammar

A.     Phrases

B.     Fragments, run-on's, and sentences

III.               Writing

A.     Compare and contrast elements (see notes)

B.     General Elements of essay (see notes)

Tues. Oct. 9

BR: What are things that you know now that you wish you knew earlier in life?

Agenda:

•  Character Chart: Students will create a character chart which will serve as an active reading guide. Students will create a chart for each pilgrim. The following columns should be included:

     Character Name       Occupation/ Social Status         Direct Characterization           Indirect Characterization        
1.
2.
3.
4.
5.
6.
7.
8.

• Student Presentations: Students will present their 14^th Century England research to class.
• Knight’s Tale: Students will continue watching a short clip of the Knight’s Tale. This movie allows students to learn about the Middle Ages and to see a visual of the daily lives, occupations, and roles of the people of this time.
• Class Read: Students will begin reading the Prologue of the Canterbury Tales. Students will actively fill out character chart.

·

Mon. Oct. 7

BR:

For better understanding of the Canterbury literary terms, choose three words and write an example for each.

Agenda:

• Students will present their 14th century research to class. 
• Knight's Tale: Students will watch a clip of the Knight's Tale for better understanding of the Middle Ages and the many roles, occupations, and daily lives of the people of this time.
• Canterbury Tales: Students will begin reading the Prologue of the Canterbury Tales.

Thurs. Oct. 4

BR: What is your most prized possession? Describe it in detail including why and what it looks like.

Agenda:

• Research: Students will research 14th century England when the Canterbury Tales was written. Elements to research: government, daily life, music, literature, religion, etc.Choose three elements and write a well-developed paragraph for each. You may work with 1 partner.
• Movie Clip: The Knight's Tale
• Canterbury Tales: Students will begin reading the Prologue of the Canterbury Tales.

Wed. Oct. 3

BR: Name three essentials you would bring on your road trip and why.

Agenda: 

• Library: Students will finish peer editing the Beowulf essay. All final papers are due Friday.

• Writing: Students will define the following literary terms: narrative, satire, situational irony, prologue, characterization, imagery, tone, atmosphere, couplet.

• Pair Work: Students will share with each other what they know about pilgrimages of the past and present. 

To get you started, answer the following questions:

1. Can you name some of the sacred places that have attracted pilgrims for centuries. 
2.  What are some reasons why people might undertake a pilgrimage?
3.  If you were about to go on a pilgrimage, what expectations would you have about it?

• Canterbury Tales: Students will scan through the pages of the Prologue and begin making a character chart. As a class, students will begin reading.

Peer Edit Check List

I. Introduction Paragraph:


Content:

1. Does the Introduction open with a “hook” that grabs the reader’s attention?

• Does the “hook” make you want to read more?
• How could your partner improve the “hook” to be even more attention grabbing?

o Suggestions/Comments:



2. Does the Introduction effectively introduce your topic?
• Does it define important and recurring terminology (if appropriate)?
• Does it give A BRIEF overview of the topic (if needed)?
• Does the writer discuss the topic’s importance or relevance (Why should your reader be interested?)?
• What are you still confused about in regard to the topic? How could your partner make the topic
more “reader-friendly” and clear?

o Suggestions/Comments:


3. Does the Introduction close the paragraph with a strong, clear thesis statement?
• Does the thesis statement:
• Contain all the sub-topics or “strands” that you will be discussing in your essay?
• Include your strong, arguable stance on the topic?
• How could your partner make his/her thesis statement even more clear and compelling?


o Suggestions/Comments:


Body Paragraphs: FOR EACH BODY PARAGRAPH

 II. Components of Body Paragraph:

• Topic Sentence
• Introduction to detail
• Detail- summary, paraphrase, or direct quote
• Commentary- a response to the research
• Conclusion sentence

1. Topic Sentence- Underline topic sentence

• Is the topic sentence parallel with the thesis statement?
• Is it specific?
• Is it clear?

2. Introduction to Detail

• Do you introduce the first detail?

3. Detail- *Star details*

• Does the detail support your topic support?
• Is it properly cited?

4. Commentary- Circle commentary

• Does the commentary explain, sum up or translate the detail?
• Is it sufficient?

5. Conclusion sentence- Double underline the conclusion sentence

• Does the conclusion summarize the main idea of the paragraph and transition to next point? 

III. Conclusion Paragraph: 


1. Does the writer restate the main idea as the first sentence of the paragraph? Is it clear?

2. Does the writer reiterate the main points in the paper? Make sure that it does not sound too repetitive.

3. Does the writer leave the reader with a lasting thought? (i.e. something they learned from the paper, the point that is trying to be proved, etc.)

Tues. Oct. 2

BR: If you were to go on a road trip, who would you take with you? Why? What is your destination and why?

Agenda:

•  Vocabulary: Students will create a sentence with the Canterbury vocabulary 11-20 
•  Library: Students will finish any last minute changes with paper.Peer Edit: Using an edit checklist, students will peer edit the Beowulf essay. Structure, content, and grammar are the major elements of consideration. 

Mon. Oct. 1

BR:

Who is the most interesting person you know? What makes them interesting? Describe their personality, looks, and character in a paragraph.


Agenda:

• Vocabulary: Students will create a sentence with each of the first 10 words of the Canterbury terms.
• Background: Students will take notes of the background of Canterbury Tales.

Chaucer & Canterbury Tales Intro Lesson from Carrielt1
Canterbury tales from monicaalejandro

 

• Library: Students will finish Beowulf essay.