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.)