Julius Caesar Peep Show Slideshow

June 3: Othello, Test Corrections, Optional Test

Students read a prose version of Othello, answered comprehension questions, and identified character traits of characters. Students were given grade reports and instructions to turn in late work (by Friday), research paper corrections (by Monday).

Students were given the following instructions for making test corrections to the Julius Caesar test:

TEST ASSESSMENT/CORRECTIONS: due Tuesday, June 9
On a separate sheet of paper, answer the following questions (assuming you studied)
– 1) How did you study vocabulary?
– 2) How did you study quotes?
– 3) How did you study characters?
– 4) How did you study for questions 1-42 on the review sheet?

On the “Part 1” handout (you were given this on Monday, June 1 and probably already stapled your scantron to it), highlight the numbers you missed (they are marked on your scantron).
You will receive ¼ of a point per point missed on Part 1 when you complete the following (A, B, C)

(A) VOCABULARY (1-25)
• Re-define the vocabulary words. (Yes, that means to look them up again and write them again. You may do this on the “Part 1” handout.)
(B) QUOTES (26-39) Answer all questions about each quote you missed.
• Who is speaking these lines?
• What do they mean? What is the speaker talking about?
• Why was the speaker saying them? To whom was the speaker talking?
(C) CHARACTER DESCRIPTIONS (40-49)
• For each character you missed, write
– his/her name
– 3 ways to describe him/her
• For example: CAESAR
1. killed by his friend
2. ambitious
3. deaf in one ear

Staple the following together, with the scantron on top:
1. scantron 2. separate sheet of paper with questions 1-4 answered 3. “Part 1” handout with test items

Students have the option to take an "OPTIONAL TEST" next week.
• If your test average is low, you can try to boost it by taking an optional test after school on Monday, Tuesday, or Wednesday of next week. (June 8, 9, 10)
• You must let Mrs. Woodliff know by Monday if you plan on taking the test.

June 1 - Peep Shows Presented

Students...

1. Turned in Othello vocabulary
2. Presented Peep Shows
3. Presented Make-up Research Presentations
4. Julius Caesar Test Assessment

Make-up Presentations:
•If the presentation wasn't saved to the “Turn in Work Here” folder on the y-drive, students lost the opportunity to present their PowerPoint. Flash drives are not accepted. The assignment was to turn the presentation into the assigned folder.
•If this is the case, they need to save their PowerPoint to that folder, and Mrs. Woodliff will grade it later. They will not receive points for presenting, but you will receive points for the PowerPoint itself (which was the bulk of the grade.)

Julius Caesar Test Assessment/Correction Intructions (Graded scantrons and a handout with test items were given to students. These were due at the end of class. Students will receive 1/4 of a point per point missed for completing this assessment/correction assignment)
•On a separate sheet of paper, answer the following questions (assuming you studied)
–1) How did you study vocabulary?
–2) How did you study quotes?
–3) How did you study characters?
–4) How did you study for questions 1-42 on the review sheet?
•On the handout, highlight numbers you missed.
•Re-define the vocabulary words. (Yes, that means to look them up again and write them again.) Quotes: #26-39
•Who is speaking these lines?
•What do they mean? What is the speaker talking about?
•Why was the speaker saying them? To whom was the speaker talking?
Character Descriptions (#40-49)
•For each character you missed, write
–his/her name
–3 ways to describe him/her
EXAMPLE
•Caesar:
–1) killed by his friend
–2) ambitious
–3) deaf in one ear

28 May: Julius Caesar Test Instructions

Mrs. Woodliff was not in class today. The following instructions were given to students as a handout.
1. Turn completed KWL charts in to clear bin.
2. Put everything away.
3. Take The Tragedy of Julius Caesar Test Part 1. You may not use your book or notes on Part 1
4. Mark your answers on the scantron.
5. When you finish Part 1, turn in the test packet to its designated spot and take Part 2.
6. Part 2 is open-book, open-note.
7. Continue to mark your answers on the scantron.
8. When you finish Part 2, turn the scantron in to the clear bin (make sure your name is on it!) and Part 2 to its designated spot.
9. After you finish the test: Othello Vocabulary (These are the last vocabulary words of the year. They will be on your semester exam!)
a. Use a dictionary to define Othello vocabulary words (see back of this page)
b. Make a cinquain for 5 words. Cinquains should be original (This is not group work!) Illustrate each cinquain.
c. Complete the wordsearch for fun.
d. You are expected to work on this until the end of class. Turn in if finished. If not, it is due at the beginning of class on Monday, June 1!

Remember, your Peep Shows are due June 1.
Make-up research presentations will also be presented June 1.

JC Review Day - May 26

Today, students took a quiz over Act V, received graded Act III & IV quiz, took a few notes, completed the "L" column in the "KWL" charts filled out when we started the play, finished the video of Julius Caesar, and received a test review.

Notes: Tragedy, Tragic Hero, Tragic Flaw
• Tragedy: a story in which the main character is brought to ruin or suffers extreme sorrow, especially as a consequence of a tragic flaw, moral weakness, or inability to cope with unfavorable circumstances.
• Tragic Hero: According to Aristotle, a tragic hero is “Man of high standard who falls from that high because of a flaw that has affected many”
– Modern tragic hero – Anakin Skywalker
• That flaw is called a tragic flaw.

KWL Chart is due Thursday, before the test!

The Tragedy of Julius Caesar Test Review

Pre-Reading, Acts I – V Vocabulary.

Quotes from Julius Caesar: Who is the speaker? What/who is s/he talking about? What does the quote mean?
• Now let it work. Mischief, thou art afoot, Take thou what course thou wilt.
• Yond Cassius has a lean and hungry look; He thinks too much, such men are dangerous.
• Beware the Ides of March!
• The fault, dear Brutus is not in our stars, But in ourselves that we are underlings.
• This was the noblest Roman of them all.
• … You have some sick offense within your mind, Which by the right and virtue of my place I ought to know of…
• And therefore think him as a serpent’s egg Which hatched would as his kind grow mischievous, And kill him in the shell.
• Let us be sacrificers, but not butchers, Caius.
• It seems to me most strange that men should fear, Seeing that death, a necessary end, Will come when it will come.
• If thou read this, O Caesar, thou mayst live; If not, the Fates with traitors do contrive.
• When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff.
• Et tu Brute

Characters to know for matching

• Soothsayer
• Metellus Cimber
• Cassius
• Cinna, the poet
• Decius
• Brutus
• Casca
• Calpurnia
• Antony
• Lepidus

Reading Comprehension (refer to Act questions and worksheets)

1. Tragic Hero; Tragic Flaw
2. Feast of Lupercal
3. foreshadowing
4. second triumvirate
5. Act I, Scene i – what happens and why
6. Act I, Scene ii – what troubling things have happened this day?
7. Why does Brutus join the conspiracy?
8. Why not attack Antony?
9. What is Caesar like in Act II, Scene ii?
10. Why doesn’t Calpurnia want Caesar to go to the Senate?
11. Why do the conspirators ask Caesar to pardon Publius Cimber?
12. What is Caesar’s attitude when he is at the Senate in Act III?
13. Why does Antony shake hands with the conspirators?
14. What does calling someone a “hart” (deer) mean?
15. In his funeral oration, how does Antony show that the conspirators were not honorable?
16. Act III, Scene iii – purpose?
17. Why does Antony point to Caesar’s wounds and identify the tears in his cloak?
18. What impression does Shakespeare give of the plebeians in Act III?
19. While reading Act IV, how do we know there is a change in Brutus and Cassius’s friendship?
20. How does Brutus react to Portia’s death?
21. After seeing the ghost, why does Brutus ask his servants why they cried out in their sleep?
22. What does Caesar’s ghost symbolize?
23. Before departing for battle, what do Brutus and Cassius say to each other?
24. What is Cassius’ fatal mistake?
25. How does Antony treat Brutus’ followers when they have been captured? (remember Lucilius?)
26. What is the main reason that Brutus does not want to be captured and taken back to Rome?
27. Why is this play considered a tragedy?
28. Themes (central ideas) of The Tragedy of Julius Caesar. (What can be learned about life from this play?)
29. To what does Caesar compare himself before he is assassinated? Why does he make this comparison?
30. Why does Brutus let Antony speak at Caesar’s funeral?
31. What reason does Brutus give for killing Caesar?
32. What is Antony’s true purpose in delivering his funeral oration?
33. How does Antony prove Caesar wasn’t ambitious?
34. Difference between Brutus and Antony’s funeral orations?
35. Why do Brutus and Cassius argue in Act IV? What is the real reason Brutus is so upset?
36. What happens to Portia?
37. In Act V, what ominous sign does Cassius report has caused him to fear the coming battle?
38. What does Cassius say is avenged by his death?
39. Why did Pindarus stab Cassius?
40. How does Titinius respond to Cassius’ death?
41. Why did Antony say Brutus was the “noblest Roman of them all”?
42. What is Brutus’s tragic flaw?

To view YouTube videos of the BBC's animated The Tragedy of Julius Caesar, click here.

May 21, JC Day 6

Today, students...

1. turned in paper corrections
2. took a pop quiz over Acts III and IV
3. read Act V. Due to sophomoric behavior, the last page and a half was assigned to be read on their own and paraphrased.
4. answered Act V questions in packet:
   •Page 17: 76, 78, 79, 80, 81, 82, 83, 86, 88
   •Page 18: #3
   •Page 19: #1, 2, 3, 4, 5
   •Page 20: #3, 4
5. were given the "Peep Show" project assignment, had the opportunity to form groups (if they want to work in groups), drew for acts, and brainstormed the scene they will choose. Examples of Washington Post contest peep shows can be found at this link.

Students can expect a quiz over Act V next class.

May 14, JC Day 5

1. Students turned in vocabulary and Shakespeare's Legacy project
2. Students finished Act III and answered packet questions

• Page 10: #6, 7, 8, 9
• Page 11
• Pages 12 & 13. All questions
  #4 – pages 394-396 in the book
  #5 – page 397 in the book
• Page 15: #1

3. Students were given Act IV-V vocabulary definitions and were instructed to find relationships between Act III-V vocabulary words (at least 5 pairs and 2 triads)

4. Students read Act IV and answered the following packet questions:
-page 14: #61, 62, 65, 71-75
-page 15: #2, 3, 4, 5, 6, 8
-page 16: #2, 3, 4, 5, 6, 7, 8

5. Grade sheets, research papers, rough drafts, and folders were returned. Corrections options/instructions were given. Corrections are due May 21! Any specific concerns/questions/complaints should be addressed after school! Many students still need to submit their paper to turnitin.com. Or they can turn it in to the "turnitin" folder in the Woodliff "Turn in Work Here" folder, and Mrs. Woodliff will submit it for them.

May 12: JC Day 4

1. Turn in Active Reading from Friday not completed in class.
2. Act III vocabulary assignment: make a cinquain for each of the following words: 1.strife 2.oration 3.coffers 4.mantle
3. Last week's test was returned.
4. We read Act III, Scenes 1 & 2.
5. Act III - V packet was handed out. Questions for Act III, Scenes 1 & 2 should be answered.

HOMEWORK:
1) Today’s vocabulary if not finished.
2a) Find a picture and write a sentence for the rest of Act III words.
or
2b) Make a cinquain or acrostic for each word.
3) Answer Act III, Scene 1 & 2 questions in packet.
4) “Shakespeare’s Legacy”

Act III, Scene 1 & 2 questions:

Act III, scene i.
In regard to Artemidorus’s request, how does Caesars’ nobility doom him?
What is Metellus Cimber’s petition to Caesars? What is Caesars’ response and why does he give this response?
What does Brutus instruct the conspirators to do before they go before the public? Why does he instruct them to do this?
What request does Anthony’s servant bring to Brutus? What is Brutus’s response?
Why does Cassius object to letting Anthony speak at Caesars funeral? What reassurance does Brutus give him?
What promise does Anthony give Brutus about his funeral speech?
After being left alone with Caesar's body, what does Anthony promise to do?

Act III scene ii.
What reason does Brutus give for murdering Caesar? What is the crowd’s reaction?
What final mistake does Brutus make in letting Anthony speak?
Why does Anthony read Caesar’s will to the people?
At the end of the scene, what are the fates of Brutus and Cassius?

Last minute Review & Practice

Acts I & II Additional Review -
Try answering questions on these quizzes that pertain to Acts I & II.

Gradesaver Quiz
SparkNotes Quiz
CliffsNotes Quiz

Don't forget about this video:


Here is another brief video of the conspirator's making plans at Brutus'.


Vocabulary Practice

1. The preacher made his way to the pulpit when it was time to give the sermon.


2. The people of Rome are fickle. One day they were on Pompey’s side; a few days later they were cheering for Caesar.


3. Calpurnia had a dream that Decius construed in a way get Caesar to go to the Capitol rather than stay home like Calpurnia wanted.


4. Cassius and Caesar were accoutered when they were swimming in the Tiber. Why would this make swimming difficult?


5. Calpurnia believed that her dream and the wicked occurrences of the night were portentous signs that foreshadowing something bad happening to her husband.


6. When creating a word web, all words in the web will appertain to each other.

CINQUAINS - line 1 is filled in with a vocabulary word. Line 5 should be filled in with a synonym of the vocabulary word or a word that sums up the word.
#1
cogitation
mental, thoughtful
thinking, pondering, wondering
it’s in my head
5_________________

#2
omen
scary, evil
warning, foreshadowing, threatening
sign of the future
5_________________

#3
affability
friendly, well-liked
giving, caring, understanding
he’s easy to approach
5_________________
#4
augurer
wise, psychic
interpreting, construing, knowing
we found no heart
5_________________

#5
emulation
jealous, green-eyed
coveting, wanting, desiring
wanting to be him
5_________________

#6
ambition
determined, driven
striving, motivating, obsessing
the ladder of success
5_________________

May 4, Julius Caesar Review Work

The following is a copy of instructions that will be given to students on Monday, May 4.

1. Check your folders if you were absent Thursday or if you want any work that might be graded. (Papers are not graded yet; you will get them back next week.)


2. Watch video of Julius Caesar Acts I & II.


3. Vocabulary Practice. Complete the cinquains and sentences, and match vocabulary words with pictures that illustrate/represent them. (Keep these and check the blog for hints or answers.)


4. Paraphrasing Practice. Work in pairs to paraphrase, in Animaniac fashion, these lines from Brutus and Cassius. Use the modern version (there are 2 copies at the back of the packet, one for each of you) when trying to write Dot’s paraphrases. See examples on the board. (and an example of one paraphrase below)


5. Act II Sequencing This is page 8 in the Act II packet (the last page). Work with your partner to put these in order and answer the questions when applicable.


6. HOMEWORK: STUDY FOR THE TEST. If you lost your review, check the “Extras 10” folder in the crate!

30 April, Julius Caesar Day 3

Today, students...

1. worked together to put events from Act I in order.
2. finished reading Act II.
3. worked together to answer Act II questions/worksheets.
4. were given a test review for the test over Acts I & II on Wednesday, May 6.
5. were given vocabulary practice (below) they should complete in order to prepare for the test.
6. watched a BBC version of Acts I and II (below)

Vocabulary Practice Recommendations (Students should do these for the words they are most uncomfortable with.)
•A) Share word webs: –Work with a partner to create more word webs or to combine all of yours.
•B) Create a cinquain or acrostic for the words that are most difficult for you. The poem must relate to the meaning of the word! –This is an individual assignment!
•C) Find pictures that relate to the words that are most difficult for you. Write sentences explaining how the pictures relate to the words.
–This is an individual assignment!

28 April, JC Day 2, Act I & II

Today's Agenda:

1. Vocabulary: Word Webs
2. Paper Corrections
3. Quiz over Act I, scene ii (homework excerpt)
4. Finish Act I, begin Act II
5. Homework: vocabulary, study questions/worksheets

Students were given the following vocabulary assignment at the beginning of class. They should be prepared to make more webs as new vocabulary words are defined. These should be kept in their binders.

Students whose papers did not contain correct parenthetical citations or a works cited page were returned. These should be corrected and returned next class, April 30.

Students took a 5-question quiz over the reading they were assigned for homework.

Students finished Act I and began reading Act II. We read through Act II, scene i. We will finish Act II next class.

24 April, Julius Caesar Day 1

Late papers, folders, PowerPoint handouts, and note cards were turned in.

Students identified qualities of
- a good leader
- a bad leader
- a good friend
- a bad friend

Practice with Shakespeare's Language: Paraphrasing

• Students then read and paraphrased Puck's speech from the end of A Midsummer Night's Dream. They then watched a youtube video of the Animaniacs performing the speech. (see below or click here for link)
• Students read Hamlet's "Alas, Poor Yorick" speech, paraphrased it, and watched the Animaniac's performance. (see below or click here for link)

Act I Vocabulary definitions:
1.Construe: interpret
2.Cogitations: thoughts
3.Accoutered: dressed for battle, in armor
4.Entreat: to ask earnestly; beg; implore
5.Fain: gladly
6.Mettle: courage, fortitude; quality of character; disposition
7.Prodigies: portentous sign or event; omens
8.Portentous: evil, ominous; foreshadowing something evil

Act I Notes (students filled in blanks on a handout)

• Anachronism – historically, something is out of chronological order (ex: in the play, a clock strikes. The play is set more than 2000 years ago when clocks didn’t exist)
• Lupercalia - A fertility festival in ancient Rome, celebrated on February 15 in honor of the pastoral god Lupercus.
  - Julius Caesar begins on this day.
  - But the next day is the Ides of March. This is why we don’t read the play as a history. Shakespeare squeezes months into days.
• Themes in Julius Caesar (copied into notes)
  -Friendship
  -Leadership
  -Betrayal
  -Ambition
  -Superstition & fate

Students received handouts for Act I. These included detailed study questions for all scened and separate handouts for each scene.

• Act I, Scene i handout: read the definition of "pun" and identify which of the 7 sentences at the bottom are puns.
• Basic background for scene i:
  **The play opens as Julius Caesar is returning to Rome after defeating Pompey.
  **He used to be friends with Pompey. They used to rule together with Crassus, the first triumvirate. ***First triumvirate = Caesar, Pompey, Crassus
  **Marullus and Flavius are tribunes (police officers). They are angry with the people for cheering for Caesar.

Students read Act I, scenes 1 and most of scene 2 aloud in class. Students were given instructions on where to go online to read the rest of scene 2. On this blog page, there are links on the left to the full text and to individual acts. These individual acts include the original version on the left and a modern version next to the original on the right. Students should click on the link "Act I Original, Modern" and read scene 2 lines 215 to the end (page 17-23 on the pdf file)

Animaniacs A Midsummer Night's Dream

Animaniacs Hamlet

CORRECTION:

On yesterday's post, I made a mistake and said "Friday, May 1 is the last day Mrs. Woodliff will accept final drafts, rough drafts, folders, and note cards!"

Correction: Friday, April 24 is the last day I will accept these things!

April 22: Paper Due, Presentations, Introducing Shakespeare

Students turned in:

• Folders (3-prong, NOT binders), these included the revised and edited rough drafts
• Note cards to clear box

Students were given the opportunity to proofread their final drafts one last time. They should have made minor corrections with a pencil or black pen. Final drafts were then turned in.

Friday, May 1 is the last day Mrs. Woodliff will accept final drafts, rough drafts, folders, and note cards!

Students gave presentations. Presentations took longer than expected due to the lack of presentations submitted to the "Turn in Work Here" folder. Those who had their presentations on a flashdrive were able to give their presentation. Those who did not MUST turn in a copy of the presentation in class on Friday. AND they must save their presentation to the 6th period folder in the "Turn in Work Here" folder. Make-up presentations will be given at a later date (to be announced).

INTRODUCING SHAKESPEARE

1. Students worked in pairs to find 20 facts on the Shakespeare Mind Map (click to view)
2. Scavenger Hunt: Group Project. Students were given a handout with 44 words all related somehow to The Tragedy of Julius Caesar. They should divide up the words in their groups, find images/words/phrases that relate to the words, or they can draw their own. Bring these images/words to class on Tuesday, April 28. Extra credit for those who bring glue sticks! They will then start working together to create a collage of the images.
3. Julius Caesar Pre-Reading Vocabulary: Students were given a handout with pre-reading, Act I, and Act II vocabulary. They should use dictionary.com to define the pre-reading words.

HOMEWORK: Define 8 pre-reading vocabulary words.

20 April: Research Day 12, Preparing the Final Draft

Today students

1. Prepared the Final Draft. Specific instructions given on a handout can be viewed here
2. Submitted their final draft to http://www.turnitin.com/ (If students don't remember their username/password to turnitin.com, they need to save their paper in the "turnitin" folder in the "Turn in Work Here" folder on the y-drive. Mrs. Woodliff will then submit it to turnitin.com. Final drafts will be considered "incomplete" if they are not submitted to turnitin.com.)
3. Worked on PowerPoint Presentations

Due Wednesday, April 22:

1. Final Draft
2. Folder, including all rough drafts, graded work, handouts
3. PowerPoint Presentation, including a handout of the presentation (6 slides per page)

Instructions for turning in/saving the PowerPoint:

April 16: Research Day 11, Editing

Students were to edit their revised rough draft today. The should have followed the instructions on the "editing instructions" handout. Those instructions can be found here: Editing Instructions Handout
These instructions include following more instructions for preparing a Works Cited page. Those instructions can be found here: Preparing the Works Cited Handout

After students finished editing and preparing the Works Cited page, they had the opportunity to print it and bring it to Mrs. Woodliff to be checked for accuracy.

Presentation Assignments were handed out. That handout and tips on how to make a good PowerPoint can be viewed here: Presentation Assignment

14 April, Research Day 10: Revision

Students were given the following instructions and information:

•Take 3 handouts (click on these 2 links to view these instructions: revision instructions, highlighting/finding instructions, and peer revision handout)
•Follow instructions carefully. Notice, you will be printing multiple drafts. Remember: the revised and edited drafts are a MAJOR GRADE!
•Peer Revision Handout: When revising Draft #1, if the paper only has 3 body paragraphs, skip #s 5 & 6. If it has 4 body paragraphs, skip #6

IMPORTANT DATES:
•Tuesday, April 14: Revise Rough Draft
•Thursday, April 16: Edit Rough Draft; Presentation Assigned
•Monday, April 20: Prepare Final Draft; Work on Presentation
•Wednesday, April 22: Final Draft Due; Give presentation

31 March: Research Day 9, Drafting the Paper

Students were in the computer lab today, but due to technical difficulties, only a few were able to actually work on a computer. Others were instructed to start drafting their body paragraphs on paper!!! Computers will be in working order for Thursday's class. Students will then type any handwritten drafts and continue drafting their paper.

1. Students should be finished with their note cards (these were to be finished BEFORE coming to class).
2. Next, they organized the note cards into stacks according to topic. Each stack will make up much of one body paragraph. (3 stacks = 3 body paragraphs; 5 stacks = 5 body paragraphs). There should be no more than 5 body paragraphs. Information on "stray" cards may be used in the introduction or conclusion, or it might not be used at all.
3. After sorting note cards, students were to open the "Drafting the Paper" PowerPoint found on the y-drive. They should follow the instructions on the PowerPoint. First: view the entire slideshow. This gives them an idea of what they will be doing/how they will be writing the rough draft.
4. After viewing the PowerPoint, they should start writing their body paragraphs. After the first body paragraph was written, students were to get it checked. There should be parenthetical citations in these paragraphs.
5. After getting the first body paragraph checked, they should continue drafting the body, then the conclusion and introduction.
6. Students will be using this PowerPoint until the finish the rough draft.
7. The rough draft should be finished before spring break!

This PowerPoint will be followed on Thursday's class, as well. Thursday, students will have the opportunity to sit down with Mrs. Woodliff and see what revisions need to be made to their paper.

March 27: Research Day 8, Making Note Cards

Today, students...
1.Continued making note cards. These should be finished before next class.

After note cards are complete, they should
2.Sort note cards according to topic in left hand corner.
3.Draft body paragraphs using these note cards. Each stack will be a separate paragraph.
4.After each quote, number, or information that is NOT common knowledge, put the source number in parentheses.

Examples of how to use note cards and source number when drafting your paper. Below are 2 sample note cards with sentences made using each note card. If the information on the card isn't common knowledge, is a quote, or is a piece of numerical information, you MUST cite your source. In the rough draft, you put the source number in parentheses! When you edit, you will replace the source number with the proper information (author's last name) or ("Article/Webpage Title") if there is no author.

HOMEWORK:
•Finish your note cards. No note cards = grade of 0.
•Bring note cards and all handouts/sources to class on Tuesday.
•The rough draft should be finished before spring break. This relieves you of having to do it over spring break.

25 March: Research Day 7, Outline & Note cards

Today, students...

• Turned in completed annotated bibliographies with website evaluations (flourescent yellow handout) attached.
• Turned in signed grade reports if they didn't last class.
• Brainstormed for their outline/Developed body paragraph topics. (handout)
• Reviewed note cards (what they are and how to make them) (PowerPoint handout, a copy is below)
• Made practice note cards using one of their sources.
• Began making note cards with pieces of information from sources. This information will make up much of the research paper.

Outline Brainstorming handout includes the following for 5 different paragraphs.

• Body Paragraph 1. This paragraph will be about ______________________________ Some information to be included is…

"How to Create Note Cards" handout -

Front (click to see larger image):

Back:

Students should make corrections to the last 2 slides - cross out the information about quotes.

After reviewing note cards, students...

• Created practice cards using their own source #1.
• When they finished these practice cards, they were to begin making note cards for each of their sources. They should take it one source at a time!
• Students must have at least 50 note cards; they will probably have more. If they finish 50 before getting through all 6 sources, they should continue making more. Note cards MUST be made for information from ALL sources! It's better to have too much information than not enough!!!!!
• Students who didn't have note cards with them today were instructed to read their sources and highlight information that they want to make note cards on. This will save them time later.

What to expect through April 2: From now until spring break, students will pretty much be working at their own pace. They should keep up with the schedule as best as they can. Many students have not even started on their note cards. If they have not finished them before next class, they will not be working on a computer. (We will be in the computer lab every day until spring break.) They are expected to bring their note cards and sources everyday to class! Students who don't have note cards completed by the end of next class will lose points for the note card grade! If rough drafts aren't completed before spring break, students are expected to have the draft finished when they return after spring break. They will then revise and edit their rough drafts, then prepare the final draft.

23 March: Research Day 6, Annotated Bibliography

1. Today class was held in the computer lab, and students were to type their annotated bibliographies and turn them in at the end of class. (This is the 3rd and final major grade of the quarter.)
2. They were directed to a sample document on the Y-Drive. This document is already formatted correctly, so students just need to replace the sample material with their own.
3. Bibliography entries and annotations are to come one after the other (not on separate pages). They will be in alphabetical order according to the bibliography entry (either the author's last name or the title of the article/webpage if there is no author).
4. For students who didn't finish: If they finished at least half of the assignment (3 entries and annotations), they were told to print those and turn them in. They now have the opportunity to finish all 6 and turn the final annotated bibliography in on Wednesday for no late penalty.

Next class, students will be back in the classroom working on the outline and making note cards with information from their sources. They should bring at least 50 3x5 index cards and copies of their sources.

19 March: Research Day 5, work on sources and annotated bibliography

1. "The Middle Ages" Packet was turned in.
2. "The Middle Ages" test Section A was returned. Get instructions for corrections from Mrs. Woodliff if you missed class.
3. Source check. Daily grade. (All 6 sources were to be printed and brought to class today. No late sources will be accepted.)
4. Yellow Source Packet & "How to Create Bibliography Entries" handout:
   The handout shows you what you need in an entry, the order that information goes, and the exact format.
   1) For number 1, choose A or B on page 7 of SOURCE packet (yellow packet)
   2) For number 2, choose C or D.
   3) For number 3, see page 11 in SOURCE packet
   4) For number 4, use one of your sources that is a webpage without an author. If all your web pages have authors, include the author. (You can take the quia quiz on the previous blog entry to check your answers to #1-3)
5. Fill out the "Source ‘Cards’" handout (the one with the 6 boxes)
   Parenthetical citations:
   With an author – (author’s last name)
   Without an author – ("Article/Webpage Title") – or the first few words if the title is longer than 3 words.
6. Make this correction to the "How to Create Bibliography/Works Cited Entries"
   The last sample for a webpage:
   "Facts about Age Discrimination." The U.S. Equal Employment Opportunity Commission. (8 Sep. 2008). Web. 3 Mar. 2009. (3 Mar. 2009 should NOT be in parentheses!)
7. We went over what is expected of your annotated bibliography (see assignment and sample handouts/packet. A copy of these is on the y-drive)
8. Students were to begin reading each source and make drafts of their annotations. This assignment is a MAJOR GRADE and is due at the end of class on Monday. You should NOT wait until Monday to start this!
9. Grade reports were printed. They should be signed by a parent or guardian and returned next class. Any missing or late work may not have been added to the grade, so don't worry about it at this point. However, if you have multiple missing grades, this will be a problem!
   

17 March: Research Day 4, computer lab

Middle Ages Packet and Test
The Middle Ages Packet will be turned in at the beginning of class next time (remember, you were to fill in the "L" column in the KWL chart when you finished the test)
Tests will be returned.

Computer Lab Instructions
Research QuestionsBefore continuing to find sources…

1. Open the "Research Questions" document in the "Research" Folder. Fill it in accordingly. Print and turn it in.
2. Take an Annotated Bibliography Assignment and Sample Handout
   Read over it. You will NOT start on the Annotated Bibliography until you finish through slide 6 and complete # 7 & 8. on slide 7
   You will make an annotated bibliography entry using all 6 of your sources. Make sure this is "doable" for each source.
3. Continue Finding Your Sources
   Open the "Internet Research" folder if you don’t remember how to use finditva.com
   Remember: You must have 3 sources from finditva.com and 3 sources you found using the basic Internet (a search engine)
   If you do not finish finding sources today, you are responsible for bringing all 6 to class with you next time. You will not be allowed to go to the library to print. Use your time wisely.
   Sources will be checked for a grade next class.
4. When you finish finding your sources, take a yellow SOURCE PACKET and a "How to Create Bibliography/Works Cited Entries" Handout
   Read handout: "How to Create Bibliography / Works Cited Entries"
   1) For number 1, choose A or B on page 7 of SOURCE packet (yellow packet)
   2) For number 2, choose C or D.
   3) For number 3, see page 11 in SOURCE packet
   4) For number 4, use one of your sources that is a webpage without an author. If all your web pages have authors, include the author.
5. Test Yourself
   Take the following quia quiz to see if you wrote your entries correctly.
   http://www.quia.com/quiz/1760788.html
6. After you have found all 6 sources
   Fill out the "Source ‘Cards’" handout you got last time. (the one with the 6 boxes/rectangles)
7. Begin typing the source information into MLA format in a Word document.
8. Begin reading each source.
9. Make a draft of the annotation you will write for your bibliography.
   

Due Today: 7 Research Questions; all 6 sources should be found and printed.

Next class… You MUST bring copies of all 6 sources to class. This will be a grade. No late work will be accepted.
We will be back in the classroom.
You will be reading your sources and drafting annotations on notebook paper.
The following class we will be in the computer lab for you to type your annotated bibliographies.

13 March: Research Day 3 - Finding Sources

If students did not turn in Part 1, A & B, they must turn this in before starting the Internet research!
Students were in the computer lab today. They were instructed to open the "Internet Research" PowerPoint in the "Research" folder on the Y-Drive. Below are copies of those slides that give students instructions for finding and printing sources for their paper.

For those researching a career, check out the Department of Labor's website for information on your career: http://www.dol.gov/

11 March: Research Day 2

• Students received a calendar with due dates and what to expect during class. Calendar goes up to spring break.
• Students got topics approved.
• Annotated Bibliography Practice with article "U.S. Rates Travelers for Terror Risk" Read & complete the following:
  •Summary (2-3 sentences)
  •Knowledge gained (what did you learn?)
  •Research question(s) this article answers (this is hypothetical)
  •How you can use the information in a paper
  •How you can use the information outside of school/in real life
  •An interesting fact from the article
  •A quote
  •Use the quote or a paraphrase of the quote in a sentence.
  
• Complete Part 1: (A) What I Already Know & (B) What I Want to Find Out (quiz grade; due end of class).
• Annotated Bibliography Practice due end of class.
• Next class, we will meet in room 317.

9 March: Research Day 1

1. Students turned in homework; had opportunity to finish up journal assignment from Thursday.
2. Students were given steps in the research process that will be followed for this paper.
3. Students were given a list of terminology and definitions they should know during this process.
4. Students read an article, answered questions about it/found information in it, and practiced paraphrasing and quoting material from it.
5. Students were given the research assignment. They should brainstorm and choose a topic by next class. Part 1 of the process (What I Already Know and What I Want to Find Out) will be started in class on Wednesday. (assignment can be found here: http://woodliffenglish10.blogspot.com/2009/03/english-10-research-paper-assignment.html)

12 Steps in the Research Process (Notes)
1.brainstorm
2.Choose a topic
3.Do the research – find information/sources
4.Write down information from sources you will need to make a bibliography/works cited
5.make an annotated bibliography
6.Make note cards with information from sources
7.Make an outline
8.Write a rough draft
9.Revise the rough draft
10.Edit the rough draft
11.Prepare the final draft
12.Proofread

Research Paper Terminology
•Source – the document where you information came from. For this paper, your sources will be either web pages or articles you find through finditva.com
•Cite/Document - To cite something means to show the reader where you found particular information.
•Citation/Documentation – the act of citing. You will use parenthetical citations to cite your information. The author’s last name is put in parentheses after your information. If there is no author, use the article/webpage tite. Citations help prevent plagiarism.
•Bibliography - list of sources organized alphabetically. A bibliography consist of all of the works you referred to while drafting and writing the paper.
•Annotation - a critical or explanatory note or body of notes added to a text
•Annotated bibliography – an type of bibliography that includes an annotation. This might include:
–A description of the content and focus of the source
–The source’s usefulness to your research
–An evaluation of the source’s credibility
–Your reactions to the source
•Works Cited – list of sources organized alphabetically. A Works Cited consists of only the works you parenthetically cited in your paper. If you cite sources but have no Works Cited page, you have plagiarized.

Add PLAGIARISM to the list
•Literary theft.
•occurs when a writer duplicates another writer's words or ideas and then calls the work his own.
•Copyright laws protect writers' words as their legal property.
•To avoid plagiarism, writers take care to give credit to those from whom they borrow and quote (they cite the information)


Paraphrase (Notes)

•Restatement in your own words of a phrase or idea that you found in your research sources.
•When you paraphrase, be extra careful to cite your source if any ideas that you take from your sources.

Creating Note Cards of Information
•There are 3 types of note cards.
•1) Paraphrase cards. This is when you take the information and put it into your own words.
•2) Quotation cards. This is when you copy word-for-word a piece of information. Always put the quote in quotation marks.
•3) Summary card. This is when you summarize a paragraph or even the entire article.

On each note card, you should include:
1.The source number
2.The topic of the card: what is the piece of information about? These topics will be used to create paragraphs when you make your outline and rough draft.
3.The paraphrase, quote, or summary

Paraphrase Example #1
Paraphrase the following sentence from the active reading (number this source "1"): "And while women ultimately prevail as better spellers, members of both sexes struggle with the configurations of such words as accommodation, separate, definitely and accidentally. "

Paraphrase Card Example #1

Paraphrase Card Example #2
Paraphrase the following sentence from the active reading: "About a third said they got nervous filling out official forms or formal documents without a computer-based spell checker or at least a dictionary."

Paraphrase Card Example #2



Quotation Card Example:
•Below is an example of a quotation card for the direct quote “A blasé 31 percent said it didn’t matter.”
•Quotations are often used when you can’t say it any better. I chose this quotation to use because of the word “blasé.” This word means “indifferent,” but I would rather not substitute another word.
•After you have the quote on the note card, you should include how you want to use the quote or what exactly it is referring to.

Including Quotes in Your Paper (Notes)

•Never start a sentence with a quote. The first (and usually last) words of the sentence should be your own.

•The quote “A blasé 31 %...” should not be stuck into a paragraph. You need to introduce the quote with your own words.

•Example: Surprisingly to some, not so to others, “a blasé 31 percent said it didn’t matter” whether or not the spelling was updated.

Assignment (turned in during class): On the note card provided,
1) •Make a paraphrase card for one of the following sentences:
•“So many sound changes have occurred in the language, which are not reflected in modern spelling, that we are left with a ‘fossilized’ system.” (paragraph 3)
•“The ‘Dumbtionary,’ – an online source of the most misspelled words – has amassed more than 10,000 of the culprits. (paragraph 16)
Include:
•Source #
•Topic of card

2) Create a quotation card for the following direct quote found in paragraph 13 of the reading.
•“54 percent said the task rested with teachers”
Include:
•Source #
•Topic of card
•The quote itself
•how you want to use the quote or what exactly it is referring to.

Active Reading for article "Many Americans Vexed by Spelling" (article can be found here: http://www.washingtontimes.com/news/2009/feb/10/some-words-spell-frustration-for-americans/) This was turned in during class.
1.What does the title mean?
2.What does “vexed” mean?
3.List words Americans often misspell and their definitions.
4.Give 2 statistics found in the article.
5.Give 2 other pieces of information that contain numbers.
6.Give 1 interesting fact from the article and explain why.

HOMEWORK:
•brainstorm for a topic.

•Prewrite/Write a rough draft of Part 1: What You Already Know, What You Want to Find Out.

•This assignment (1) is due at the end of class on Wednesday (you will have about 20 minutes to work on it in class). It must be completed on the handout give to you in class. This means it is important that you write a rough draft so you can properly transcribe the final draft in the space provided.

March 5: Test and Post-Test Assignment

Students took a test over Literature of the Middle Ages, with vocabulary.

After the test:
1) Fill in the “L” (What you learned about the Middle Ages/Literature of the Middle Ages) on the KWL chart in the packet.
2) Writing Habits Journal Questions (below). Answer these in complete sentences in your journal. You don’t have to write the questions, but you must answer them fully.
3) Active reading: blue handout. Follow instructions at the top.
4) Whatever is not finished is due next class (Monday, March 9). If students were not seen working until the end of class, the work they turn in Monday will be considered late. The assignment was intended to be worked on IN class and AT home.

Writing Habits Journal Questions
1. What are your best memories about writing?
2. What is the easiest thing about writing for you, and why?
3. What is the most difficult thing about writing for you, and why?
4. What different kinds of writing do you do? Who reads your writing? Where is your writing published or shared with others?
5. What materials and/or equipment do you like to have on hand when you write? What are these items for? Why do you have them?
6. What steps do you follow when you write? Outline your writing process, using a simple, informal outline format.
7. Are you a procrastinator when it comes to writing? What do you try to avoid? What do you typically do instead?
8. What’s the biggest influence on the way that you write? Why does it make a difference?
9. If someone else were observing you as a writer, what would they notice? What would they see or hear?
10. Overall, how would you describe yourself as a writer? What kind of writer are you, and why do you say so?

3 March: Test Review

Students worked on vocabulary in groups and shared logical relationships they found between words.

Students listened to a modern rap version of "The Wife of Bath's Tale" by Baba Brinkman. They identified differences between this version and Chaucer's version. (What is different? Are parts left out? What about the language?)

Literature of the Middle Ages Test Review

Vocabulary:
• purge

• petition

• statute

• concede

• extort
• subtle

• sovereignty
• disperse

• temporal

• lineage

Literature of the Middle Ages; Literary Terms; Chivalry & Courtly Love
v dynamic character
v static character
v couplet
v allusion
v digression
v extended metaphor
v Geoffrey Chaucer, Giovanni Boccaccio, Marie de France
v Tristan, Iseult, King Mark, Wife of Bath, Federigo, Monna Giovanna
v lai
v chevalier
v chevrefoil
v renaissance
v Frame stories. Identify the larger story that binds the smaller ones.
v Courtly Love and Chivalry – give examples from stories
v Irony in “The Tale of the Falcon”
v Read a section of “The Prologue” from The Canterbury Tales about the Wife of Bath and answer questions.
v What does the Wife of Bath say about poverty? About being a gentleman (gentleness)?

27 Feb: Wife of Bath

1. Journal: "Vocab" Choose 3 more Wife of Bath vocabulary words. Write a cinquain or acrostic for each.
2. Book check: have your book open to your name. I will check while you do these activities in your journal.
3. We read "The Wife of Bath’s Tale" aloud through line 395. Students then had to finish the last 15 lines on their own. Questions in the packet should be completed for next class.
4. Grade sheets were handed out.

EXPECT A TEST: Thursday, March 5.

25 Feb: Wife of Bath

1. TURN IN: 1) Metaphor Graffiti. Attach lyrics to back. 2) Tale of the Falcon HW questions from p. 820 3) Frame Story – gather your groups stories. Staple them all together
2. "Tale of the Falcon" Quiz
3. "The Wife of Bath’s Tale"VOCABULARY
   Use the glossary in your textbook or a dictionary to define the words.
   Part B) example
   What do the 3 words "putrefy, acrid, and rank" have in common?
   First, find 2 words that have something in common. Then see if you can find another word that will fit with those 2.
   Vocabulary example #2: What do the words "purge" and "extort" have in common?
   How might "disperse" have something in common with those words?
   Purge – v. to cleanse of impurities; to clear away or out. (when someone purges what he ate, he throws it up or gets it out of his stomach)
   Extort – v. to get money or goods by threats or violence. (when someone extorts money, they illegally get money from someone)
   What do these 2 words have in common?
   Disperse – v. to break up and scatter; distribute widely (When the police disperse a rowdy crowd, they spread them out from the big group they were in. They get them out of the mob or riot.)
   What do all 3 of these words have in common?
4. Literary Terms (add "couplets" and "allusion" to packet page 11)
   Dynamic characters – change during the story. Decisions these characters make, things they say, or their thoughts reflect these changes. (Guy Montag, Equality)
   Static characters – remain unchanged during a story. (Mildred, Captain Beatty)
   Couplets (add this one) – 2 lines in a row that rhyme
   allusion – a reference to something that is known from literature, history, religion
5. Geoffrey Chaucer lived during 1300s
   **Author of The Canterbury Tales
   **"Father of English poetry"
   **Wrote in the vernacular (everyday language), Middle English. Most literature was written in French at that time, so Chaucer writing in Middle English helped to increase respect for the English language.
6. The Canterbury Tales
   Pilgrimage: journey to a sacred/religious place
   Setting of the "big" story: London, Canterbury, the road from London to Canterbury
   **People are going on a pilgrimage to Canterbury. On the way & back, they have a storytelling contest. This is the frame that binds the tales together. The smaller stories are the stories they tell for the contest.
   **Chaucer opens The Canterbury Tales with a prologue. He explains what they are doing and gives a description of each pilgrim.
   Some of these pilgrims include:
   Knight - Monk
   Squire - Farmer
   Nun - Student
   Priest - Wife (actually a widow)
7. The Canterbury Tales: The Sequel
   **Read slide 1 (slide # in bottom corner).
   Identify the rhyme scheme
   Summarize what it is about in the summary box.
   Can you find any metaphors?
   Illustrate the scene &/or images from the passage.
   Who is the speaker of the poem? Who is "I"?
   **Your section of the sequel
   On the back of slide 1 is your individual section of the poem.
   Read it. Summarize it. Identify any metaphors. Illustrate it.
8. We began reading "The Wife of Bath's Tale" on page 774. We will finish on Friday.

23 Feb: Frame Story, Tale of Falcon

1. Journal: "What Women Want"
   Write 2 paragraphs explaining what you think women want the most.
2. Turn in packet pages 8 & 9
3. "Cats, People, and the Black Plague"
   Graphic organizer: colums 1 & 2. Next: Scan the article. Write one thing in column 3 after scanning.
   Read the article. As you read, highlight words you aren’t familiar with. Can you use context clues to determine their meanings?
   Now, fill in column 3 with as much information as you can remember (without looking at the article.) Do NOT look on anyone else’s paper. This will not help you in the long run.
   CONNECT AND USEColumns 4 & 5
   4 – CONNECT: Does the information in the article remind you of anything? Ideas you have? Things you have read/seen/heard?
   5 – USE: How you might be able to use this information? Give at least 2 uses:
   1: Be practical.
   2: Be creative.
   Turn in "Black Plague" Graphic Organizer
4. Decameron, "Tale of the Falcon" packet page 10 notes
   Frame story: a story that binds (holds together) several/many other stories.
   A "bigger" story is created. It is a "frame."
   This bigger story is used to "house" other stories.
   Decameron’s frame:
   Setting: Italy during the Black Plague
   Frame: 10 people go to the country to get away from the plague (This is the "bigger story")
   When they are in the country, they tell 10 stories a day for 10 days.
   How many stories are in the Decameron?
   Situational irony – What actually happens in a story is the opposite of what is expected
5. Giovanni Boccaccio: Author of the Decameron.
   Read page 813 and create questions that begin with the following…
   Who
   What
   When
   Where
   Why
   How
   (6 questions total) answer your questions.
6. HOMEWORK: Read "The Tale of the Falcon" (page 815-820)
   Packet page 10: Summarize/make notes about the plot and characters as you read.
   When finished, answer the following questions found on page 820:
   First Thoughts
   Identifying Facts 1-3,
   Interpreting Meanings 1-3
   You may answer these on the back of packet page 10. You don’t have to write the questions.
7. Students had about 20 minutes in class to work on the Frame Story Project that is due Wednesday.
8. Extra credit playing card assignment was turned in.

19 Feb: Chevrefoil, Frame Story

1. Journal: "Box of Chocolates" If "Life is like a box of chocolates," what in your life are the following...
   1.Caramels
   2.Coconut
   3.Strawberry filling
   4.Chocolate filling
   5.Other
   Explain your answers.
2. Answer questions about Marie de France (p.715)
   1) Why does "an atmosphere of mystery" surround Marie de France?
   2) Why is it concluded that Marie was a noble? Be specific.
   3) How were Marie’s lais different than other literature during her time? (3 reasons)
   4) Renaissance means "rebirth." Describe the "Renaissance of the Twelfth Century."
   5) If there were a "Renaissance of the Twenty-First Century" that started during your lifetime, what would you want it to be a rebirth of. Explain in at least 2 sentences.
   (What does "contemporary" mean?) "Chevrefoil" page 716
3. Answer questions about "Chevrefoil" page 716:
   1)What does this word mean in French?
   2)Who is it about?
   3)Summarize the story of these two lovers.
   4)What moment in their lives is "Chevrefoil" about?
4. Extended Metaphor (Packet page 8)
   Extended metaphor: A metaphor that is developed over several lines of writing or throughout an entire work. "Life is a Highway" – the song gives details that develop this metaphor.
   Conflict – a struggle or clash between opposing characters, forces, or emotions.
   What is the extended metaphor found in "Chevrefoil"?
   Read "Chevrefoil"
   Answer questions in your packet (pages 8 & 9) (students had about 7 minutes to work on this)
5. DUE MONDAY, February 23
   Answer questions on packet pages 8 and 9
6. Packet page 10 notes: Frame story: a story that binds (holds together) several/many other stories.
   –A “bigger” story is created. It is a “frame.”
   –This bigger story is used to “house” other stories.
   •Decameron’s frame:
   –Setting: Italy during the Black Plague
   –Frame: 10 people go to the country to get away from the plague (This is the “bigger story”)
   –When they are in the country, they tell 10 stories a day for 10 days.
   –How many stories are in the Decameron?
7. FRAME STORY PROJECT (Quiz Grade, also due Feb 25 along with Metaphor Graffiti)
   •1) Individual: You will write a short story inside the frame. (200 word minimum). Brainstorm for the following:
   –Characters:
   –Setting:
   –Conflict:
   –Plot:
   –Theme:
   •2) Group: develop a “frame” for a frame story. What will be the story that binds all your stories into one? Around the outside of the frame, you will explain this story, the story that binds your individual stories.
   •Students had 20 minutes to work on this in class.
   •15 minutes will be allowed at the end of next class (time permitted. This means, if students don’t work responsibly and allow themselves 15 minutes, they will lose this opportunity)
   
   
   

17 Feb: King Arthur Weds, Metaphors

1. Journal: "Love Story"
   •Think of all the love stories that you have read, seen on television or at the movies, or heard about.
   1.Jot down the features of these love stories.
   2.Are they happy or tragic?
   3.Do the lovers die or do they live “happily ever after”?
   4.Give specific examples.


2. "How King Arthur Took a Wife" packet page 6
   •This is a chapter from Le Morte d’Arthur by Thomas Malory.
   •Read the chapter.
   •In the margin, summarize each paragraph in your own words.


3. King Artur Comic Strip:
   •In your groups, you will create a comic strip of this chapter. Include at least 8 frames, 8 pictures and 8 “dialogue balloons.”
   –Use the pictures provided and add your own.
   •Quality work is expected.
   •Work for 13 minutes.
   •Anything not finished is homework, due Thursday.


4. METAPHORS:
   1.List as many metaphors as you can think of, or make (What metaphors are you familiar with already? Can you make metaphors with objects in the room? ) •Can you compare these objects to other concepts? Love? Freedom? Peace? Etc.
   2. "Life is a Highway" (song) Identify similes, metaphors, and other figurative language (words & phrases that aren’t meant to be taken literally) that support the metaphor “Life is a Highway." Next, add your own ideas that support “Life is a Highway”


5. Songs with Metaphor, Graphic Organizer.
   •In your groups, fill out the graphic organizer for the song in your folder. (songs included: "Stairway to Heaven," "Dust in the Wind," "Don't Let the Sun Go Down on You," "I Hope You Dance," "The River," and "The Rose.")
   •Next, choose a song from 4 pages left at your tables. No one in a group can use the same song!
   •Complete the graphic organizer for this song.
   •Work until the end of class. Anything not finished is homework.

Graphic organizer looks like this:


6. HOMEWORK: packet pages 3, 4, & 5 (Read the article "A Breef History of Playing Cardes" and answer questions on page 3.) Finish graphic organizers for songs. Finish the comic strip if you didn't finish in class.
   
   
   
   
   
   

Today, students will:
•Take a few notes about “romance,” “courtly love,” and “chivalry”
•Create statements a chivalric knight might say that prove he is chivalrous.
•Finish up your posters and briefly present what you learned.
•Write 2 paragraphs about Courtly Love statements.
•Read an article about the history of playing cards.

1. Journal: "Honor and Loyalty" •Write a paragraph explaining what “honor” and “loyalty” mean to you. •You must have a topic sentence and at least 3 supporting details. •Remember supporting details: RENNS = reasons, examples, names, numbers, senses
2. Notes: Middle Ages, Medieval Period, Chivalry, Romances
   •Middle Ages: 500-1500
   •Medieval Period: 1066 – 1485.
   •Medieval period begins when the French enter England. The English language starts to be influenced by the French language.
   •CHIVALRY
   •French word for knight = chevalier
   Chivalry: A military code of conduct. A knight exhibited the following qualities (text page 687):
   •Fairness to his opponents
   •Loyalty to his lord
   •Honorable in all things
   •Humility (means being humble, modest, not arrogant) to his peers
   •Kindness to those beneath him
   •Generosity to all
   •What did chivalry do the world of the Middle Ages? Civilize


3. Chivalric Statements: Draw 6 speech balloons around the knight on the front of the packet. In the balloons, write a statement that a knight would say to prove he is 100% chivalrous, to prove he exhibits the qualities you just took notes on. For example:
   
   
   
4. Notes: Romances (text pages 688, 689 in text)
   1.What were romances? Written expressions of chivalry, long poems
   2.What were they about? knightly adventures
   3.Who told them? traveling poets
   4.What were Arthurian Romances? Popular medieval romances about Arthur, a Celtic king, and his knights of the Round Table.
   5.Who was Chretien de Troyes? A French poet who wrote Arthurian romances.
   6.Lai is the French word for song.
   7.What are Lais? Poems influenced by courtly love.
   8.How were lais often presented? They were sung to music (usually a lyre or lute)
   9.Who was Marie de France? She wrote lais.
   
5. COURTLY LOVE notes (packet page 1)
   Women in the Middle Ages were often treated as property
   Medieval Country Marriages: Married for LOVE.
   Medieval Noble Class Marriages: Married more for business transactions (money) than true love.
   Knights returned from the Crusades bringing with them reverence for women.
   Courtly Love: Modeled on the feudal relationship between a knight and lord. The knight serves his courtly lady with the same obedience and loyalty. She is in complete control of the love relationship The knight's love for the lady inspires him to do great deeds in order to be worthy of her love or to win her favor.
   "Courtly love" was originally an ennobling force whether or not it was consummated, and even whether or not the lady knew about the knight's love or loved him in return.
   "Courtly Love" – modern word "courtesy"
6. Students finished posters from last class.
7. Assignment: The Art of Courtly Love. Packet page 2. Choose 2 statements. Write a paragraph about each describing why you agree or disagree with each statement. This was due today.
   
   
   
   
   
   
   

10 February: Middle Ages, Courtly Love

Today, students will:

1. Write an MLA works cited entry for your book.
2. Present your book project
3. Figure out what you know about the Middle Ages and make a list of questions you want to know.
4. Look through various books for facts about the Middle Ages. Then form groups, sharing information, and compiling this information onto a poster.
5. Take a few notes on courtly love. Get an idea of what courtly love is.
6. Read statements from "The Art of Courtly Love" determining which they agree &/or disagree with and why. Write paragraphs about 2 (homework).

Works Cited entry for a book includes the following: Author’s last name, author’s first name. Title of Book. Place of publication: Publisher, Year of publication.

When typed, it should look like this:

Students presented Outside Reading projects and turn them in.

The Middle Ages. We began this unit today. Students were given a packet they will work on during the next few weeks.

1. On the back of the packet cover, students make a "KWL" chart. In the "K" column, they wrote what they already know about the Middle Ages and Literature of the Middle Ages. In the "W" column, they make a list of questions they want to know about the Middle Ages and Literature of the Middle Ages. They will fill out the "L" column when we finish the unit.
2. Look through books provided on tables for facts about the Middle Ages. Get in groups, share information, present on a poster. Groups were to assign roles: director, writer, artist, presenter. Students compiled information on a poster. Posters were to include words, images, and colors. Students will have 5 minutes in class on Thursday to finish up and present their posters.

Family Life / Outside Reading

Family Life classes will be held during English class the first 4 days of the semester.

Students have been assigned an outside reading project during this time.
It is due February 10 and is a major grade.

Instructions can be found here: http://woodliffenglish10.blogspot.com/2009/01/outside-reading.html

Exam Review

First semester exam review can be found here.

Semester Exam Review Board Game
Up to 4 in a group.

Assignment:
You are a board game manufacturer, and you have been assigned the task of creating a board game that will help students review everything they read/studied in English 10 during the first semester in a fun and interesting way.

Requirements:

• Using paper (posterboard, cardboard, file folder, etc.), colored paper, colored pencils, and/or markers (or other supplies of your choice), create a game board.
• Create game pieces that allude (refer to, especially literature or history) to first semester literature. (Use review sheet.)
• Create at least 25 questions and answers for your game that relate to 1st semester literature. The questions must be somehow incorporated into playing the game. (Use review sheet when creating questions.)
• The format and purpose of your game must in some way relate to the literature read this semester. (Example for a unit on fairy tales: Game board is in the shape of a castle. The purpose is to escape the evil grandmother.) Be creative.
• Write directions for your game that would make it perfectly clear how to play the game.
• Make it neat, colorful, interesting, and creative.
• On Tuesday, be prepared to present your game and have students play the game in order to review for the exam.

Day 10, January 13

• Make sure the following journals are complete: Jan 7, Dec 16, Dec 10, Dec 8,November 20 and 14. Turn in journal. If not today, it is due Thursday, no exceptions.
• At your tables, answer study guide questions.
• Turn in vocabulary #4
• Quiz #4. 20 minutes
• The following were assigned on a handout. (A - due today) (B & C are due Thursday)

(A) “Afterword” and “Coda”
Read the Afterword (page 167). Summarize in 2 sentences. What 2 things is the afterword basically about?
In Bradbury’s play he wrote after writing Fahrenheit 451, Beatty says “I do play with ironies.” Why is it ironic for a fireman to own books?
Which type of irony is this an example of?
•Verbal irony: saying one thing but really meaning the opposite.
•Situational irony: what actually happens is the opposite of what is expected or appropriate
•Dramatic irony: the audience or reader knows something important that a character doesn’t know.

Read the Coda. Summarize in 3 sentences. What is it basically about?
How does Bradbury feel about Fahrenheit 451?
How does he feel about censorship? Give evidence to support your answer.
How are works being censored? How does this negatively affect you as a student?


(B) Dystopia Characteristics (read, answer #1-12 on separate handout)

(C) Essay Prewriting: Brainstorm and Outline Prewrite for a 5-paragraph essay in which you compare the dystopias Anthem and Fahrenheit 451
1st: brainstorm. Make a list, web, etc.What do these 2 books have in common?What characteristics of literature might you write about?
2nd: organize by outline Organize your thoughts into the order you will present them in an essay. Basic Outline (write a sentence for the underlined parts)

• I. Introduction: hook, summary, 3-point thesis statement
• II. Topic #1 (this is the first point in your thesis)
  A – D. 4 details that support Topic #1. You should have details from each book to support your topic.
• III. Topic #2 (2nd point in thesis)A. – D. Details (same as above)
• IV. Topic #3 (3rd point in thesis)A. – D. Details (same as above)
• V. Conclusion: restated thesis statement, closing thoughts

Extra Credit Options for Major Grade, including essay rewrite, were handed out in class. This is due Friday, January 16, no exceptions. We do not have class that day. If you are turning it in, you will need to bring it to me or put it in my box in the office.

Day 9 January 9

Journal: Make sure all journal entries are complete. Add to or revise those that aren't. Journals will be turned in on Thursday (Tuesday, if you want to turn in early). I will not accept journals after Thursday.

Graded Quiz #3 was returned.

Vocabulary #3 was turned in.

We finished the book. Students had time to answer study guide questions.
Students also should answer the following:

–Why do the police catch the man and claim that he is Montag?
–Who is Granger?
–How is the fire in the woods different?
–Why does Granger tell the story of his grandfather?
–What the purpose of Montag recalling the farm?

We will recap on Tuesday for about 20 minutes than take Quiz #4.

HOMEWORK: finish vocabulary #4. Be prepared for Tuesday's quiz.

January 7

Journal: “Hmm..." Write a paragraph about something that makes you THINK. (book, movie, event, quote, etc.)

Quiz #2 was returned, and we went over the answers.

Quiz #3 was taken.

Vocabulary assignment: Write 2 sentences using the words "obscure" and "pedant." Choose a vocabulary activity of your choice to complete for remaining words from reading assignment #4. Due Tuesday, January 13

Reading Assignment #4 vocabulary: fill in the blanks...

•A. burning
•B. clear, hidden
•C. decision
•D. distorted
•E. described
•F. crushing
•G. spice
•H. knowledge
•I. materials, corpse

"Burning Bright" We started reading the last chapter, "Burning Bright." Students were to finish reading through page 136 after listening to the audio book for 30 minutes.

Vocabulary #3 homework from last class: If it wasn't turned in today, students won't be penalized for turning it in on Friday. None will be accepted after Friday.

Day 7: January 5

1. Journal: “Save this book!” If you could save one book from being destroyed forever, which would it be and why? 3 sentence minimum.
2. Turn in vocabulary homework.
3. Quiz #2
4. Reading Assignmnent #3 vocabulary: make a cinquain or acrostic for each new word.
5. "The Sieve and the Sand" page 71 (read through page 93).
6. While reading this chapter, determine what its title means.
   While reading, add to “Get into My Head” characters.
7. HOMEWORK: Finish reading "The Sieve and the Sand" (copies were given). Finish vocabulary activities. Prepare for a quiz Wednesday.
8. Anthem essays returned:
   •On a separate sheet of paper, write “Anthem Essay” at the top. Then:
   •Editing: What types of mistakes did you make?
   –Make a list of mechanical mistakes (last part of rubric). Write an example of each mistake from your essay. Then correct the mistake and write your new sentence.
   –Due Friday, January 9
   •Replacement essay will be assigned after we finish Fahrenheit 451 for those of you who are unhappy with your grade enough to write a new essay.
   •A prewriting make-up assignment will also be given at that time.