Welcome
On a sheet of paper, respond to the following question in at least a
paragraph.
Where were you at this time last year? Describe yourself and how you
have changed since last year. (Think deeper than…well, I used to have
long hair, but now it’s short.)
Agenda
 Syllabus
 Graduation Project
 Getting to Know You Activity
 Student Survey
 Reflection
Graduation Project
 Lab Day tomorrow
 Cover Page
 Title Page
 Resumé
 Table of contents
 Academic Advisor Form Due January 31
 Product Approval Form Due February 7
Getting to Know You
 Think – look over the questions. Pick one or two you want
to talk about. Think about how you would answer it.
 Pair - with someone sitting next to you, discuss the
questions you picked and talk about them.
 Share – with the class
Student Survey
 Go to my webpage
 Click on English IV in the left column
 Click on the survey link
 Answer the questions completely and honestly
What Type of Learner are You?
 Visual
 Auditory
 Read-Write
 Kinesthetic
Visual
 They tend to be fast talkers.
 They exhibit impatience and have a
tendency to interrupt.
 They use words and phrases that evoke
visual images.
 They learn by seeing and visualizing.
Kinesthetic
 They tend to be slow talkers.
 They tend to be slow to make decisions.
 They use all their senses to engage in
learning.
 They learn by doing and solving real-life
problems.
 They like hands-on approaches to things
and learn through trial and error.
Auditory
 They speak slowly and tend to be
natural listeners.
 They think in a linear manner.
 They prefer to have things explained
to them verbally rather than to read
written information.
 They learn by listening and
verbalizing.
Read-Write
 They prefer for information to be
displayed in writing, such as lists of ideas.
 They emphasize text-based input and
output.
 They enjoy reading and writing in all
forms.
Reflection
Where will you be at this time next year? Describe how
you think your life will be different. If you don’t think it
will be different, explain why.
January 24
What are your goals for this class this semester?
What is your plan to accomplish these goals?
Who is going to support you?
Agenda
 Table of Contents
 Title Page
 Cover Page
 Resumé
January 27
What is a hero?
Agenda
 Hero Reaction Guide
 Anglo History
 Context academic vocab
 Reading Beowulf – pg 42
 Academic Vocab T-chart to interpret and analyze text
 Epic Hero graphic organizer to support claims in analysis
 Final Reflection
Anglo-Saxons – What you need to know
 Romans leave Britain
 Angles, Saxons, and Jutes invade
 Bloody conflicts, ignorance, violence, barbarism
 Angle-land
 Fatalistic and grim world view
 Vikings invade
 The appeal of Christianity
Anglo-Saxon Virtues
 Bravery
 Loyalty
 Generosity
 Friendship
Academic Vocab
 Alliteration
 Caesura
 Assonance
 Scops
 Dichotomy
 Kenning
 Epic poetry
 Epic Hero
Alliteration
 Repetition of stressed sounds, particularly consonants
 from the beginning of words or syllables.
 …hoping to kill anyone he could trap on this trip to high
Herot.
 …the struggling great bodies beating at its beautiful walls …
 …gold-covered boards grating as Grendel and Beowulf
battled across them.
Caesura
 A pause dividing each line, with each part having two
accented syllables to help maintain the rhythm of the line
A powerful monster, living down
In the darkness, growled in pain, impatient
As day after day the music rang
Loud in that hall, the harp’s rejoicing
Assonance
 Repetition of vowel sounds
 … lying in waiting, hidden in mist, invisibly following them
 … And wondering what the bravest of warriors could do.
And sometimes they sacrificed to the
 … sung of the ancient beginnings of us all, recalling the
Almighty making the earth …
Scops
 Poet singers
Dichotomy
 Opposites on the same spectrum
 Light/Dark
 Male/Female
 Good/Evil
Kenning
 Metaphor - figure of speech in which a word or phrase that
ordinarily means one thing is applied to another thing to
suggest a likeness between the two
 Compound – raven-haired, ring-marked
 Possessive – heaven’s high arch, her evil skin
 Prepositional – frozen with fear, winters of grief, running to
his doom
Epic
 Long narrative poem
 Praised heroic warriors
 Recited by scops
 Instilled cultural pride
 History lesson
 Moral sermon
Epic Hero
 Glorified
 On a Quest
 Ethical
 Strong
Epic Hero?
Beowulf – What you need to know
 Oldest surviving epic poem
 750?
 Written in Old English
 Originally untitled
 Originally chanted
 Author unknown
Beowulf Cheat Sheet
 Herot – mead-hall
 King Hrothgar – king of the Danes
 Grendel - monster
 Healfdane – Hrothgar’s father
 Higlac – Beowulf’s uncle, king of the Geats
 Wulfgar - herald
 Edgetho – Beowulf’s father
 Wiglaf – Beowulf’s wing man
T-Chart
Academic Vocab Example
Alliteration
Caesura
Assonance
Dichotomy
Kenning
January 28
What does evil mean to you? Write your own
definition of the word and provide some
examples of real-life monsters.
Agenda
 Reading Beowulf – pg 50
 Academic Vocab T-chart to interpret and analyze text
 Epic Hero graphic organizer to support claims in analysis
 Final Reflection
 Homework: Cover page, title page, table of contents, and
resumé
Exit Slip
Summarize what you will take away from class today in one
short sentence – 10 words or less.
January 31
Who would you consider a modern day epic
hero? Why?
Agenda
 Finish reading Beowulf – pg 66
 Revisit Hero Reaction Guide
 Modern Day Epic Hero Project
 Homework Due Tuesday:
 Cover page, title page, table of contents, and resumé
 Academic Advisor Form
Products
 Connection to and extension of research
 Should reflect 15 hours of work
 Must be adequately documented with photographs, logs,
letters, reflective journal entries, and other forms of
documentation
 Must involve a community component
 Ideas




Write a story
Teach a lesson
Create a website
Interview a professional
February 3
The Anglo-Saxon virtues are bravery, loyalty,
generosity, and friendship. Which do you think
is the most important and why?
Agenda
 Reading “The Seafarer” – pg 104
 Analyzing lines of the poem by paraphrasing, visualizing, and
clarifying.
 Finishing Modern Day Epic Hero Project
 Final Reflection
 Homework Due Tomorrow: Cover page, title page, table of
contents, and resumé
Imagery
Find images that convey a mood of isolation.
Image
Sense
“frozen chains” line 10
touch
Poem Analysis
“The Seafarer”
Speaker Remembers or Ponders
Lines 1-38
Being cold, hungry, and lonely on the sea
Lines 39 – 64
Lines 64 - 80
Lines 81 – 102
Lines 103 - 124
Reflection
What is your own definition of an epic hero?
February 4
Describe the most interesting person you have
ever met?
Agenda
 Academic Vocab
 Intro to the Middle Ages and Chaucer
 Reading The Canterbury Tales Prologue - pg 144
 Middle English Prologue Extra Credit
 Reading and Comparing Prologue Pilgrims
 Knight pg 146/Squire pg 147
 Parson pg 157/Nun pg 148
 Intro to Modern Pilgrim Assignment
 Homework: Product Approval Form
Academic Vocab
 Frame story – joins one or more stories within a story
 Prologue – intro to a literary work; can establish setting and give
background
 Medieval literature – ballads, romances, allegories, and moral tales;
most were religious – but some dealt with love, exemplary life and
behavior, and political and social issues
 Ballads – narrative songs (tragic love, domestic conflicts, disastrous
wars, shipwrecks, sensational crimes, exploits of outlaws, celebrated
historical events, romantic heroes, revenge, rebellion, envy, betrayal,
and superstition)
 Allegories – narrative in which something concrete represents
something abstract (Ex. Cowardly Lion; Animal Farm, Pilgrim’s
Progress)
Academic Vocab
 Iambic pentameter – line of poetry with 5 meters, or 10 syllables, patter





in unstressed followed by stressed syllable
Characterization - techniques an author uses to develop characters
including description of the character’s appearance; character’s speech,
thoughts, and actions; responses of other characters to the character; and
direct comments from the narrator.
Satire - a literary work that ridicules its subject in order to make a
comment or criticism about it
Dramatic irony – reader knows more than the character
Verbal irony – someone says one thing but means another
Situational irony – what is expected to happen is not what actually
happens
Who’s Who in the Middle Ages
 God – Church
 King
 Lords
 Vassals
 Knights
 Ladies
 Serfs
What They Ate
Lord
 Wine or ale
 White bread
 Deer, boar, and rabbits
 Salmon and trout
 Breakfast of white bread, meat,
and wine or ale
 Dinner (lunch) usually consisted
of many courses
 Supper similar to dinner but
may include pigeon pie,
woodcock, or sturgeon
Peasant
Water, milk, or ale
Rye bread
Mutton
Hedgehogs and squirrels
Black Pudding
Dace, grayling, and gudgeon
Breakfast of bread and ale
Dinner of dark bread and cheese
– meat rarely included
 Supper of vegetable pottage and
bread – lucky to have meat








Chaucer – What you need to know
 Father of English Literature
 First to write in the vernacular
 Member of Parliament
 Knight of the shire
 Middle English
 Modern
Prologue Pilgrims
Pilgrim
Knight pg 146
Squire pg 147
Parson pg 157
Nun pg 148
Description
Analysis
Reflection
In 1809, the English poet and artist William Blake made the
following observation: “Chaucer’s pilgrims are the characters
which compose all ages and nations…Some of the names or
titles are altered by time, but the characters themselves
forever remain unaltered.” Do you agree or disagree that
Chaucer’s characters seem timeless and universal? Support
your opinion with details from the text and your own
experiences.
February 5
It has been said that “Money is the root of all evil.”
Do you agree/disagree? Why?
Agenda
 Analyze modern depiction of greed
 Read Pardoner’s Description - pg 162
 Read Pardoner’s Tale – pg 170
 Complete plot activity
 Watch Pardoner’s Tale
 Compare/Contrast Pardoner’s Tale to modern depiction
 Final Reflection
 Homework:
 Product Form Due Friday
 Modern Pilgrim Assignment Due Monday with Test
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
The Dark Knight
The Pardoner’s Tale
Reflection
Why is the theme of the Pardoner’s Tale still being
repeated today? Describe another source (TV show,
song, book, etc) where you have seen this theme
repeated.
(Casino, Jerry Maguire, Slumdog Millionaire, DoYouWant to be
a Millionaire,The Lorax, A Christmas Carol, “Billionaire,”
“Bills-Bills-Bills,” “Mo’ Money, Mo’ Problems”)
February 6
Would you rather spend the rest of your life with
someone who is ugly/faithful or
beautiful/unfaithful? Explain why.
Agenda
 Decide a class goal
 Read Wife’s Description - pg 156
 Read Wife’s Tale – pg 184
 Watch Wife’s Tale
 Answer viewing and analysis questions
 Discuss theme questions in small groups
 Final Reflection
 Homework:
 Product Form
 Modern Pilgrim Assignment
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
Wife of Bath Viewing and Analysis
 Wife of Bath
 What was the knight’s crime?
 What was his punishment?
 According to the wife, what do women want?
 How do you know the knight learned his lesson?
 Did the knight get what he deserved?
 What is the moral of the story?
Reflection
What Women Want
What connection can you make between the wife’s tale and the
movie clip? What is the meaning?
February 7
What code do you live by?
Gratitude Caring Understanding Humor Diligence Integrity
Commitment Acceptance Generosity Compassion Enthusiasm
Courage Discretion Sincere Humble Discipline Focus Gentleness
Honesty Reliability Hope Moderation Perseverance Flexibility
Respect Wisdom Spontaneity Faith Confidence Thankfulness
Devotion Grace Persistence Empathy Tolerance
Agenda
 Grammar Diagnostic
 Review
 Pilgrim Characterization Chart
 Test Study Guide
 Homework:
 Modern Pilgrim Assignment
Modern Pilgrim Assignment
 Choose a modern day pilgrim
 Decide how they should act
 Decide how they should be critiqued
 Describe them – include physical aspects as well
 Write 20 lines of rhyming couplets
 Due with your test on Monday – worth 15 points
Schoology
 2nd: HWJVT-K6VBR
 3rd: 9W4XF-ZKTS8
February 10
Test Today.
You will have a few minutes to look over your notes. Use your
time wisely or lose it. I will collect the extra credit study guides
before beginning the test.
Day Book Check
1.
2.
3.
4.
5.
Jan 24 –Your goals this semester
Jan 27 – Beowulf Academic Vocab
Feb 3 – Analysis of Seafarer
Feb 4 – Pilgrim Chart
Feb 5 – Pardoner Storyboard
Pilgrims – Extra Credit
Complete the sheet on the stool based on one of the following
pilgrims and receive extra credit.
 Yeoman – pg 147
 Monk – pg 149
 Plowman – pg 158
 Miller – pg 159
 Summoner – 161
 Friar – pg 150
 Oxford Cleric – pg 152
February 11
Today’s Agenda
1. Resumé Tips
2. Finish Test/Complete pilgrim characterization chart
3. Define Academic Vocab for new unit
4. Begin Macbeth Journal
Pilgrims – Extra Credit
Complete the sheet on the stool based on one of the following
pilgrims and receive extra credit.
 Yeoman – pg 147
 Monk – pg 149
 Plowman – pg 158
 Miller – pg 159
 Summoner – 161
 Friar – pg 150
 Oxford Cleric – pg 152
New Unit Academic Vocab
 Sonnet
 Tragic flaw
 Situational irony
 Octave
 Antagonist
 Metaphor
 Theme
 Mood
 Comic relief
 Imagery
 Blank verse
 Motifs
 Soliloquy
 Symbols
 Aside
 Inverted sentences
 Dramatic irony
 Paradox
 Sestet
 Quatrains
 Couplet
 Petrarchan Sonnet
 Shakespearean Sonnet
 Iambic Pentameter
 Tragedy
 Tragic hero
 Foreshadowing
Macbeth Journal 1
Write a full page.
What is your highest ambition? What are you
willing to do to get there?
February 17
Agree/Disagree
1. Behind every great man is a great woman.
2. Sometimes it is necessary to do something wrong to get what you want.
3. What goes around comes around.
4. There are circumstances or events that justify murder.
5. Success is worth any price.
6. One mistake always leads to another.
7. A guilty conscious will destroy you.
8. Greed and ambition are the same.
Agenda
 Review Test and Complete Objective Tracking
 The Globe
 England in Shakespeare’s Time Summarizing
 Context Vocabulary Search
 Progress Check One DUE Monday, February 24th
Shakespeare Quotes
 "Friends, Romans, countrymen, lend me your ears; I come to bury Caesar,










not to praise him". Quote (Julius Caesar Act III, Scene II).
"But, for my own part, it was Greek to me". - Julius Caesar Quote (Act I,
Scene II).
"To be, or not to be: that is the question". Hamlet quote (Act III, Sc. I).
"This above all: to thine own self be true" Hamlet quote (Act I, Sc. III).
"Though this be madness, yet there is method in 't." Haml
"Good Night, Good night! Parting is such sweet sorrow, that I shall say good
night till it be morrow."
Romeo and Juliet ( Quote Act II, Scene II).
"What's in a name? That which we call a rose by any other name would
smell as sweet". Romeo and
Juliet ( Quote Act II, Sc. II).
"‘T’is neither here nor there." Othello Quote (Act IV, Scene III).
"I will wear my heart upon my sleeve for daws to peck at". Othello Quote
(Act I, Scene I).et quote (Act II, Scene II).
England in Shakespeare’s Time
 Work in your groups to:
Read and Summarize each section of the handout
2. Skim and Identify 4 instances of unfamiliar vocabulary in
Macbeth Act I – page 350
3. Cite page #, line, define, and explain in context
1.
 Group 1 = Scene 1 & 2
 Group 2 = Scene 3
 Group 3 = Scene 4
 Group 4 = Scene 5
 Group 5 = Scene 6 & 7
February 18
Spend 10 minutes looking up your academic vocab words, if you have
not yet completed that task. The definitions should be in your
daybook.
If you have completed that task, use this time to finish the context
vocabulary assignment we started yesterday. Each group should
write their words and definitions on the board.
Agenda
 Finish Context Vocabulary Search and Share Out
 Review England in Shakespeare’s Time Summarizing
 Macbeth Cast of Characters
 Read Act 1 Scene 1 pg 350
 Compare/Contrast with Audio and Visual Productions
 Continue Reading Act I
 Progress Check One DUE Monday, February 24th
England in Shakespeare’s Time
 Work in your groups to:
Read and Summarize each section of the handout
2. Skim and Identify 4 instances of unfamiliar vocabulary in
Macbeth Act I – page 350
3. Cite page #, line, define, and explain in context
1.
 Group 1 = Scene 1 & 2
 Group 2 = Scene 3
 Group 3 = Scene 4
 Group 4 = Scene 5
 Group 5 = Scene 6 & 7
Macbeth Cast of Characters
 Macbeth - a Scottish general and the thane of Glamis
 Lady Macbeth - Macbeth’s wife
 Banquo - a general
 King Duncan - good King of Scotland
 Macduff - a Scottish nobleman
 Malcolm - son of Duncan
 Hecate - goddess of witchcraft
 Fleance - Banquo’s son
 Lennox - a Scottish nobleman.
 Ross - a Scottish nobleman.
 Porter - drunken doorman of Macbeth’s castle.
 Lady Macduff - Macduff’s wife
 Donalbain - Duncan’s son and Malcolm’s younger brother.
Pg 350 - Readers
 Narrator
 Lady Macbeth
 First Witch
 Messenger
 Second Witch
 Lennox
 Third Witch
 Ross
 Duncan
 Malcolm
 Captain
 Macbeth
 Banquo
Act I Scene 1
 Audio
 Older Movie
 Newer Movie
 Movie with a twist
February 19
Pick one of the following words and explain how it could lead to a
theme in Macbeth. Make a prediction on what you think will happen
based on what we have read already.
Ambition, Power, Prophecy, Guilt, Supernatural, Deception
Agenda
 Context Vocabulary Quiz Next Week
 Continue Reading Act 1
 Analyze Act 1 Quotes
 Complete Act 1 Summary
 Subject Verb Agreement Notes and Practice
 Progress Check One DUE Monday, February 24th
Pg 360 - Readers
 Duncan
 Lady Macbeth
 Messenger
 Macbeth
 Banquo
Reflection: online
Which character or characters should fear Macbeth’s ambition?
Why?
Subject Verb Agreement
1. Subjects joined by and use a plural verb.
a.
She and her friends are going to the mall.
2. Singular subjects joined by or or nor use a singular verb.
a.
The book or the pen is on the desk.
3. When a singular and plural subject are joined by or or nor, the verb
should agree with the closest subject.
a.
The boy or his friends run every day.
4. Do not be misled by a phrase between a subject and verb. Cross it out
and make the subject agree with the verb.
a.
One of the boxes is open.
5. Each, Each one, either, neither, everyone, everybody, anybody, anyone,
somebody, someone, and no one are singular – always – and take a
singular verb.
a.
Everybody knows Mr. Smith.
Subject Verb Agreement
1.
2.
3.
4.
5.
6.
7.
His friends or the boy run/runs every day.
The people who listen to that music is/are few.
Either is/are correct.
Paul and Gary has/have baseball practice.
Each one gives/give his all.
Elaine or Sophia sings/sing at the home games.
The team captain, as well as his players, is/are anxious.
February 20
Would Macbeth have considered murdering Duncan if the witches
had not spoken to him? Explain your answer.
Agenda
 Identify and Define unfamiliar vocabulary in Act II
 Read Act II pg 368
 Analyze Act II Quotes
 Complete Act II Summary
 Subject Verb Agreement Notes and Practice
 Progress Check One DUE Monday, February 24th
Context Vocabulary Act II – pg 368
 On a sheet of paper to turn in TODAY
 Skim each scene of Act II and Identify 1 instance of unfamiliar
vocabulary for each scene
Cite page #
Cite line
Define the word
Explain the line now that you know the definition
*Do not use the words already defined for you in the margins.
Example
-Ravishing pg 370 line 54
-“With Tarquin’s ravishing strides, towards his design moves like a ghost.”
-delightful, entrancing
-His moves are entrancing because he is almost invisible as he moves towards his
goal.
1.
2.
3.
4.
Act II pg 368 - Readers
 Banquo
 Fleance
 Macbeth
 Lady Macbeth
 Porter
 Macduff
 Lennox
 Donalbain
Reflection - online
Can Macbeth do anything to stop his ambition?
Subject Verb Agreement
1.
Nouns such as civics, mathematics, dollars*, measles, and news
use singular verbs.
a.
b.
2.
The news is on at six.
Five dollars is a lot of money.
Nouns such as scissors, tweezers, and shears use plural verbs.
a.
The scissors are dull.
Subject Verb Agreement
3. Sentences beginning with there is or there are, the subject follows
the verb.
a. There are many questions.
b. There is a question.
4. Collective nouns are words that imply more than one person but are
considered singular and take a singular verb – group, team,
committee, class, and family.
a. The team travels on Friday.
b. The committee decides what to purchase.
Subject Verb Agreement
5. Expressions such as with, together with, including,
accompanied by, in addition to, or as well do not change the
number of the subject.
a. The President, accompanied by his wife, is traveling to
India.
b. All of the books, including yours, are in that box.
Subject Verb Agreement Practice
 The class is/are reading Macbeth.
 Seven dollars is/are sitting on the table.
 Saturday, in addition to Sunday, is/are my favorite day of the week.
 Civics requires/require a prerequisite.
 There is/are many students working in the media center.
 The tweezers is/are sharp.