Friday March 22

BR:

Review your notes and character chart for the Prologue assessment.


Agenda:

• In groups, make sure you have everything completed and turned in for the group work regarding the Prologue of the Canterbury Tales.
• Teacher will review students on Prologue- character analysis, quotes, and descriptions.
• Students will complete the Prologue assessment.
• After assessment, students will read the Pardoner's Tale on page 168

Thurs. March 21

Agenda:

• A Knight's Tale: Focus on the satirical elements as you watch today.

• Teacher will review key characters in Canterbury Tales. Students will take notes of important elements.
• Literary Groups: Continue working on the Prologue. See the blog from a couple of days ago to review directions if needed.

Wed. March 20

BR:

Which character in Canterbury Tales interest you the most and why?

Agenda:

• A Knight's Tale: Focus on the satirical elements as you watch today.
• Teacher will review key characters in Canterbury Tales. Students will take notes of important elements.
• Literary Groups: Continue working on the Prologue. See the blog from a couple of days ago to review directions if needed.

Mon. March 18

BR:

Read the reviews on the Knight's Tale below. Do they help you understand the movie better? Pick one interesting thing you read, and explain why you thought it was interesting or how it possibly helped you understand certain elements in the movie. Write at least one paragraph.

Agenda:

• Grammar: Pronoun-Antecedent Agreement pgs. 301-302. Finish these pages, and will go over the answers as a class.
• A Knight's Tale: Focus on the satirical elements as you watch today.
• Literary Groups: Continue working on the Prologue. See the blog from a couple of days ago to review directions if needed.

A Knight's Tale

To better understand the film A Knight's Tale, read the review below, and feel free to do more research on your own:

Roger Ebert Review - "The movie has an innocence and charm that grow on you. It's a reminder of the days before films got so cynical and unrelentingly violent. "A Knight's Tale" is whimsical, silly and romantic, and seeing it after "The Mummy Returns" is like taking Tums after eating the Mummy."

Rob Will Review

Fri. March 15

Bell Ringer:

Grammar: Subject-Verb Agreement A & B pgs. 301-302

Agenda:

• A Knight’s Tale- Students will view a Knight’s Tale and take notes on the characterization of the various characters, including Chaucer.
• Students, in groups, will read the Prologue. Groups are assigned by teacher, and students will complete the following: character chart (indirect and direct characterization, summary of each, literary devices
• Library: Students will continue peer editing papers if times allows at end of class.

Thurs. March 14

Bell Ringer: 

Comment on the blog below with three interesting facts about the Middles Ages and 3 facts about Geoffrey Chaucer.
 

Agenda:

• A Knight’s Tale- Students will view a Knight’s Tale and take notes on the characterization of the various characters, including Chaucer.
• Students, in groups, will read the Prologue. Groups are assigned by teacher, and students will complete the following: character chart (indirect and direct characterization, summary of each, and literary devices)pg. 145
• Library: Students will continue peer editing papers if times allows at end of class.

Wed. March 13

Bell Ringer:
 Free write. Write at least one page.

If you were on a road trip, who would you take with you; where would you be going; and why would you choose those people and that destination?


Agenda:

• Grammar: Subject-Verb Agreement A & B pgs. 299-300
• Teacher will explain literature roles, due dates and the process of studying Canterbury Tales. Students will create a lesson for the tale assigned to them. Each person has a specific role.
• Students, in groups, will read the Prologue. Groups are assigned by teacher.
• Library: Students will continue peer editing papers if times allows at end of class.

Tues. March 12

Bell Ringer: Read over the peer edit revision handout. Agenda: Library: Students will finish writing their rough drafts. Peer Edits: Students will peer edit each other's papers - using a guide to assist them. Students will edit the introduction, body paragraphs, conclusion, and MLA formatting. Revisions- Students will revise their papers and turn in final paper on Wednesday.

Mon. March 11

Bell Ringer:

What are three things you've improved upon or learned about during the writing process of the research paper?

Agenda:

• Library: Students will finish writing their rough drafts.
• Peer Edits: Students will peer edit each other's papers - using a guide to assist them. Students will edit the introduction, body paragraphs, conclusion, and MLA formatting.
• Revisions- Students will revise their papers and turn in final paper on Wednesday.

Wed. March 6

BR:

Begin writing your second body paragraph. Work silently.


Agenda:

• Jeopardy Game- Review for midterm

Satire: 

• Be able to summarize A Modest Proposal and state Jonathan Swift's purpose in writing it.
• Know the types of satire: exaggeration, sarcasm, absurdity
• Be able to interpret a political cartoon

Beowulf

• Basic plot including the fight with Grendel and his mother
• Characterization: Beowulf, Unferth, King Hrothgar, Healfdane
• key terms: epic poem, epic hero (examples of Beowulf as an epic hero)
• themes: good vs. evil, heroic code

Grammar

• semicolons, colons, commas, fragments, run-ons, adverb and adjective phrases

Research

• basic terms: working bibliography, note cards (see Research packet)
•  MLA format: heading, header, works cited, in-text citations, etc.
• components of writing: introductory paragraph, detail, commentary, etc.

• Library: Students will continue writing.

Tues. March 5

BR:

Copy the following to study for the English 12 Midterm

• Beowulf - recall (plot, characters), themes, vocabulary

• Grammar- semi-colons, colons, commas, adjective and adverb phrases

• Satire- A Modest Proposal, satire elements

• Research - MLA format, key terms

Agenda:

• Body paragraph peer/class edits- Students will edit a peer's  body paragraph to determine if each component is there (refer to board for body paragraph elements). Prepared to share in class.
• In-text citations- Teacher will review in-text citations, showing examples of various sources cited in a paper.
• Conclusion paragraph- Students will take notes on the components of a conclusion paragraph.
• Library-Students will continue to write body paragraphs of the research paper.

Mon. March 4

BR:
Review of colon and semi-colons page 242.

Agenda:

• Teacher will go over answers. Daily Grade.
• Teacher will review components of body paragraphs. Students will refer to notes on Friday. 
• Detail and commentary will be explain again with emphasis on commentary. Students will take notes.
• Research and Writing: Students will continue to write body paragraphs of the research paper.

Peer Edit: Intro. Paragraph for Research Paper

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:

Fri. March 1

BR:

Students will complete pages 240-241 on colons.

Agenda: 

•  Teacher will go over answers to colons pg. 240-241.
• Introductory Paragraph- Peer Edit/Class Edit
• Body Paragraph- Teacher will explain detail and commentary and requirements needed for body paragraph

For every example supporting your topic sentence, you must have commentary.

• Topic sentence
• Intro. to detail
• Detail (fact or research) This is your paraphrase, summary, or direct quote.
• Commentary- explain the significance of the detail 

• Research and Writing- Students should finish note cards and hand in. Students should also finish introductory paragraph and begin writing body if time allows.