Thurs. Jan. 31

Bell Ringer:

Students will complete grammar page 56 - Identifying Participial and Gerund Phrases

Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals:

3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:

•  Teacher will go over answers to page 56
•  Teacher will go over answers to page 42 (1-11). 
• Students should prepare for quiz on Part 1 on Monday.
• Class will begin reading Part 2.
• The movie Beowulf - Students will continue viewing the film Beowulf, making note of differences.

Wed. Jan. 30

Bell Ringer:



Write a 1 page response about someone you know who has been left out, who is an outcast. Speak as if  you are that person. (There is no right or wrong way to do this).

Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals:

3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Tues. Jan. 29

Bell Ringer:
List at least three major differences between the film Beowulf and the literature itself.

 Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals:

3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:

• Students will complete grammar handouts from workbook pages 52-54  - Identifying Phrases
•  Teacher will go over answers. 
• With partners, students will complete questions 1-11 on page 42 in literature book.
• Continued partner work: Students will give examples from the text of the literary devices used.Provide two examples from the text of each literary device: alliteration, foreshadowing, personification, simile, metaphor, kenning, and symbols . Include line numbers with a two to three sentence explanation of how each device functions as a way to help the reader.
• The movie Beowulf - Students will continue viewing the film Beowulf, making note of differences.

Mon. Jan. 28

Bell Ringer:

Complete page 49 on my desk.

Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Learning Goals: 
 

3.) Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [RL.11-12.3]

13.) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:

• Students will complete grammar handouts from workbook pages 49-50 - Identifying Phrases. 
• Teacher will go over answers.
• Students will continue reading Beowulf and finish Part 1.
• The movie Beowulf - Students will view the battle with Grendel and his mother.
• Students will complete questions 1-11 on page 42 in literature book.

Fri. Jan. 25

Bell Ringer:

Explain a time in which you had to sacrifice your own wants and desires for someone else.

Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize various types of phrases?

Agenda:

• Students will complete grammar handouts from workbook pages 47-48 - Identifying Phrases. 
• Teacher will go over answers.
• Students will continue reading Beowulf and finish Part 1.
• The movie Beowulf - Students will view the battle with Grendel and his mother.

Thurs. Jan. 24

Bell Ringer:

Write a sentence with each vocabulary word on page 20.


Key Vocabulary: Define the words below.

Anglo-Saxon, epic, epic hero

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize parts of a sentence?

Agenda:

• Grammar Quiz- Students will complete the grammar quiz on Parts of Sentences.
• Students will complete grammar handouts from workbook pages 45-47 - Identifying Phrases. 
• Teacher will go over answers.
• Old English clip- Students will listen to a sound clip of Old English, the original language that Beowulf was written in.
• Students will continue reading Beowulf, starting with section 4.
• Student presentations.

Wed. Jan. 23

Bell Ringer:

Complete the Quick Write on page 20 of literature book.


Key Vocabulary: Define the words below.

Anglo-Saxon, epic poem, epic hero

Essential Questions:

How does one recognize Anglo-Saxon elements in Beowulf?
How does one recognize parts of a sentence?

Agenda:
Students will copy the following Beowulf literary devices and their definitions:

1. Alliteration
2. Foreshadowing
3. Irony
4. Metaphor
5. Personification
6. Symbolism
7. Allusion
8. Epitaph
9. Hyperbole
10. Kenning
11. Simile

• Teacher will review grammar handouts from yesterday. Students should prepare for quiz tomorrow.
• Old English clip- Students will listen to a sound clip of Old English, the original language that Beowulf was written in.
• Students will begin reading Beowulf.
• Student presentations.

Thurs. Jan. 22

Bell Ringer:

Who do you most admire and why? What characteristics set him or her apart?


Key Vocabulary: Define the words below.

edit, Anglo-Saxon, complement, direct object, indirect object

Essential Questions:

-What important elements mark the Anglo-Saxon time period?
– How does one recognize parts of sentences?

Agenda: 

• Students will complete the grammar review handouts on Parts of Sentences.
• Partner Work: Students will complete the Anglo-Saxon packet that was given yesterday. Use your literature book to complete. See pages 2-17
• Class Presentations: Students will begin presenting the Anglo-Saxon research.
  

Wed. Jan. 16

Bell Ringer:

Who is your favorite fictional hero? Why?


Key Vocabulary: Define the words below.

edit, Anglo-Saxon, complement, direct object, indirect object

Essential Questions:

-What important elements mark the Anglo-Saxon time period?
– How does one recognize a direct object?

Agenda: 

• Students will finish Anglo-Saxon paragraph. See yesterday's blog for directions. 
• Students will begin working on Anglo-Saxon packet. Using their literature book, students will answer key questions about this time period.
  

Tues. Jan. 15

Bell Ringer:

Define the words below.

Key Vocabulary: Define the words below.

edit, Anglo-Saxon, complement, direct object, indirect object

Essential Questions:

-What important elements mark the Anglo-Saxon time period?
– How does one recognize a direct object?

Agenda: 

• Grammar: Students will complete pages 33-34 - Direct and Indirect Objects
  
• Teacher will review answers of pages 33-34.
• Introduction to Anglo-Saxon Period and Beowulf - power point - Students will take notes in the literature section of their notebook.
  
• Research - Students will begin a research of the Anglo-Saxon period. With a partner, students will research the time period, writing a well-developed paragraph concerning one of the major groups of people (Viking, Celts, Romans, etc.) and one element (religion, clothing, food, government, family life, role of women, music etc.) to go into detail  Students must use at least two different sources. 

For example, you may want to write about the Vikings and their religion or the Celts and their music. 

Extra Credit: Be creative! Create an inspiration board with iPad, include sound clips or videos. Think outside the box.

Mon. Jan. 14

Bell Ringer:

What is your favorite Youtube video and why?

Key Vocabulary: Define the words below.

edit, subject, predicate, Ango-Saxon, complement

Essential Questions:

- How does one properly edit? 
– How does one recognize a complement?

Agenda: 

-         Grammar: Students will complete pages 32-33 of Compound Subjects and Verbs

-         Teacher will review answers of pages 32-33.

-         Teacher will review how students must edit the descriptive essay. Students will be given a guide and directions for completing the edit.

-         Students will make necessary changes to their descriptive essays and turn in tomorrow.

-         Students will begin a research of the Anglo-Saxon period. With a partner, students will research the time period, writing a well-developed paragraph concerning one of the major groups of people (Viking, Celts, Romans, etc.) Students must use at least two different sources.

Friday Jan. 11

Bell Ringer:

What is the most challenging part of the descriptive essay?

Key Vocabulary: Define the words below.

predicate, subject, conclusion, descriptive writing

Essential Questions:

• How do you recognize a simple subject and simple predicate? 
• How do you create body paragraphs of a descriptive essay?

Agenda: 

-         Grammar: Students will complete pages 29-30 of Compound Subjects and Verbs

-         Teacher will review answers of pages 29-30.

-         Teacher will review all components of descriptive essay. Students will take notes.

-         Teacher will review MLA format with emphasis on spacing and heading.

-         Library: Students will continue writing their body paragraphs of the descriptive essay.

Thurs. Jan. 10

Bell Ringer:

Write your second body paragraph on a separate piece of paper. Replace your verbs with action/vivid verbs. Add a simile or metaphor, and be sure you are using your five senses to create an image.

Key Vocabulary: Define the words below.

predicate, subject, conclusion, descriptive writing

Essential Questions:

• How do you recognize a simple subject and simple predicate? 
• How do you create body paragraphs of a descriptive essay?

Agenda: 

• Editing: Exchange with a partner (the person behind you) for editing. Each partner should look for:

- topic sentence (underline)
- conclusion sentence (circle)
- imagery (***Star the sentences that show and don't tell) Are the five senses used?
- provide feedback to your partner with possible suggestions
- Lastly, compliment your partner! Give at least one comment that explains the positives of his or her paragraph.

• Grammar-Complete the grammar assignment from yesterday's blog. Turn in.
  
• Conclusion paragraph- Teacher will explain the components of the conclusion paragraph.
• Library- Students will continue writing the descriptive essay.

Wed. Jan. 9

Bell Ringer:

Create an image or visual by using the 5 rules of descriptive writing:

I went to the grocery store and returned with several bags of groceries.

Now access your google docs. Write your first body paragraph on the same sheet of paper.

Key Vocabulary: Define the words below.

predicate, subject

Essential Questions:

• How do you recognize a simple subject and simple predicate? 
• How do you create body paragraphs of a descriptive essay?

Agenda: 

• Grammar: Students will complete the following exercises for a daily grade.

Identify the simple subject and predicate in each sentence. Turn in when finished.

1.  Four young soldiers led the troops into battle.
    
    
2.  In less than two hours, the entire cake had been eaten.
   
   
3.  For most of his career, Jim has ridden his bicycle to his office.
   
   
4.  Two beautiful goldfish in the pond were eating the insects on the top of the water.
   
   
5.  Until that last telephone call, I was having a wonderful day.
   
   
6.  Last week's fire was started by an arsonist from a nearby town.
   
   
7.  Her latest statement to the press was carefully worded.
   
   
8.  Novels by E. L. Doctorow are my favorite.
   
   
9.  The farmers in that part of the county are planting their fields this week.
   
   
10. Eat your food slowly.
   
   

• Class Edits: Students will share with class their first body paragraphs. As a class, we will constructively edit and offer suggestions for improvement.
• Library: Students will continue writing their body paragraphs of the descriptive essay.

Tues. Jan. 8

Bell Ringer:

If you could go back in time, what time period would you choose and why? Write a clear, well-developed paragraph.

Key Vocabulary: Define the words below.

predicate, subject

Essential Questions:

• How do you recognize a simple subject and simple predicate? 
• How do you create body paragraphs of a descriptive essay?

Agenda:

• Grammar: Students will complete Simple Subjects and Simple Predicates pages 26-27 in grammar handbook. 
• Teacher will review answers with students for pages 26-27 
• Body Paragraph: Teacher will explain the requirements for the body paragraphs of the descriptive essay. Students will take notes.
• Teacher will provide an example of a body paragraph. 
• Students will begin writing their own body paragraphs in library.

Mon. Jan. 7

Bell Ringer:

What is your favorite subject in school? Is English one of them? What are ways in which we can make this class more engaging?

Be sure you have defined the following:

Key Vocabulary

fragment, run-on sentence, and descriptive writing

Essential Questions:

- How do you recognize fragments?
- How do you recognize run-on sentences?
- How do you create stories using descriptive writing and language?

Agenda:

• Grammar: Students will complete Sentence and Sentence Fragments pages 24-25 in grammar handbook.
• Teacher will review answers with students for pages 24-25.
• Introduction Paragraph: Teacher will explain the requirements for the introduction paragraph of the descriptive essay. Students will take notes. 
• Teacher will provide an example of an introduction paragraph and body paragraphs.
• Students will begin writing their own introduction paragraph.

Friday, Jan. 4

Bell Ringer:

Comment on this blog with your name, email address, and your favorite read (magazine, book, blog, etc.).

Be sure you have defined the following:

Key Vocabulary

fragment, run-on sentence, and descriptive writing

Essential Questions:

- How do you recognize fragments?
- How do you recognize run-on sentences?
- How do you create stories using descriptive writing and language?

Agenda:

- Syllabus: Teacher and students will review the class syllabus - class expectations, rules, and blog
- Grammar: Grammar Handouts from yesterday: Teacher will review grammar from yesterday including rules and answers to the exercises.
- Descriptive Writing: Show, don't tell! presentation
- Explanation of writing assignment: Teacher will explain writing assignment to class. Students will begin writing.

Thurs., Jan.3

English 12 Seniors:

Happy Thursday! I apologize I am not with you on your first day back to school. I will be back Friday, January 4. I am sure it was hard going back after a wonderful Christmas break. I cannot wait to hear about your break, and I also can’t wait to get to know you all. Tomorrow, I will hand out important information regarding the curriculum and materials needed for this class. 

Today, however, I want to get to know you. Each assignment indicated should be handed in to the substitute teacher when finished. Follow the agenda below.

See you tomorrow, 

Ms. Windle

Agenda:

- Bell Ringer: (Every day, you will be assigned a bell ringer on the board. You are to come in, get settled, and when bell rings, begin the assignment). 

Answer the following question honestly:

What memory of your Christmas break will you carry with you? Explain. (Turn in)

• Key Vocabulary: Keep in binder or notebook. Write down the following vocabulary words and define them the best you can:

fragment

run-on sentence

descriptive writing

- Grammar: Turn in when finished. Complete the following handouts regarding fragments and run-ons. Remember a fragment is an incomplete thought or sentence.  A run-on is two or more thoughts joined together without proper punctuation (comma and conjunction, semicolon, or period).

• First writing assignment: What makes you, you? (Keep in binder or notebook).

Think of three characteristics about yourself in which you feel make you an individual. Write a traditional essay with these three characteristics.

Introduction Paragraph: This should include a hook and introduction to yourself and your three unique characteristics. Your thesis statement should be the last sentence of this paragraph.

Paragraphs 2-4: Each paragraph should be dedicated to the characteristics you have chosen to explain. Don’t forget a topic sentence and conclusion sentence for each. Why is this characteristic important, different, etc?

Example topic sentence: My quirky sense of humor is a characteristic in which makes me unique in several ways. 

Characteristic description example: My family holiday gatherings are like a stage for my performance. Laughter fills the air as I execute my favorite jokes. Tears roll down my grandmother's wrinkly face when I boisterously and timely give the punch line.

Paragraph 5: Conclude your essay. Restate your main points. Leave the reader with a lasting thought. This can be accomplished by answering one of the following questions: How will these characteristics allow you to accomplish your goals? 

Do your best! I am not expecting a perfect assignment. I am also not expecting this to be completed today. Keep this assignment in your binder or notebook.