ENGLISH IV HN
CATALYSTS
Welcome to English IV Honors!
 Each day, when you enter my classroom, you will take out
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your journal and record the following:
Date
Objective (written on right-side of board)
Catalyst #
Response to the catalyst questions
CATALYST #1
1.25.12
 What is your all-time favorite book? What do you love about
this book? Provide as much detail as possible.
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Which character(s) resonate(s) with you the most? Why?
What event was most memorable in this book? Why?
What did this book teach you? In what ways did you relate to it?
What genre does this book fall into and why do you enjoy this genre?
 Food for thought: Why is it important to write down your
thoughts, rather than just talking about them or keeping
them in your head?
CATALYST #2
1.26.12
 Please have out your syllabus and pass up your parent contact sheet!
 Today we will begin discussing the expectations for the
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Graduation Project this semester.
Therefore, answer the following:
What, currently, are your concerns about the GP?
What have you heard from others that you must complete?
What did you write about in your junior research paper?
Jot down any possible ideas you have for the product.
What do you need from me to aid you in being successful
with this project?
What is a product?
 A product can be manifested in many different ways
 However, it must:
 Be an extension of your topic
 Have potential for a broader application than just this project
 Be applicable to or usable by an audience other than the GP
judges
 Be student-generated
 Reflect ample time and effort (15 hrs or more)
 Be well-documented (if experience based)
Product Formats
 Video (4-6 minutes in length)
 Commercial for a product, event, or organization
 Public service announcement series
 Documentary film
 Write and direct a short (fictional) film
 Instructional or “how-to” video
Product Formats
 Website
 Interactive
 Multimedia Format
 Thorough
 Professional
 Model/Design
 Create a scale replica model
 Create a functioning model
 Develop blueprints
Product Formats
 Creative Representation
 a work of art
 composed song
 a performance
 a publication
 Educational Event/Program
 teach a class
 design a thorough program with all aspects taken into account
Product Formats
 Volunteer/Work Experience
 Thoroughly documented
 Must be reflected upon
 Draft Legislation/Policy/Legal Document:
 Thoroughly researched
 In an accurate format
CATALYST #3
1.27.12
 Pass up your drafts of your TIB essays.
 Create a graphic of a family tree, going as far back in your
family as possible.Your goal should be to trace back at least
two generations.
 If this is not something that you feel you can do, create a
friend tree. How are you connected to each of your friends?
 Use and first and last name as much as possible.
 Be sure to include yourself in the graphic!
CATALYST #4
1.30.12
 How do you remember things or keep track of what you
need to do on a daily/weekly basis?
 What do you do when you REALLY need to remember
something?
 What are your first impressions of the story of Beowulf?
 What questions or confusions do you have about the plot so
far?
 What are you hoping to find out as you continue to read?
LITERARY DEVICES REVIEW
 WORK WITH A PARTNER TO DEFINE/GIVE EXAMPLES OF AS
MANY OF THE FOLLOWING AS POSSIBLE:
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at
ac
eh
im
k
mo
pe
sy
th
to
Alliteration
Archetype
Epic Hero
Imagery
Kenning
Motif
Personification
Symbolism
Theme
Tone
as
c
f
i
mp
pa
si
Allusion
Characterization
Foreshadowing
Irony
Metaphor
Parallelism
Simile
ANNOTATION WORKSHOP
 For the remainder of the prologue and Chapter 1, work on
annotating together with a partner.
 Start to develop a more specific system of annotating that
works for you.
 As you annotate with your partner, attend to the following:
 Passages that you have questions about or think are important
 Instances of the use of literary devices
 Examples of Anglo-Saxon culture as established in the class
notes on Friday
Class Discussion
 What questions or important passages did you note in your
annotations?
 What literary devices did you notice and why might they
have been important?
 Questions about understanding: Whose history is this? What
kind of leaders were Hrothgar’s ancestors? What kind of
leader should he be? What kind is he? What kind of place is
Denmark at this time?
Exit Ticket
 Write a summative passage that reflects on qualities,
anecdotes, and accomplishments of your relatives noted on
the family tree. Link these elements to who you are or what
they demonstrate about your family history. Use the
Prologue and Chapter 1 of Beowulf as a model of the
summary of Hrothgar’s family history.
CATALYST #5
2.1.12
 Have your answers to the reading questions on your desk to be
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checked. Fill out the textbook inventory sheet as it comes around.
Looking back at your notes on literary devices from Monday
and referring back to Beowulf Chap. 1-12:
Record at least one example of each of the following:
alliteration, allusion, archetype, characterization, and
foreshadowing that you have found in your reading so far.
Use specific line numbers for each example you find.
Explain why this is an example of the literary device and why
the author might have used it in that place.
Be ready to share!
CATALYST #6
2.3.12
 Have your answers to the reading questions on your desk to be
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checked.
Looking back at your notes on literary devices from Monday
and referring back to Beowulf Chap. 2-18:
Record at least one example of each of the following:
Imagery, tone, parallelism, simile, motif (repeated elements)
Use specific line numbers for each example you find.
Explain why this is an example of the literary device and why
the author might have used it in that place.
Be ready to share!
We will also go over devices from yesterday
Beowulf Ch. 13-18 Discussion
 In your book circle groups, discuss the questions from Ch.
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13-18.
Back up what you say with quotes from the text!!
Take notes on your discussion:
Record the page number/ lines numbers of the passage
discussed.
Write down the responses of at least two group members.
Then, with your group, select 1 passage that you found to be
most significant in Ch. 13-18. Be ready to share!
CATALYST #7
2.6.12
 We began talking about the stories of Finn and Siegemund on
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Friday.
Go back and re-read their stories now.
How do the stories of these two men compare?
How do their stories contrast?
Who do you think Beowulf most closely resembles?
Therefore, what fate do you believe Beowulf will endure?
How, if at all, is this different from what you
believed about Beowulf earlier?
Seminar Questions
 On Thursday, you wrote several discussion questions.
 Add two more discussion questions that reflect events in
Chapters 13-19.
 Now, star your three best questions.
 These will serve as discussion starters for our seminar; you
must have these questions ready to read to gain admission
into the seminar.
Fishbowl Seminar Guidelines
 You will need a partner to participate in this seminar.
 There will be two circles for this seminar, an inner and an outer
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circle.
The inner circle will be engaged in the discussion; the outer
circle will be observing and taking notes on the discussion.
You and your partner will take turns participating.
One of you will start in the inner circle; the other person will
sit directly behind him/her in the outer circle.
After the partner in the inner circle speaks twice, you will trade
places.
Each time that you speak will be tracked, and the quality of
what you say will be noted, using the guidelines on your
handout.
CATALYST #8
2.7.12
 Please have out your questions to be checked.
 In the section of Beowulf that you read for today’s class,
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Beowulf speaks up even more about what he believes in and
what influences both his actions and the actions of others.
What are the underlying principles of Beowulf’s belief
system?
Record at least 3.
Then, cite line numbers to back up each of your statements.
Be ready to share!
Discuss…
 With a partner, discuss the following:
 1- Do Beowulf’s beliefs contradict one another?
 2- Do they differ from other characters’ beliefs?
 3- Specifically who and why?
GP Product Proposals
 Is it feasible?
 Who is it for?
 Is it something that has already been done?
 Can you take it another step further?
Sample Abstract
 As you read the sample abstract, answer the following:
 1- What did you learn about this person’s product from her
abstract?
 2- How is her abstract organized?
 3- What questions do you have about constructing this
document?
CATALYST #9
2.8.12
 A foil is a character that is similar in many ways to the
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protagonist of the story, but serves as a contrast to an
important quality in the protagonist.
What character serves as a foil to Beowulf? (Excluding Finn
and Siegemund)
In what ways is this character a foil to our hero?
Have you seen any changes in this character so far? What are
they?
What happens or has happened to this character?
How might this help us determine what will happen
to Beowulf?
Discuss…
 With a partner, discuss the following, adding what your
partner says to your own notes:
 1- What character did you choose as a foil and why?
 2- What themes (or messages) are surfacing as you compare
Beowulf to these characters?
GP ABSTRACT REQUIREMENTS
 1-2 page abstract that answers the following questions:
 What are you doing for your product?
 What is the topic of your research?
 What role does your product play in relation to your
topic/thesis?
 What knowledge, information, and skills are required to create
this product?
GP ABSTRACT REQUIREMENTS
 The information in your abstract must be backed by research,
with at least one citation from each resource used.
 You must turn in an MLA formatted works cited page
with at least three new sources and your original works cited
page from your 11th grade graduation project paper.
 Your new sources may not also be present on your works
cited page from last year.
WHY RESEARCH AGAIN?
 To be as up to date and as knowledgeable as possible on your
topic
 New information may have been released or other events may have
occurred that have changed what is known about your topic
 To research the skills you will need to successfully complete
your product:
 Watching documentaries and/or their creation
 A course in website design
 Digital editing
 Photography and/or moviemaking
 Construction
RESEARCH TERMINOLOGY
 DATABASE: organized and searchable collections of materials
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that have been filtered and evaluated by publishers, editors,
authors
FREE WEB: the part of a web page that is accessible by searching
standard search engines.
INVISIBLE WEB: also known as the deep web. This is a large
area of the internet that is inaccessible to search engines.
QUERY: a formal information request that is used with search
tools to locate web sites that match an information need.
RELEVANCE: this term refers to how closely a site matches
search criteria. Some search engines use special technologies to
move the most relevant sites to the top of the result list.
CATALYST #10
2.9.12
 Have out your questions to be checked.
 Take out your vocabulary book and open up to the first unit.
 Take a couple minutes to familiarize yourself with each word
by reading its definition and recording the word on the line
provided beneath the definition.
 Then, select 5 of these words and do one of the following:
 A- Use each word in a sentence of your own
 B- Illustrate each word in some way
 C- Generate a list of words associated with this word
 *You can vary what you choose to do for each of your 5 words.
Red: Beowulf; Green: Grendel; Blue: Hrothgar
 Jekyll/Hyde & Frankenstein:
 Alex Marbury
 Shelby Santos
 Ella Grace Pounders
 Deonne Young
 Giselle Palladino
 A Tale of Two Cities:
 Emily Gourd
 Pooja Patel
 Cameron McPherson
 Rachel Faulk
 Caroline Zybala
 Aman Shah
 Pride & Prejudice:
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Abby Brooks
Samantha Cureton
Ryan Egan
Ann Marie Pichiraillo
Ian Sullivan
 1984:
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John Beall
Thomasson Burgess
Danny Kim
Raleigh Knox
Aida Martinez
Thurman Hill
CHARACTERIZATION
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Include an explanation and line numbers in each box.
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As your group examines one of these characters, USE TEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED
Character
Appearance
Attitude
Words
Deeds
Other
Characters’
Reactions
Overall
Analysis
Line-636
BEOWULF
Lines 194-195
Lines 322-325
Possibly mythical son
of Edgetho
Line 16551675
-Line 416
-Line 16451650
-Line 15651569
-Line 2540
Line 507-525
Line 623
Epic Hero
dies in glory;
Good
character
GRENDEL
Line 101-110
Line 163
Line 144- Line 725
160
87
Line105110
Line 372
Line 172
HROTHGAR
Line 167
Lines
159-167
136-143
105-110
Lines 148-150 Antagonist
Line 126-144 Dies alone
Fiend
in a lake
Evil &
demonic
Old wise king,
Line 305 Line 365
who allows others
Mournful;
to take care of his
thrones problems.
Well-loved
Well respected as
well
CATALYST #11
2.10.12
 In your vocabulary books, complete the “Completing the
Sentence” activity by choosing the word that best fits in the
context of the sentence.
 Be ready to be called on for an answer!
 If, for some reason, you do not have a vocab book with you
(or you finish early), look through the final chapters of
Beowulf and identify 10 kennings in the text.
 Then, explain the meaning of these kennings.
Unferth
 We are going to add another character to our character
charts:
UNFERTH
 In your group, go back and find examples of his
characterization as well
Test Review Questions
 PART I: Review
 Generate 3-5 questions that you feel might be on Tuesday’s
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test.
Record either the answer to these questions, or questions
about how to answer these questions.
PART II: Seminar Prep
Generate 3 questions to use in Monday’s seminar.
These questions must relate to the themes, cultural aspects
of, or significance of occurrences in Beowulf.
CATALYST #12
2.13.12
 Journals will be collected tomorrow!
 Complete the next activity for Unit 1 Vocab by determining
the synonyms or antonyms for each vocabulary word.
 Then, choose 3 more words and repeat the activity you
completed on Thursday with these words:
 Apply the meaning of the word in a new way by illustrating it,
using it in a new sentence or generating a list of related terms of
phrases
Battle Compare/Contrast
 Create a triple Venn diagram to compare and contrast the
three battles Beowulf undergoes throughout the story.
 Focus your study on the following: 1- Beowulf’s demeanor,
2- the reactions of others in response to the battle 3- what
influences/items allowed Beowulf to be victorious (or
prevented victory).
 At least 2 pieces of text evidence per category should be used
as support on the chart.
Fishbowl Seminar
 Fishbowl seminar guidelines will be used just like last time:
 You will track your partner’s progress in the seminar and
record reflections on your seminar sheet.
 Remember that ample notes and reflections on the seminar sheet can
enhance your grade if you do not get to speak in the seminar as much
as you like.
 Questions should be focused on themes, cultural
influences and elements of epic poetry in the text.
Book Circle Groups
 Jekyll/Hyde & Frankenstein:
 Thurman Hill
 Shelby Santos
 Ella Pounders
 Deonne Young
 Giselle Palladino
 A Tale of Two Cities:
 Emily Gourd
 Pooja Patel
 Cameron McPherson
 Rachel Faulk
 Caroline Zybala
 Aman Shah
 Pride & Prejudice:
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Abby Brooks
Samantha Cureton
Ryan Egan
Ann Marie Pichiraillo
Ian Sullivan
 1984:
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John Beall
Thomasson Burgess
Danny Kim
Raleigh Knox
Aida Martinez
Alex Marbury
Journal #1
 In your warm up journals, we will frequently use journal
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entries to record thoughts on our reading/ provide a space to
individually synthesize a class discussion
Answer the following for your first journal entry:
Now that we have examined several key characters in
Beowulf, what traits stand out to you the most?
In what ways did the writer of Beowulf create the strongest
portraits of these characters?
Which character do you know understand far better than
before? Explain why.
CATALYST #13
2.14.12
 HappyValentine’s Day! <3
 After completing the catalyst, pass up your seminar sheets and epic
hero sheets from class yesterday and Friday, respectively, as well as
your journals.
 To review before the test, what makes Beowulf a distinctly
Anglo-Saxon text? Consider all of your notes on the A-S’s as
well as your notes on Beowulf and other characters in the
text.
 You can use your book on the essay portion of the test only. Keep
books away until you have turned in your Scantron.
Test Procedures
 You can use your book on the essay portion of the test only. Keep
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books away until you have turned in your Scantron.
The test should take you most of the block, and you have as
much time as needed.
When you are done with the essay as well, place all materials
on my front table in the appropriate pile.
Then, complete the following:
Choosing the Right Word for Vocab Unit 1.
Select 5 more words to illustrate, use in a sentence or
generate a list of related phrases/terms in your notes.
CATALYST #14
2.15.12
 Listen to “Ballad of Billy the Kid” by Billy Joel and “Ballad of
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Love and Hate” by The Avett Brothers.
As you listen to each song, record as many characteristics of
the song as possible.
Consider the following:
What particular lines stand out to you in the song? Why?
What subject matter or overarching ideas does the poem
address?
What characters are involved in the song? What are they like?
Do you notice any changes in tone or plot at some point in
the song? What are these?
WHAT DO THESE SONGS HAVE IN COMMON?
HISTORY OF BALLADS
 Originated with the troubadours (French oral poets)
 These French writers challenged one another to write the
greatest stories
 The style influenced poetry writing in other areas of Europe
as well
 After the Battle of Hastings, ballads became popular in
Britain in particular.
 Ballads were often written as songs, much like Beowulf
QUALITIES OF BALLADS
 Alternating rhymes
 Tragic or sensational subject material
 Strong narrative quality (tells a story)
 Often includes a dialogue between characters
 Repetition of certain lines/events or a refrain
 A twist (shift in tone or a surprise ending)
Medieval Ballads
 Turn to p. 220 in your textbook to “Robin Hood and the
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Three Squires”:
1-Provide a summary of what happens to Robin Hood from
the beginning to the end of his journey.
2-Find and provide at least 2 examples of each trait of ballads
in this poem
3- What is the effect of the repeated dialogue in moving the
plot forward?
4- What is the twist at the end of the story?
5- Based on the ending, what archetype does Robin Hood
represent? How does this impact the meaning of the ballad’s
tale?
VOCAB BINGO!
Create a bingo board that looks like the following:
5 x5 on a half sheet of paper
Write each vocabulary word once in any box you choose;
repeat 4 words.
FREE SPACE
CATALYST #15
2.16.12
 Clear your desk for the quiz when you are done.
 Be sure to review my comments about catalysts—record the objectives
on the side board!!
 To review for today’s vocabulary quiz, choose 5 more words
and complete the same activity for each word as we did last
week:
 Illustrate it
 Using it in a new sentence
 Generating a list of related terms or phrases
 Bring SGGK tomorrow; questions are due Wednesday!
Incorrect because:
 A: Cannot determine meaning of the word (context)
 B: Word is used as a verb, but it is a noun (form)
 Place completed quizzes on my stool.
 Begin reading “Get up and Bar the Door” on p. 224 in textbooks.
Medieval Ballads Pt. 2
 Turn to p. 224 in your textbook to
“Get up and Bar the Door.”
 Use the notes to aid you in understanding the dialect of the
poem as you read it with your partner.
Questions
 Answer in COMPLETE sentences for each. Be sure all questions from yesterday are complete as well.
 1-Provide a summary of the conflict between the couple and how it
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develops and is resolved.
2-Find and provide at least 2 examples (quotes demonstrating) of
EACH trait of ballads in this poem (There are 6 traits all together.)
3- What is the effect of the repeated dialogue in moving the plot
forward?
4- What is the twist at the end of the story?
5- What does this ballad suggest to you about everyday life in the
medieval period? How does it compare and contrast to everyday life
today?
6- How does this ballad compare and contrast to the Robin Hood
ballad. Create a Venn diagram!
Exit Ticket
 Construct an outline for a modern-day ballad of your
own.
 Keep in mind the qualities of a ballad:
 Alternating rhymes
 Tragic or sensational subject material
 Strong narrative quality (tells a story)
 Often includes a dialogue between characters
 Repetition of certain lines/events or a refrain
 A twist (shift in tone or a surprise ending)
CATALYST #16
2.17.12
 Look back at Part I of SGGK.
 We talked extensively about characterization during Beowulf–
how is the green knight characterized?
 What makes this knight stand out when he appears at King
Arthur’s court (other than the fact that he is green)?
 Find lines to support each statement that you make.
 How would you sum up his personality in one or two words?
Who is the Green Knight??
 Words to describe him:
PRODUCT PEER CONFERENCES
 Questions to ask/record responses to:
 1- What is your product?
 2- What is the purpose of your product?
 3- What audience does your product serve and how will they
benefit?
 4- What frustrations or concerns do you have regarding your
product at this point?
 Record all responses from your partner and be ready to
share!!
CATALYST #17
2.22.12
 Have out your Part I questions to be checked.
 Look back at the first part of SGGK.
 What is the relationship between Arthur and Gawain?
 How is each character described in the text?
 How does their relationship connect to Gawain’s actions?
 How is their relationship a product of the Middle Ages? Refer
back to your notes from Friday to answer this question.
Significant Passages
 Locate at least 3 significant passages that you have found in
the text so far.
 These passages should deal with one of the following:
 Influence of the Middle Ages on the text
 Thematic progression
 Insight into a character’s mindsets or personality
 For each passage, note the page and line numbers and explain
its significance in your journals.
Passage Discussion
 With a partner, discuss the passages that you selected.
 Work to clarify any misunderstandings about the passage
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first.
Then, share your comments on the significance of the
passage.
Ask your partner if he/she agrees, or if he/she disagrees or
would add to the analysis
Write down any additional notes/questions as you discuss.
Be prepared to come back together and share.
Literary Device Tracking
 Referring to SGGK Part One:
 Record at least three examples of Imagery found in SGGK
Parts I-III.
 Add to your annotations as you find each example.
 Keep track of where each example is, as you will need to
reference it shortly.
 Be ready to share!
Imagery Paragraphs
 We will be working on writing about the significance of literary
devices in texts in SGGK; attempt this process now!
 Frame your paragraph with the following structure:
 Topic Sent: Significance of the use of imagery in SGGK
 Example 1: set-up and quote from the text
 Elaboration: explain the significance of this particular use of imagery
 Transition/Example 2: set-up and quote from the text
 Elaboration: explain the significance of this particular use of imagery
 Transition/Example 3: set-up and quote from the text
 Elaboration: explain the significance of this particular use of imagery
 Concluding Sent: Comment on the overall significance of imagery in
SGGK, perhaps suggesting another step in analysis
CATALYST #19
2.23.12
 Have out your Part II questions for SGGK to be checked.
 From your reading through today, write down the line
numbers for 2 examples of each of the following:
 Irony, metaphor, and symbolism.
 Note why each of your examples is an instance of that device.
 Note what the significance of this example might be.
 Add this to your annotations in your book!
 Clear your desk when you are done with your catalyst response! ;)
POP QUIZ!
 Record your answers on the quiz itself.
 You may use your responses to the questions for Parts I and II
but you may not use your book or the question sheets.
 If you have been answering the homework questions thoroughly, you
should have a good aid for the quiz. If not, lesson learned!
Monday…
 I have jury duty 
 We will pick up with SGGK on Tuesday.
 On Monday, you will be reading Le Morte d’Arthur in your
textbooks, which will be a piece we will discuss in
connection with SGGK on Wednesday/Thursday
 Please let me know if you would like to sign up for Knight
Time with me starting on Monday!
CATALYST #20
2.28.12
 Please have out your SGGK Part III/IV questions to be checked.
 In the last part of SGGK, the role of women is amplified.
 What role do women play in the plot of the story? What
archetypes do they fulfill?
 What do the men say about the women and their
importance?
 How does this reflect the codes of knights and other aspects
of the culture of the Middle Ages?
 Do you agree with this portrayal of women? Why/why not?
Literary Device Analysis Passages
 Discuss these together; have one person present each
component:
 A: Note the use of literary devices (as many as you can find—
refer to notes!) as well as the prevalent themes and motifs
(including elements of culture) that are present in this passage.
 B: What is the effect of the literary devices on the development
of themes, motifs, etc?
 C: How do these elements contribute to your understanding of
the passage AND the greater work as a whole (significance)?
(Based on a close reading of the passage you should discuss how
this passage is important within the work.)
 ALL: Make predictions for the rest of the work as a result of the
conclusions of the analysis of this passage. (Share one each.)
Literary Device Analysis Passages
Alex M., Shelby S., Ella P. , Ann Marie P. (619-665)
Deonne Y.,Giselle, Ian S. (709-775a)
Emily G, Rachel F, Cameron M.(813-870)
Pooja P, Caroline Z, Aman S.(1036-1078)
Abby B, Samantha C, Ryan E (1221-1286)
John B, Thomasson B, Danny K(1815-1869)
Raleigh K, Aida M, Thurman H(1931b-1974)
CATALYST #21
2.29.12
 The final presentation group should be ready to present after the
warmup!
 As we discussed yesterday, there are immediate clues that
Gawain’s time with the host is “off ” and a “set-up.”
 Why does the GK put Gawain in this position? Why must he
spend time here before facing the GK? What is the goal?
 Select one event that happens between Gawain and the host
or the host’s wife.
 Cite the lines where this event occurs.
 Comment on why this particular scene becomes significant
once Gawain actually faces the GK.
Presentations
 I will set 5 minutes max on my timer for each group; you
must present for at least 3 minutes.
 Be sure you are aware of what you are presenting for your
group.
 Give classmates a chance to turn to the correct page in their
books before beginning:
619-665; 709-775a; 813-870; 1036-1078;
1221-1286; 1931b-1974
1815-1869
 Audience members: Participate! Part of your grade will
include your questions, comments or responses to each
group.
 I will be checking these off (similar to a seminar.)
Gawain’s exchange &
GK/Host’s exchange &
Symbolic Mng
Symbolic Mng
(Or his reaction)
(How he earns the animal)
Day 1
Day 2
Day 3
Encounter
w/ GK:
Attack 1
Attack 2
Significance
Seminar Prep
 To model strong seminar-style questions, we will talk more
about the role of women in SGGK now.
 Tomorrow we will have a seminar on all of SGGK.
Creative Project Choices
 Choice 1: Ballads
 Write a modern-day ballad that follows the formatting of a
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

medieval ballad, like the ones we read in class.
Your ballad must contain at least 12 stanzas.
Choice 2: Shields
Create a personal shield that displays symbolic colors,
symbols or images in your life, like those in SGGK.
On the back of the shield, explain at least 4 of your shield’s
symbolic elements.
These are due on Monday March 5th
CATALYST #22
3.1.12
 Have out your completed chart from class yesterday for me
to check.
 Prepare three seminar-level questions regarding SGGK.
 Consider the following as you generate questions:
 Thematic elements
 Influence of the Middle Ages
 Portrayal of gender roles
 Archetypal significances
 Controversial interpretations
 Then, respond to your questions! How would you answer
this question??
Symbolic Events Discussion
 How do the happenings between the lady and Gawain parallel
the hunters’ pursuance of what they are hunting each day?
 How is Gawain like each animal each day? Where do you see
similarities in how each is described?
 How do each of the GK’s three strikes at Gawain ALSO
parallel the three days of the game?
 Why would the author of SGGK set up the story in this way??
Paragraph Practice
 Locate one example of a strong, significant use of a
literary device in SGGK.
 Write a paragraph in which you provide:
 the context of the quotation (where in the story does this take
place?),
 the effect of the use of the literary device (what does the use of
the device do for you as a reader?),
 the significance in the text (why is this passage, or the use of
the device in this instance important to the work as a whole?).
Paragraph Peer Edit
 Trade your paragraph with someone near you.
 Answer the following about his/her writing:
 1- Does the paragraph provide context for the example provided? How
so and how well?
 2- Does the paragraph explain the effect of the example in the context
of the passage? Does it explain why the author used this device in this
particular instance and what purpose it served?
 3- Does the paragraph explain why the use of this device has
significance to a major element of the text overall?
 4- Does the paragraph have a cohesive structure? Does it have strong
topic and concluding sentences? Does the body of the paragraph sound
coherent? Overall, it is convincing and compelling?
 5-What suggestions or improvements would you provide to this person
as they prepare for the test tonight?
When you finish…
 Staple all of your sheets together using the stapler in the blue

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

bin on my side table.
Place your test on my stool.
Complete the remaining vocabulary activity (Choosing the
Right Word) for Unit 2 on p. 33.
In your green textbook, begin reading the Prologue to the
Canterbury Tales on p. 144
Answer the following question in your journal: How does
Chaucer characterize two of the characters on the
pilgrimage?
CATALYST #23
3.5.12
 Hand in your journals on the back table at the end of class today.
 Pass up your ballads or shields to the front of your row.
 Your vocab. quiz on Unit 2 will be on Wednesday.
 Open up your textbook to Le Morte d’Arthur on p. 248.
 Choose one character from the story whom you found to be




interesting in some way.
Explain this character’s role in the story.
What type of person was he/she? Did this change over the
course of the story?
How did he/she influence the plot?
What type of person might he/she be in modern day life?
Plot Tracing
 A lot happens throughout the course of this 10-page tale.
 Work with a partner to create a cause and effect chain that charts
the major events of the story.
CAUSE
EFFECT
→
→
→
→
→
Compare and Contrast
 Create two Venn diagrams that compare the following
characters in SGGK vs. in “Le Morte d’Arthur”:
 King Arthur
 Sir Gawain
 Use text evidence!
 Be prepared to post and present your findings to your
classmates.
For Wednesday…
 Prepare for Vocab Unit 2 quiz.
 You will get back your abstracts and we will discuss the next
step for your GP: Board letters and resumes
 We will finish discussing Le Morte d’Arthur.
 We will also start background material on The Canterbury
Tales, which are even more lewd and ridiculous than Le
Morte d’Arthur!
CATALYST #24
3.7.12
 Journals will be returned to you tomorrow.
 Today’s ‘Catalyst’ is vocabulary bingo.
 Create a board with the following format:
 We will take the quiz after we play bingo!
FREE SPACE
Feedback on Abstracts:
 Be sure to read my notes on the content of your product and see
me if you have questions.
 USE EASYBIB.COM!!! It does the work for you!!
 Sources must be CITED when they appear on a Works Cited page
 Examples:
 I will keep the content of my website’s subpages brief, as Website
Design Guide suggests that an effective website should contain no
more than 50 words of text per screen (Smith).
 Website Design Guide states, “Activity-based pages on website need
to contain HTML-coded links to operate successfully” (Smith).
Board Letters and Resumes
 You will need to reference p. 44 in the Grad Project
Handbook (in soft copy on the website) to write your letter.
 Your resume can take on a variety of formats, but should
contain:
 Your name and contact info
 Academic accomplishments (honors, awards, scholarships, etc)
 Work experience and accomplishments
 Significant accomplishments in extracurricular activities
(sports, clubs, church, etc.)
 Skill sets (languages spoken, computer competencies, etc)
 Your resume should not exceed one page!
 Letters and resumes are due on Friday March 23rd.
CATALYST #25
3.8.12
 Consider a time when you went on a “long” journey
somewhere, either alone or with family, friends, etc.
 Describe what the conditions of this experience were like:
 Were you in a car, on a plane, biking, walking?
 What resources did you have with you?
 What was the purpose of the trip?
 How did you feel when you began the trip?
 What did you do or think along the way? How did your
attitude change?
 How did you feel when you arrived at your destination? Was
it what you expected? Why or why not?
Canterbury Tales Prologue
 First 18 lines in Middle English:
 http://www.youtube.com/watch?v=QE0MtENfOMU
CATALYST #26
3.9.12
 Picture yourself on the journey with the pilgrims of the
Canterbury Tales…
 In the same way that they are characterized, how would you
characterize yourself on this journey?
 Write yourself into the General Prologue.
 Include your appearance, your disposition, the items you would
have with you, and significant personal history.
 Attempt to mimic Chaucer’s style and refer back to the General
Prologue to keep yourself on track.
 Be ready to share with a neighbor!
Canterbury Tales Setting & Plot
 Before discussing each pilgrim, let’s set the stage:
 Re-read p. 144-145 and p. 163-166
 Consider: How does Chaucer create the setting, atmosphere and
tone for the tales? How do you envision all of these pilgrims
gathered at the Tabard Inn? What does the scene look like when
they head out for Canterbury the next morning?
 Create visual images of these scenes as captured on
these pages.
 In your pair, designate the following roles:
 Illustrator—Number each illustration!
 Quote locater and recorder (Quotes should correspond to
numbered items on the illustration.)
 You will present these to one another, so make sure they are
presentable and clear!
Pilgrims—in order of appearance
 Knight
 Squire
 Yeoman
 Prioress/ Nun
 Monk
 Friar
 Merchant
 Man/Sergeant of law
 Clerk/ Cleric
 Franklin
 Cook
Shipman/Skipper
Physician/Doctor
Wife of Bath
Parson
Plowman
Miller
Manciple
Reeve
Summoner
Pardoner
Host
 Guildsmen (the frat boys): Haberdasher, Dyer, Carpenter, Weaver & Carpet-maker
CATALYST #27
3.12.12
 Choose to respond to 3 of the following questions:
 Can men and women understand one another?
 Is this understanding relative to certain situations in life?
 Do men and women view morals and ethics in the same way?
 Can men and women fulfill the same roles in society? Are
there roles that are better suited for one gender over the
other?
 Are impressions of men and women universal, or do they
vary from culture to culture?
 Explain why or why not and provide examples to support your
viewpoint.
The Knight and his ladies…
 Create a graphic organizer that depicts the relationship
between the knight and each of the women in the WoB’s tale.
 Provide at least 5 quotes as support for your graphic.
 Here are some suggestions for organization:
Characterization Paragraphs
 Remember that INDIRECT characterization is defined by what
characters do, say, and think, as well as how other characters react
to them.
 Compose a characterization paragraph for the WoB.
 Follow the following format:
 Topic Sent: Write a sentence defining the WoB’s personality in two
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or three words
Example 1: set-up and quote from the text
Elaboration: explain the significance of this particular
characterization
Transition/Example 2: set-up and quote from the text
Elaboration: explain the significance of this particular
characterization
Concluding Sent: Comment on why Chaucer may have created her
character in this way and/or how she contributes to a theme in the
tales
CATALYST #28
3.13.12
 Now that we have discussed the WoB’s tale…look back at
your catalyst from yesterday.
 Considering the beliefs that you set forth about men and
women, what kind of tale would you tell to convey
these beliefs?
 Create a timeline of events that would occur in your story.
 Add the moral or lesson at the end!
The WoB’s Prologue
 Read the summary of the complete Wife of Bath’s Prologue.
 1- How does the WoB treat her first three husbands?
 2- What does she learn from these husbands?
 3- How are the last two husbands (particularly Jenkin)
different from her earlier husbands?
 4- What does she learn from each of these later husbands?
Paragraph Peer Edit
 Trade your paragraph with someone near you.
 Answer the following about his/her writing:
 1- Does the paragraph define who the WoB is and what she is like? How
so and how well?
 2- Does the paragraph provide quotes from the text that show (not
tell) who she is?
 3- Are there strong explanations of each quote that tie them back to the
topic sentence?
 4- Does the paragraph have a cohesive structure? Does it have strong
topic and concluding sentences? Does the body of the paragraph sound
coherent? Overall, it is convincing and compelling?
 5-What suggestions or improvements would you provide to this
person?
Seminar Questions
 Generate 2 more questions to ask in the seminar on the
WoB’s significance
 Consider all of the following:
 The WoB’s characterization in the prologues
 The value and contributions of the other characters on the
pilgrimage, esp. as they relate to her
 The WoB’s tale and its lessons
 Chaucer’s outlook regarding relationships between women and
men
 Chaucer’s commentary on the Middle Ages
 Chaucer’s commentary on medieval romance
CATALYST #29
3.14.12
 Before beginning his tale, the pardoner quotes a verse from




the book of Timothy in the New Testament that states “Money
is the root of all evil.”
Do you agree with this statement?
Do all sins, wrongdoings or other immoral actions begin
with a desire for money?
Support your opinions with examples from personal
experience, the news or history.
What are other influences in or aspects of our lives that can
have a negative impact? Do these create evil? Does evil create
them?
Fishbowl Seminar Guidelines
 You will need a partner to participate in this seminar.
 There will be two circles for this seminar, an inner and an outer


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circle.
The inner circle will be engaged in the discussion; the outer
circle will be observing and taking notes on the discussion.
You and your partner will take turns participating.
One of you will start in the inner circle; the other person will
sit directly behind him/her in the outer circle.
After the partner in the inner circle speaks twice, you will trade
places.
Each time that you speak will be tracked, and the quality of
what you say will be noted, using the guidelines on your
handout.
CATALYST #30
3.15.12
 Look back in the General Prologue of the Canterbury Tales




and review some of the other characters on the journey.
Pick a character whose tale we have NOT read.
Explain whether or not this character would get along with
the WoB and with the Pardoner.
Why do you believe this about this character?
Pick two more characters and repeat this process.
 Start thinking about the connections and what Chaucer is
trying to say through these characters/tales!
IRONY
 Irony is defined in three ways:
 Situational—a situation in which the opposite of what is
expected happens
 Dramatic—the audience knows what to expect, but at least
one character does not
 Verbal—sarcasm—you say the opposite of what you mean—
tone of voice
 How do you see irony used in the Pardoner’s Tale? Finish
finding the examples that you began looking at yesterday.
 Remember to have at least 2 examples of each type!!
HYPOCRISY- Journal #2
 What is hypocrisy? In what ways is the Pardoner a hypocrite?
 Provide at least one example of text evidence from before,
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during and after his tale.
Topic Sent: Write a sentence defining the Pardoner as a hypocrite
Example 1: set-up and quote from the text
Elaboration: explain the significance of this particular
characterization
Transition/Example 2: set-up and quote from the text
Elaboration: explain the significance of this particular
characterization
Transition/Example 3: set-up and quote from the text
Elaboration: explain the significance of this particular
characterization
Concluding Sent: Comment on why Chaucer may have created his
character in this way and/or how he contributes to a theme in the
tales
CATALYST #31
3.19.12
 Turn back to the General Prologue and the Wife of Bath’s
tale.
 To review for tomorrow, note the following:
 WHAT (chart story events, including details)
 WHO (major and minor characters and descriptions)
 HOW (what literary devices are used to create plot)
 Use text evidence! Be specific! Don’t take the easy route!
Miller’s Tale Review
 Who are the key players in this tale?
 What happens over the course of the tale?
 How does this tale compare and contrast with the others we
have read?
Compare and Contrast…
 With a partner, create a Venn diagram for the Wife of Bath’s
tale, the Pardoner’s tale, AND NOW ADD THE MILLER’S
TALE! comparing events, characters and themes
 Anything that compares across the three is likely
something that Chaucer was trying to emphasize in
his tales!
 After creating the diagram, you and your partner will split
up.
 One person will post your diagram at a station and discuss it
with people from other pairs.
 One person will rotate through the stations and gather more
information from other presenters.
Gallery Walk!
 PRESENTERS:
 Present your findings to your visitors.
 Be sure to distinguish between differences and similarities in the
tales
 VISITORS:
 Take notes!
 You will need to report back to your partner at the end of the
rotation!
Quiz Review
 Generate 3 multiple-choice questions you might encounter
tomorrow, on one side of a sheet of paper.
 Record the answers on the back
 Be tricky! Make your questions difficult!
 Be ready to quiz one another. 
CATALYST #32
3.20.12
 Continue reviewing for the quiz!
 Write three more multiple choice questions and be ready to
quiz one another!
GOOD LUCK!
 When you are done…
 Place your Scantron in one pile on my table.
 Place your test in a separate pile beside it.
 Take one of the half-sheets from my stool.
 Choose Option 1 or 2 and begin writing! This is a 25-point
completion quiz grade!
CATALYST #33
3.21.12
 I still have your journals and will return them to you tomorrow.
 Pass up your CT essay questions, if you did not hand them in




yesterday.
In your vocabulary books, finish completing “Completing the
Sentences” and “Synonyms and Antonyms”
Complete “Choosing the Right Word:
Your vocab. quiz on Unit 3 will be next Thursday 3/28.
Please also take out a half or quarter sheet of paper.
 Write your name
 Indicate if you HAVE or HAVE NOT completed your letter to
the board
 Indicate if you HAVE or HAVE NOT completed your resume
Procedures for Tomorrow:
 We will be combining with Mr. Price’s class to work on
board letters/resumes and to introduce the format for your
Graduation Project speech.
 You will spend either the first or second half of class in the
computer lab down the hall.
 You will spend the other half of class in Mr. Price’s room,
where he will introduce the format of your speech.
 Remember that letters and resumes are due on Friday!
What comes to mind…
 1- …when you think of poetry?
 2- …when you think of Shakespeare?
 3- …when you think of summer?
 Make a list of related ideas/terms for each of the above.
 Be ready to share with someone!
NO CATALYST!
3.22.12
 WRITE DOWN MY WEBSITE, TO ACCESS DURING YOUR
TIME IN THE LAB:
 www.mshamfeldt.cmswiki.wikispaces.net
 Group 1: Starting w/ speech presentation in Mr. Price’s room:
 Thomasson, Deonne, Aman, Ann Marie, Johnny, Abby, Cameron,
Ella Grace, Ian, Shelby, Ryan
 Group 2: Starting in the computer lab:
 Giselle, Danny, Thurman, Emily, Rachel, Aida, Alex, Caroline,
Pooja, Samantha, Raleigh
CATALYST #34
3.23.12
 Pass up your board letters and resumes.
 What are 3 “things” that last forever?
 List them and then respond to the following for each:
 Why are these objects, principles, ideas able to overcome
time?
 How do you know that they do? What proof do you have?
 Could anything take away their permanence? Explain.
Sonnets, Sonnets!
 On the back of your copy of Sonnet 18, you have an
additional sonnet.
 Paraphrase each line of the sonnet first (Record your version
of what it is saying beside each line.)
 As we just did with Sonnet 18, thoroughly annotate this
sonnet for:
 Situation: speaker and addressee
 Structure: stanzas, topic/tone shifts
 Language/literary devices
 Musical quality: rhyme scheme, meter, stresses)
REVIEW!
 Your midterm exam is on Monday, March 26th
 Your group will be assigned one of the items below:
1.
2.
3.
4.
5.
6.
7.
Beowulf
SGGK
Le Morte d’Arthur
Canterbury Tales
Literary Devices/ Reading techniques
Historical Background: Anglo-Saxons
Historical Background: Middle Ages
 Chalk it: Add as much to your poster as you possibly can!
Use your notes and textbook! Go crazy!
“CATALYST”
3.27.12
 Complete any remaining activities for Unit 3 Vocab.
 Choose 5 of your vocabulary words for this unit and use
them in a sentence each!
“CATALYST”
3.28.12
 Take a few minutes to read over the two sonnets from
yesterday.
 What literary devices does Shakespeare use in each of these
sonnets? Annotate them on your handout.
 At the bottom of each sonnet, state the theme---or
message—of the sonnet in a sentence.
 What is the overall message of these sonnets? Record this at
the bottom of the handout.
 When you are done, turn over your handout and review the
instructions for writing your own sonnet.
 Begin brainstorming!
CATALYST #35
4.9.12
 First, tell me about your break!
 Then, answer the following:
 What comes to mind when you think of Shakespearean plays?
 What plays have you read before?
 Who do you imagine were Shakespeare’s original audience?
 How do you think plays then differed from plays now-in terms
of where they were performed, who they were performed by,
etc?
 What questions do you have about the theater of Shakespeare’s
time?
CATALYST #36
4.10.12
 Does atmosphere and environment matter in your everyday
life? How so?
 Does the setting of a story, play, etc make a difference? Why
or why not?
 Do props and effects make an impact on the meaning of a
performance? Why or why not?
CATALYST #37
4.11.12
 I will have letters and resumes for you by the end of the week!
 Remember that speech note cards are due on Monday
 Graduation Project checkpoint:
 What progress have your made regarding your speech?
 How are you going to organize it?
 What research points are most important to include?
 What visual aid will you use?
 How do you plan to practice your speech before presenting?
 What next steps do you need to take?
 What progress have you made regarding your product?
 Does it show a true application, not just regurgitation of your research?
 Does it/ will it easily reflect 15 hours of work?
 What next steps do you need to complete?
Peer Conference
 Share your current progress with a partner.
 Partners, record AND EXPLAIN answers to the following:
 How do you believe this person would score (on a scale of 1 to
4) in the following areas for his/her presentation:
 A- Expertly defines purpose and focus
 B- Utilizes the best possible research for the topic
 C- Conveys expert knowledge of content
 How do you believe this person would score (on a scale of 1 to
4) in the following areas for his/her product:
 D- Shows significant learning over time
 E- Demonstrates high-level use of research
 F- Exhibits exceptional critical thinking, creativity, etc.
 G- Displays extensive real-world connections
Finally, provide your partner with several next steps.
CATALYST #38
4.12.12
 What are your preconceptions of the following types of
people/scenarios? In other words, what do you typically
expect of these types of people or in these situations?
1.
2.
3.
4.
5.
Heroes
Kings
Queens
Witches
Marriage
If I thought my mind was full of
scorpions…
 Having been a psychology major, I sometimes feared,
especially in my early 20s when onset is at its highest, that I
would develop some sort of psychological disorder.
 If ever I suspected that my thoughts were going awry, I would
immediately seek out the help of friends and family, by
essentially telling them what I was thinking and looking for
their reactions.
 If what I thought was reasonably in line with what several
others thought, I would be reassured.
 This also applies in scenarios where I have trouble making a
decision; I would seek out those with varying personalities
and opinions to gather the best possible solution.
If someone prophesized my future…
 I would initially want to just wait for it to happen
 Subconsciously, however, I’m sure that my decisions would start
to be inclined toward what I would know my future would
entail.
 For example, if I knew I was going to be moving to Asheville in a
year or so () I would inevitably start paying attention to things
I heard about Asheville.
 If I told other people of my fate, they would also inevitably start
telling me about opportunities there for jobs, information they
knew about living there, etc.
 If a great opportunity came up, I would have a hard time not
pursuing it, especially if it lined up with what I knew was
supposed to happen!
Discussion Groups:
 Johnny, Rachel, Alex, Ann Marie, Deonne
 Abby, Emily, Aida, Ella Grace, Caroline
 Thomasson, Thurman, Giselle, Shelby
 Samantha, Danny, Cameron, Aman
 Ryan, Raleigh, Pooja, Ian
Macbeth: Act 1, scene 1
 Turn in your textbook to p. 350
 http://www.bbc.co.uk/schools/gcsebitesize/english_literat
ure/dramamacbeth/macbethplotact.shtml
 http://www.youtube.com/watch?v=clG8ha2D26g
 http://www.youtube.com/watch?v=ZgUwGhEDuWw&fea
ture=fvwrel
 http://www.youtube.com/watch?feature=endscreen&v=gJ
dC969tL3U&NR=1
 http://www.youtube.com/watch?v=RpxVm5k2hX4&featu
re=relmfu
CATALYST #39
4.13.12
 Do you agree or disagree with the following statement?
 Murder is a crime that one can easily forget and recover from
committing.
 This was the statement I asked you to consider yesterday on
your Act I anticipation guide.
 First, justify your response to this question.
 Then, refute the other side of the argument as well.
 We will revisit this statement after watching Act I.
 Letters and resumes will be ready by the end of the day!
Notes on Play Format:
Line Notation: I.ii.50-53
Aside: Said only to the audience
Monologue: One person’s extended
speech
Journal #3
 1- Refer back to your catalyst. How has your opinion on
murder’s effects shifted?
 Use specific events from Macbeth to support your answer.
 Additionally, use at least one piece of text evidence to support
your answer.
CATALYST #40
4.16.12
 Conduct a brief self-reflection on your speech to prepare for our workshop.
 What is your attention grabber?
 Do you feel that it is interesting/compelling? Why/ why not?
 Do you return to this idea in your conclusion? Explain, or explain how you could
incorporate it, if you didn’t.
 What about your speech demonstrates that you are an expert on
your topic?
 What specific examples/stats do you use in your speech?
 What sources do you cite in your speech?
 What research have done this year to ensure that your speech is up to date and
current?
 How did you organize your notecards/outline? Where might you
still need to incorporate more information or elaborate further?
 What concerns do you have about actually presenting?
Speech Workshop
 Roles and rules:
 You will practice your presentation and assess another student’s
presentation.
 You should be completely honest – remember, this is an
opportunity to help someone to succeed on May 1; give your
partner the tools s/he needs.
Speech Workshop
 Evaluation tools:
 Graduation Project Presentation Rubric: this is the
rubric your board will use, familiarize yourself with it!
 Debate Grading Scale: this assesses you on your public
speaking skills, these are things that you should pay attention to
when you present.
 Content Questions: These questions are based on the content
and organization of your partner’s presentation, this is what
boards look for!
Speech Workshop
 Trade note cards/outlines with your assigned partner.
 Take one minute to tell the other person anything they might
need to know about your presentation.
 DO NOT walk him/her through your presentation or explain
your topic.
Speech Workshop
 Without speaking with your partner, evaluate the draft using the
following questions:
 Is there an attention grabber? Does it grab your attention?
 What is your partner’s topic?
 What is your partner’s thesis? Is it simple and clear?
 What are your partner’s main points? How are they explained and
supported?
 Does your partner provide sources? Which sources are used?
 What does your partner say about his/her product?
 Are the thesis and main points restated in the conclusion?
 What is the attention keeper? Does it lead you to continue to think
about the topic?
Speech Workshop
 Review your evaluations in pairs.
 First discuss one partner’s, then the other’s.
 Express how successful you think this outline would be in aiding
a presentation.
 REMEMBER: you are here to help, be constructive and offer
suggestions, be honest and straightforward, do not be critical or
unnecessarily harsh.
Speech Workshop
 Practice Presentations
 Each person will go once and have 6 minutes to present – use
this to pace your presentation.
 Partners should take notes using the rubric provided and use
the rubric to evaluate their partners.
 After both partners have gone, review evaluations and offer
constructive criticism.
 It is important that you treat this as a real presentation: stand
up straight, do not lean, spit out your gum, make eyecontact!
CATALYST #41
4.17.12
How would you describe the relationship between Macbeth
and Lady Macbeth?
2. Are they a ‘typical’ couple? Why or why not?
3. What are Macbeth’s personal strengths?
4. What are Lady Macbeth’s personal strengths?
5. What do you predict will happen to each character in Act II?
 USE TEXT EVIDENCE (LINES FROM THE PLAY) TO
SUPPORT YOUR RESPONSE TO EACH QUESTION.
1.
 Reminder on notation format: I.ii lines 30-33
Gender Roles in Macbeth
 Why does Lady Macbeth want spirits to ‘unsex’ her?
 What does this mean?
 How does Lady Macbeth motivate Macbeth to take action?
 How does this reflect her idea of masculinity?
 What does Lady Macbeth say that she would sacrifice to
achieve their goal?
 How does this reflect her idea of femininity?
CATALYST #42
4.18.12
 Throughout Act I, Macbeth and LM are chiefly concerned
only with the murder of Duncan.
 Act II brings about (or should bring about) some new
concerns for both of them:
 Who do they (or who should they) be worried about at this
point? In other words, who might suspect them or has reason
to?
 What other concerns are surfacing? How have they reacted to
their crime?
 Do you believe they are convincing in their attempts to appear
‘innocent’?
CATALYST #43
4.19.12
 Graduation Project Reflection:
 What have you learned from preparing your speech for the
GP?
 What have you learned from preparing your product for the
GP?
 Overall, what has this project taught you about what you plan
to do in the future? Either in college or in a career?
 Is your topic something you want to pursue? Why or why not?
 What else would you have liked to have done for your
project?
Motifs
 Motifs are repeated actions, items, ideas or references that
occur throughout a novel or play.
 They are not to be confused with themes, which are the
underlying, universal ideas conveyed by a novel or play.
 Shakespeare employs many of these motifs in Macbeth:
1.
2.
3.
4.
5.
6.
7.
Sleep
Blood
Washing
Birds
Supernatural appearances
Illness
Nature
Motif Tracing
 Use the circle graphic organizer to trace motifs in the play.
 Find at least 4 references to your motif in the play.
 Record your references chronologically in the outer part of
the circle (using correct line notation!)
 Comment on the immediate significance of each reference in
the scene itself in the middle part of the circle.
 Comment on the overall significance of the motif in the
center of the circle.
CATALYST #44
4.20.12
 Other than hunger, what is the purpose of eating meals with
others?
 Who do you typically eat your meals with and why?
 Think about a particularly meaningful mean you’ve had—
either in a positive or negative sense. What made it
meaningful?
 Think about an awkward meal you’ve had—what made it
awkward?
CATALYST #45
4.23.12
 Refer back to your list of motifs.
 Look back at Act III and identify at least 3 uses of these motifs
in this act.
 (You can pick any motif(s) and your examples can be of just one
or of two or three different motifs.)
 You must cite the line on which you find evidence of this motif.
 You must explain how this use of this motif continues to shape
its meaning.
Act III- Scenes 5 and 6
 With a partner, read through scenes 5 and 6, as these are not





covered in our film version of the play.
For each scene, record the following:
1- Who is involved in this scene?
2- What happens in this scene?
3- Why was this scene included? What plot developments
occur in this scene?
4- What can you predict about Act IV based on this scene?
Gallery Walk
 As you read each target chart, record at least two of the
examples found of that motif.
 This should go alongside your notes from last week on the
motifs.
 Start connecting this with how this motif has been further
developed in Act III.
Motif Exit Ticket
 Share with your partner how you have seen at least two of




these motifs further developed in Act III.
To hand in, construct a paragraph on the use of two motifs in
Macbeth.
Your first sentence should mention the two motifs and how
they contribute to one overarching message in the play.
Your body of your paragraph should include at least 2 quotes
from the play that show these motifs (one per motif) with
explanation.
Your concluding sentence should explain the importance of
these motifs.
CATALYST #46
4.24.12
 Part I: Complete a journal entry for the theme of Act III,
located under #10 on your anticipation guide for Act III.
 How has your impression of this theme changed from Act I?
 Use details from Act III to support your opinion!
 Part II: Complete a journal entry for the theme of Act IV,
located under #10 on your anticipation guide for Act IV.
 What is your personal opinion on this idea?
 Use at least one example from literature, history or current
event to support your opinion.
CATALYST #47
4.25.12
 GP Check-in:YOU tell me the answers!
1.
2.
3.
4.
5.
6.
7.
8.
What should you have with you the night of boards?
Where do you report first?
What should you wear?
What will happen first when you walk into your room?
Will you find out your score right after you present?
How much does the presentation weigh into your grade?
What is your presentation scored on?
What is your product scored on?
Board Presentations
 Today you will find out what room you are in for boards.
 This means it is your responsibility to go to that room and
check for technology availability.
 You will also find out what time you are presenting.
 It is recommended that you arrive 45 minutes before your
board begins. Boards often run ahead!
Macbeth and Macduff
 Create a visual representation of how the relationship
between Macbeth and Macduff has evolved over the course of
the play.
 Go act by act, starting with Act I.
 You may choose to use a graph, shapes, symbols, etc.
 Use at least 4 lines from the play (one per act) to support
your visual.
 Finally, how does the evolution of this relationship reflect
who Macbeth has become?
Journal #4
 How has your opinion of the idea that “Murder can be
avenged by killing the murderer” changed after reading Act
IV?
 Is this statement conditional? In other words, does it only apply
in certain situations?
 Use examples from this act to support your opinion.
 Cite lines whenever possible!
 Do you believe that absolute power corrupts absolutely?
 Provide at least one example from history or a current event to
support your opinion.
Socratic Seminar Preparation
 Tomorrow we will hold a Socratic seminar on Macbeth.
 Your charge is to generate 3 questions that will help us
uncover the meaning of the play so far.
 Consider the following in your questions:








Character development
Gender role development
Plot/conflict development
Use of asides, monologues
Supernatural elements in the text
Issues like appearance vs. reality, normality vs. abnormality
Use of motifs
Themes that are arising as a result of the above
CATALYST #48
4.26.12
 How has Lady Macbeth gone mad?
 Refer back to Act V, scene i.
 Cite at least two examples of her madness from the text.
 What does Lady Macbeth’s madness demonstrate?
 In other words, how is her ‘madness’ symbolic?
 Cite at least two examples of the significance of her actions.
Act V. iii: Macbeth’s Attitude
 Regarding the witches: Their prophecy is true—no one born
of woman can harm him, and the woods won’t move
 Regarding Lady Macbeth: He feels that she can be cured of
‘sorrow’ with herbs or other natural medicines
 Regarding battle: Doubtful of the reality of the battle and
then he feels invincible and ruthless going into battle
CATALYST #49
5.1.12
 Part I: Any final questions for tonight??
 Part II: To you, what was most memorable or interesting
about Macbeth? (This can be something significant from the
film version that we viewed as well.)
 Why was this memorable or interesting to you? What is the
deeper meaning behind this event, place, character, etc in the
play?
 Do you feel people in Shakespeare’s time would have reacted
the same way as you did to this element of the play? Why or
why not?
Shakespearean Tragedy: Plot Diagram
CATALYST #51
5.2.12
Part I: Reflect on how last night went! What did you learn from the
experience?
Part II: Mastery Tracking
1- On your green tracker sheet, graph the score you got on
each assessment returned to you.
2- Reflect on each score:
Compared to how you generally do on tests/quizzes, did you do better
or worse on this particular assessment?
What may have contributed to your score?
What could you have done differently to prepare?
3- After reflecting, make a plan for studying for the Macbeth
test: What will you do to prepare for Friday’s test?
Memorable Macbeth Moments
 Let’s share out from your catalyst yesterday…
 Based on what our class thought was most interesting or
memorable about the play, what predictions do you have
about the types of essay questions you will see on
tomorrow/Thursday’s test?
Does Macbeth measure up?
 The chart you are receiving defines all aspects of a
Shakespearean tragedy.
 Your mission is to demonstrate that Macbeth is truly a
Shakespearean tragedy.
 In order to do so, find at least one piece of text evidence
(quotes) to demonstrate that each trait of tragedy occurs in
Macbeth.
 Next to the lines you choose, explain why you chose them.
Make your Case!
 Choose three qualities of tragedy that you feel Macbeth most
strongly demonstrates.
 Create a statement defending Macbeth as part of the canon of
Shakespearean tragedy.
 Your statement should include:
 An opening statement stating your case
 Three supporting examples:
 State one trait of tragedy that you are defending
 Quote lines from the play as evidence of its existence
 Explain why you chose these quotes to serve as evidence
 Concluding statement, summarizing your argument
Poetry
 Pastoral: Poetry that praises the rustic or rural life, tends to
glorify the natural and rural life over urban life
 Carpe Diem: Poetry that encourages women (or young
people) particularly virgins to ‘seize the day’ by making the
most of their youth and beauty
Macbeth Essay Test
 You may use your textbook for the first 15 minutes of the
block.
 Remember to review the rubric thoroughly before finishing
your essay!
CATALYST #52
5.7.12
 Make sure you have book circle books by Wednesday!
 Do you prefer the rural or the urban life?
 In which type of setting would you prefer to:
 Live? Why?
 Vacation? Why?
 Find employment? Why?
 Have a hobby? Why?
Explicating Poetry: 5 steps
 1- Examine the situation in the poem
 Who is the speaker? Who is the audience? Is it being written
with regard to a certain event?
 2- Examine the structure in the poem
 Is it chronological? Cause and effect? Question and answer?
 3- Examine the language in the poem
 What poetic devices are used? Are words or phrases repeated?
 4- Examine the musical devices in the poem
 Does alliteration, consonance or rhyme add any effects?
 5- Write about your conclusions!
 What does this poem convey and how does it do so?
Exit Ticket
 Write about your conclusions!
 Choose one poem that we annotated and analyzed today.
 In a paragraph, explain how the poet achieved his purpose.
 Topic sentence: State what purpose the poet achieved and
two devices used to achieve this purpose.
 Body: Explain how each device was used, using text evidence
to support your argument.
 Concluding sentence: Summarize the above, reinforcing the
poem’s significance
CATALYST #53
5.8.12
 Choose 6 of your vocabulary words from Unit 4.
 Use each one in a sentence of its own, ensuring that the
sentence shows meaning and uses the word as the correct
part of speech.
CATALYST #54
5.9.12
 Complete ‘Choosing the Right Word’ for Vocab Unit 4
 Also complete synonyms and antonyms if this is not finished from
last week.
 Then, choose 4 more vocabulary words and use each in a
sentence of its own.
 Be ready to ‘quiz’ someone with your sentences!
Book Circles
 Today will be the first of several days that you will receive
class time to read your book circle book.
 You will receive a grade for how you use this time!
 When you are given reading time, you must:
 Have your book with you in class
 Be annotating either in your book or in separate notes
 ACTIVELY reading throughout the time given
 Putting your head down, dozing off, doing other work, etc will result in a ‘0’ for
that day’s grade.
CATALYST #55
5.10.12
 Reflect on the grades that have been returned to you this morning.
 On your orange tracking sheet, graph your scores on
the WoB seminar, Macbeth seminar, and Unit 3 Vocab Quiz.
 In your journal, answer the following questions about the
Macbeth seminar and Unit 3 Vocab quiz:
1- Compared to how you generally do on tests/quizzes, did you
do better or worse on this particular assessment?
2-What may have contributed to your score?
3-What could you have done differently to prepare?
4-What next steps can you take to improve on the next seminar
or vocab quiz?
Start creating your vocab. bingo board when you are done! (5x5)
Grading Note
 Please note that the sonnet creation, spenserian sonnet




questions and pastoral/petrarchan sonnet questions
composed one grade
Sonnet creations counted for 30 points
Spenserian sonnet questions counted for 35 points
Pastoral/petrarchan sonnet questions counted for 35 points
Total: 100 points
VOCAB BINGO!
Create a bingo board that looks like the following:
5 x5 on a half sheet of paper
Write each vocabulary word once in any box you choose;
repeat 4 words.
FREE SPACE
CATALYST #56
5.11.12
 Choose 3 more vocabulary words to use in a sentence each.
 Take a few minutes to review your vocabulary words and check over
your journals to make sure that they are complete before handing
them in!
Writing about Poetry
 In a paragraph, explain how one of these poets achieved his purpose.
 Topic Sent: State the purpose achieved/message conveyed and two





devices/techniques used to achieve this purpose.
Example 1: Explain use of one device/technique w/ quote from the
poem
Elaboration: Explain the significance of this particular device/
technique
Transition/Example 2: Explain use of one device/technique w/ quote
from the poem
Elaboration: Explain the significance of this particular device/
technique
Concluding Sent: Summarize the above, reinforcing the poem’s
significance
Metaphysical Poetry
 The scholarly atmosphere of the humanist movement of the
Elizabethan and Renaissance period also fostered great
reflection or religion and the meaning of life.
 Metaphysical Poetry is primarily devotional and often
mystical in content, even though it frequently deals with
ideas of physical love and relationships.
 Is a style of lyric poetry.
 Characterized by abstract thinking.
 Experiments with language – which sometimes makes it
difficult to understand.
Metaphysical Poetry
 Traits of Metaphysical Poetry
 Simple, conversational vocabulary, but complex sentence
structure.
 Metaphysical conceits: a type of extended metaphor comparing
very dissimilar things.
 Paradoxes: statements that seem to contradict themselves.
 Disruptions of poetic meter, or intentionally created
“roughness” or unevenness.
 Witty and imaginative plays on words.
Metaphysical Poets
 John Donne
 Popular Anglican priest – we’ll look at one of his religious
writings.
 Studied at Oxford and Cambridge Universities, but never
received a degree because he was born Roman Catholic.
 Secretly married for love, and because his wife was the young
daughter of his boss, he lost his job and became poor.
 Like many metaphysical poets, focuses on ideas of love, death,
religion
Metaphysical Poets
 Ben Jonson
 One of the most important literary figures of the Renaissance, at
the time he was more well-known than Shakespeare!
 Primarily a playwright, but prior to his writing career he worked
as a bricklayer and joined the British Army.
 Killed an actor in his company in a duel, but avoided hanging by
reading a Biblical passage in Latin, and thus was tried by a Church
court.
 Famous for satirical work in his plays and an attempt to avoid
clichés and stock jokes.
 Wrote poetry that reflected on more serious concerns of life,
such as the death of a child.
Cavalier Poetry (Carpe Diem)
 “Song: To Celia,” along with Jonson’s other works pave the
way for a group of poets called the Cavalier poets. This group
was so-called because they were known for their use of the
themes of love, war, honor, and courtly behavior.
 This type of poetry is often referred to as Carpe Diem Poetry
because they often advocated the philosophy of living for the
moment.
 The group referred to themselves as the “sons of Ben” or the
“tribe of Ben” in homage to Ben Jonson, whom they
considered to be their literary father.