Mon. Dec. 17

BR: What are you looking forward to the most this Christmas break?

We often think of Christmas as receiving gifts. What is one thing you can do this break to give back to the less fortunate?

Agenda:

• Grammar- Subject/Verb Agreement Practice

 Choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
20. The committee (debates, debate) these questions carefully.
21. The committee (leads, lead) very different lives in private.
22. The Prime Minister, together with his wife, (greets, greet) the press cordially.
23. All of the CDs, even the scratched one, (is, are) in this case.

• Review of Macbeth questions 1-22 
• English 12 Exam Review- Students will begin working on the exam review (quote and research section).

Mon. Dec. 10

BR:

Subject-Verb Review-to check with class

1.  The piano as well as the pipe organ ____________ to be tuned for the big concert.
HAS
HAVE
2.  The mayor together with his two brothers ____________ going to be indicted for accepting bribes.
ARE
IS
3.  Neither of my two suitcases ____________ adequate for this trip.
IS
ARE
4.  There ____________ a list of committee members on the head-table.
ARE
IS
5.  Everybody in the class ____________ done the homework well in advance.
HAS
HAVE
6.  The jury ____________ their seats in the courtroom.
TAKE
TAKES
7.  Neither the teacher nor the students ____________ to understand this assignment.
SEEM
SEEMS
8.  ____________ either my father or my brothers made a down-payment on the house?
HAS
HAVE
9.  Hartford is one of those cities that ____________ working hard to reclaim a riverfront.
HINT: Try starting the sentence with "Of those cities that . . . ."
IS
ARE
10.  Some of the grain ____________ gone bad.
HAVE
HAS
11.  John or his brother ____________ going to be responsible for this.
ARE
IS
12.  A few of the students ____________ doing so well they can skip the next course.
ARE
IS
13.  Either the Committee on Course Design or the Committee on College Operations ____________ these matters.
DECIDE
DECIDES
14.  One of my instructors ____________ written a letter of recommendation for me.
HAVE
HAS

Agenda:

•  Act III Review- Teacher will review with students Act III. Students will take note of important quotations and themes
• Act III questions- With a partner, students will answer questions regarding Act III on page 489 (1-11)
• Act IV- Students will follow along with audio/movie clip of Act IV 

Thurs. Dec. 6

BR:

How do you feel about censorship by the government?  Do you think certain elements of literature or art should be taken out to protect others? Why or why not?

Agenda:

• Grammar: Students will complete pages 299-300 - Subject-Verb agreement
• Before viewing Act III- complete the following Murder Mystery

Although we as readers know that Macbeth murdered Duncan, it was not evident to the characters in Macbeth.  Pretend you are a detective investigating King Duncan’s murder.  Choose two of the following suspects: Macbeth, Banquo, Malcolm, Donalbain, Lady Macbeth. Discuss each character’s motive, and use evidence from the text to the support reasons why this person may have murdered the King.  (Use specific examples from text).

 Suspect 1:_________________________

Suspect 2:__________________________

Suspect 3:____________________________

• Complete the Pre-reading activity for Act III with a partner.
• Students will begin reading and following along with Act III of Macbeth.

Wed. Dec. 5

BR:

What do you predict will happen to Macbeth and Scotland now that he is king?

Agenda:

• Read Scene 2 of Act II with a partner. Summarize the entire scene. Interpret line by line 57- 62.
• Act II questions in literature book. pg.471 (1-11)
• Students will begin reading Act III of Macbeth
• Movie Clip of Act III (if time allows)

Mon. Dec. 3

BR:

According to the Mayan calendar, the world ends Dec. 21, 2012. If it were to really end, what would you want to get accomplished before then?

Agenda:

• Grammar: Correcting Misplaced Modifers - pages 190-192

• Act I Review: We will discuss page 456 questions from last Friday.

• Macbeth Literary Terms: Students will write Act II Macbeth literary terms in handouts given to them last week.(from PowerPoint)

• Act II: We will begin reading Act II of Macbeth.

• Act II Video Clip

Friday Nov. 30

BR: Misplaced, Squinting and Dangling Modifiers Review

Directions: Rewrite the following sentences, avoiding misplaced, squinting or dangling modifiers.

1. The students packed donations of food and delivered them to the elderly who lived locally in hampers.
2. Convicted of murdering his wife, the judge sentenced him to life imprisonment.
3. Most accidents take place when tired.
4. When at university, my high marks in mathematics attracted the attention of my professor.
5. Previously viewed as an exploration of the unconscious, critics now also see Alice in Wonderland as social and political satire.
6. Standing at the hotel window, the yachts with their colourful spinnakers raced across the bay.
7. Vacations abroad are very inexpensive when working for a hotel chain.
8.  I saw descending a fire escape a policeman.
9. There was a discussion yesterday on the incidence of suicide among students in the Dean’s office.
10. He had almost lost all the buttons off his coat.

Agenda:

• Students will finish reading Act I of Macbeth.
•  Students will view video of Act I of Macbeth
• Students will answer discussion questions on page 456 in literature book regarding Act I.

Thurs. Nov. 29

BR: What is a paradox? List three examples of paradox from yesterday’s reading. Explain what each one means.

Agenda:

• Grammar: Dangling Modifers

 A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A modifier describes, clarifies, or gives more detail about a concept.

 Having finished the assignment, Jill turned on the TV.

"Having finished" states an action but does not name the doer of that action. In English sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill. She seems logically to be the one doing the action ("having finished"), and this sentence therefore does not have a dangling modifier.

The following sentence has an incorrect usage:

Having finished the assignment, the TV was turned on.

 Another example:
Dangling: Concerned about the rain, it was decided that the picnic should be canceled.
[Concerned about the rain has nothing to modify except the word it, which refers to no word in the sentence.]
Revised: Concerned about the rain, our club decided to call off the picnic.
[Now, Concerned about the rain clearly refers to club, a subject the reader can identify.]
  Directions: Each sentence contains a misplaced or dangling modifier. Rewrite each sentence correctly.

1. While riding my bike to the library, the dog began to bark.
2. She observed the monstrous skyscraper with binoculars.
3. Donna served hot dogs, fries, and potato salad to her guests on paper plates..
4. Did you see a guy cross the bridge with a beard?
5. The red sports car was reported stolen by the police officer.
6. While fixing my bicycle chain, the ice cream man drove by.
7. Buddy sat in the chair with a broken leg.
8. Sam played the "Star-Spangled Banner" to the audience on his saxophone.
9. Covered with dirt, I saw the farmer plowing his field on my bike.
10. While lacing my shoelaces, the cat yawned and settled into the chair.

• Macbeth: Students will continue reading Act I
• Individually students will answer discussion questions from Act I on page 456 in literature book

Wed. Nov. 28

BR: What learning ideas can we do a class to help you better understand Macbeth?

Agenda:

• Grammar: More Practice- Squinting Modifiers- Complete and turn in the exercises below:

Directions:  Rewrite each sentence, moving the misplaced modifier to its correct position.

• 1.  The bus station was located by a river which was made of red brick.
  
  2.  A fish was found in the Pacific Ocean that had been considered extinct.
  
  3.  The cowboy was thrown by the bull in a leather vest.
  
  4.  Sam asked me to go for a ride on the telephone.
  
  5.  She was making a sweater for her lover that was warm.
  
  6.  The results will only be known after all the votes have been counted.
  
  7.  The contractors needed all kinds of artists to paint the mural badly
  
  8.  The opera singer was upstaged by the mime with the robust voice.
  
  9. Left alone in the house, the thunderstorm terrified the two small children.
  
• Create a Character Chart for Macbeth - see yesterday's details on it
• Power Point - Students will take notes on important facts concerning Shakespeare, the Renaissance, Globe Theater, and the Curse
• Macbeth Act 1 - Students will begin reading Act 1 of Macbeth, using the active

Tues. Nov. 27

BR: Page 438 “Quick Write”

Agenda:

• Grammar: Chap.10: Squinting Modifers pages 186-187
• Students will copy the Macbeth literary elements and definitions seen on blog/board.

 Macbeth Literary Terms

1. Equivocation – an expression or statement that is vague and deliberately misleading
2. Antithesis – the use of words or phrases that contrast with each other to create a balanced effect
3. Paradox – a statement, proposition, or situation that seems to be absurd or contradictory, but in fact is or may be true
4. Soliloquy – the act of speaking alone, often used as a theatrical device that allows a character’s thoughts and ideas to be conveyed to the audience
5. Incantation – ritual chanting or use of “magic words”
6. Allusion – a suggested link in the text to something outside of the text, usually a historical person, historical event, or literary figure
7. Dramatis Personae – list of characters in a play
8. Tragic Flaw – a character flaw that causes the downfall of the protagonist in a tragedy
9. Aside – a remark made by an actor, usually to the audience, that the other characters on stage supposedly cannot hear
10. Comic Relief - a comic scene or passage inserted into a serious work, used to provide relief from tension, or the further heightening of tension
11. Tragedy - a serious play with a tragic theme, often involves a heroic struggle and the downfall of a major character
12. Bank Verse – un-rhymed poetry that has a regular rhythm and line length (especially iambic pentameter
13. Iambic Pentameter – the most common rhythm in English poetry, has five iambs (one unstressed syllable followed by astressed syllable) in each line (ten syllables following the da DUM pattern)
14. Monologue – a long speech spoken by a character in the presence of others

• Students will create a character chart for an active reading guide.Open to Macbeth, the play, in your textbook. Locate characters in the text. Create a chart including their name, their role, quote, character at beginning of play, character at end of play.
• Teacher will review with students the Renaissance and Shakespeare from yesterday’s findings.
• Students will begin reading Act I of Macbeth

Mon. Nov. 26

BR:

Define the word renaissance.

Answer the following questions honestly:

• What do you know about William Shakespeare? Macbeth?
• Why are students struck with fear when they hear the name "Shakespeare"?

BR:

• Grammar: Chap.10: Misplaced Modifiers.Students will complete pages 184-185
  
• Introduction to the Renaissance period: Students will read pages 274-290 in pairs. Answer the three guiding questions on page 274 in the section "Think About It."
• In the computer lab: Research the background of Macbeth. Be sure you answer the following: Why was Macbeth written? What are major themes of the play? Who was it written for? How was it performed? List one interesting fact you did not know about William Shakespeare. Post your well-developed paragraph in the comment section of this blog.

Friday, Nov. 16

BR: Look at your note cards. Choose a note that you will use in your paper. At the end of your note, provide the in-text citation (In other words, give credit to the source.)

Refer to page 8 of your research packet.

Agenda:

• Components of the body paragraphs: Teacher will review students on the components of the body paragraphs and provide examples.
• In text citations: Teacher will review with students MLA format concerning in text citations, title, heading, etc. Teacher will show examples of each. Students will take notes.

• Library: Students will continue writing the research paper.

Thursday Nov. 15

BR:

What is your working thesis statement? Exchange with person behind you and edit.

 Agenda:

• Introduction Paragraph of Research Paper: Students will be reviewed on introduction paragraph and will refer to previous notes regarding the components.

Write down the following components of the introduction: Fill out as much as possible.

• Hook- What are some ideas for a hook?
• Explanation of hook:
• Background: build background for reader. How will you choose to build the background? Definition of key term? History of subject?
• Thesis Statement:

 Library: Your main objective is to write your outline and thesis. This is due tomorrow for 50 points. Once, you are through with the outline, write your introduction.

******Due Friday, Nov. 16: Thesis and Outline

Tues. Nov. 13

BR:




Thesis Brainstorm: What is the main idea of your paper? What are the strands/points? What are the most important elements of a thesis statement?

Refer to your notes regarding the thesis statement. Begin constructing your own.


Agenda:

• Teacher will review the Research Paper packet regarding the thesis statement and outline.
• Class Share: Students will share with class their working thesis statements. Teacher and class will constructively critique thesis statements offering suggestions and feedback.
• Library: Students will continue researching and taking notes on topic. 

**** Note cards are due tomorrow at end of class.

Friday Nov. 9

BR:

Locate your sources on your phone. What direct quote will you use in your paper? Write it down. Explain why you have chosen to directly quote it in your paper.

How will you introduce the quote?

Agenda:

• Direct Quotes: Teacher will review with students how to introduce quotes in their paper. Students will be given examples of how to do this.
• Class Share: Students will practice with their own research and quotes the introduction. Students must be prepared to share with class. 
• Research: Students will continue research, completing the working bibliography, and taking notes on each source.

*** Working bibliography is due today at end of class.

Thurs. Nov. 8

BR:

Access one of your sources on your phone. On your index card, take notes on your source. Paraphrase the text. Do not copy word for word but use your own words.

Agenda:

• Teacher will review with students note taking for the research paper emphasizing paraphrasing and summarizing.
• Class Share: Students will share their BR with class. Students will learn from one another, and class will constructively critique the student examples.
• Library: Students will continue working on Working Bibliography and begin taking notes on research.

Due: Nov. 9 - Working Bibliography (8 Sources Total)

Wed. Nov. 7

BR:

Get out your list of sources you looked up yesterday. On your 4x6 index card, write one of your sources in MLA format.

This should be review. If you need a reference, see pages 3-4 in your research packet. You may also use your phone to look up MLA formatting of a particular source.

Agenda:

• Credible Sources- Teacher will review with students what type of sources are credible for the research paper.
• Yesterday, you had ample time to research and find sources. Now determine if they are credible and if you will use them. If so, write each source in MLA format on a separate note card. Number each one at the right corner.
• Working Bibliography- Teacher will instruct students on how to begin the working bibliography. Index cards will be used today to write resources. As you are finding sources, you are also taking notes on information you want to use in your paper. Your notes are also on the index cards. You should focus on notes tomorrow and Friday. Today is a focus of resources and writing them correctly on cards.

 Due Dates for Research Paper

• Nov.7 - Topic (at end of class) and 4x6 index cards
• Nov. 9- Working Bibliography (at end of class)
• Nov. 13- Note Cards
• Nov. 19- Rough draft - Peer edit

* All dates are subject to change.

Tues. Nov. 6

Bell Ringer: When researching the topic for your paper, do you think every source is created equal? What makes for a credible source? (Turn into tray).

Agenda:

• Grammar Test
•  After test, think of two broad topics you are interested in. Narrow each broad idea to a specific topic. You must turn in your brainstorm. See page 2 of Research Process packet for how to brainstorm.
• Research: In library, research both topics. Make a list of sources for each topic. You must research at least five sites for each topic. Write down the URL for each and turn in. There should be 10 websites in all.
  
  
  **** Topics are due at the end of the block tomorrow.

Mon. Nov. 5

BR: How do you typically go about choosing a topic for a paper?

 Agenda:

• Grammar Review: Teacher will go over grammar review packet with students. Test tomorrow.
• Student Presentations – Students will present their Canterbury Tale slide show presentations to class.
• Research Paper: Teacher will present the research paper packet. The topic of the paper will be the first of discussion along with the major components.
• Students will go to library and research topics.

Due Dates:

Nov. 7- Students will need to bring 4x6 index cards

Nov. 7- topic due

Thurs. Nov.1

BR:

• Pick up grammar review on desk and begin working on it. Due on Monday.

Agenda:

• Continue working on grammar review. Due on Monday.
• As a class, we will go over Wife of Bath's Tale.
• Canterbury Tale Review: Students will particpate in a jeopardy game to review for the test tomorrow.
• Library: Students will continue working on Canterbury Tale project.

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.