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.