CATALYSTS

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Each day, when you enter my classroom, you will take out your journal and record the following:
Date
Objective (written on right-side of board)
Catalyst #
Response to the catalyst questions

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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?

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Please have out your syllabus and pass up your parent contact sheet!
Today we will begin discussing the expectations for the
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?

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A product can be manifested in many different ways
However, it must:
 Be an extension of your topic
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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)

 Video (4-6 minutes in length)
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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

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Website
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Interactive
Multimedia Format
Thorough
Professional
Model/Design
 Create a scale replica model
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Create a functioning model
Develop blueprints

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Creative Representation
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 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

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Volunteer/Work Experience
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Thoroughly documented
Must be reflected upon
Draft Legislation/Policy/Legal Document:
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Thoroughly researched
In an accurate format

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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!

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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?
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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?

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WORK WITH A PARTNER TO DEFINE/GIVE EXAMPLES OF AS
MANY OF THE FOLLOWING AS POSSIBLE:

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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:
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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

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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?

 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.

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Have your answers to the reading questions on your desk to be 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!

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Have your answers to the reading questions on your desk to be 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

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In your book circle groups, discuss the questions from Ch.
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!

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We began talking about the stories of Finn and Siegemund on
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?

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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.

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You will need a partner to participate in this seminar.
There will be two circles for this seminar, an inner and an outer 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.

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Please have out your questions to be checked.
In the section of Beowulf that you read for today’s class,
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!

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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?

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Is it feasible?
Who is it for?
Is it something that has already been done?
Can you take it another step further?

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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?

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A foil is a character that is similar in many ways to the 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?

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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?

 1-2 page abstract that answers the following questions:
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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?

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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 11 th grade graduation project paper.
Your new sources may not also be present on your works cited page from last year.

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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
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A course in website design
Digital editing
Photography and/or moviemaking
Construction

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DATABASE: organized and searchable collections of materials 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.

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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:
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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.

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Jekyll/Hyde & Frankenstein:
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Alex Marbury
Shelby Santos
Ella Pounders
Deonne Young
Giselle Palladino
A Tale of Two Cities:
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Emily Gourd
Pooja Patel
Cameron McPherson
Rachel Faulk
Caroline Zybala
 Aman Shah
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Pride & Prejudice:
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Abby Brooks
Samantha Cureton
Ryan Egan
Ann Marie Pichiraillo
Ian Sullivan
1984:
 John Beall
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Thomasson Burgess
Danny Kim
Raleigh Knox
Aida Martinez
Thurman Hill

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Include an explanation and line numbers in each box.
As your group examines one of these characters, USETEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED
Character
BEOWULF
GRENDEL
HROTHGAR
Appearance
Line 372
Attitude
Lines 194-195
Lines 322-325
Possibly mythical son of Edgetho
Line-636
Line 101-110
Line 163
Line 144-
160
Line105-
110
Line 172
Words
Line 1655-
1675
Line 725
87
Line 167
Deeds Other
Characters’
Reactions
-Line 416
-Line 1645-
1650
-Line 1565-
1569
-Line 2540
Line 507-525
Line 623
Lines
159-167
136-143
105-110
Lines 148-150
Line 126-144
Fiend
Line 305 Line 365
Mournful;
Well-loved
Overall
Analysis
Epic Hero dies in glory;
Good character
Antagonist
Dies alone in a lake
Evil & demonic
Old wise king, who allows others to take care of his thrones problems.
Well respected as well

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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.

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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

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PART I: Review
Generate 3-5 questions that you feel might be on Tuesday’s 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.

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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

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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.

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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.

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Jekyll/Hyde & Frankenstein:
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Thurman Hill
Shelby Santos
Ella Pounders
Deonne Young
Giselle Palladino
A Tale of Two Cities:
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Emily Gourd
Pooja Patel
Cameron McPherson
Rachel Faulk
Caroline Zybala
 Aman Shah
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Pride & Prejudice:
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Abby Brooks
Samantha Cureton
Ryan Egan
Ann Marie Pichiraillo
Ian Sullivan
1984:
 John Beall
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Thomasson Burgess
Danny Kim
Raleigh Knox
Aida Martinez
Alex Marbury

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In your warm up journals, we will frequently use journal 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.

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Happy Valentine’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.

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You can use your book on the essay portion of the test only. Keep 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.

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Listen to “Ballad of Billy the Kid” by Billy Joel and “Ballad of
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?

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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

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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)

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Turn to p. 220 in your textbook to “Robin Hood and the
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?

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

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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!

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A: Cannot determine meaning of the word (context)
B: Word is used as a verb, but it is a noun (form)
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Place completed quizzes on my stool.
Begin reading “Get up and Bar the Door” on p. 224 in textbooks.

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 Turn to p. 224 in your textbook to
Use the notes to aid you in understanding the dialect of the poem as you read it with your partner.

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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 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!

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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)

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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?

 Words to describe him:

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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!!

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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.

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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.

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With a partner, discuss the passages that you selected.
Work to clarify any misunderstandings about the passage 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.

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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!

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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

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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.
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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! ;)

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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!

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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!

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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?

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 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.)

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)

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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.

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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.)

Day 1
Day 2
Day 3
Encounter w/ GK:
Attack 1
Attack 2
Gawain’s exchange & GK/Host’s exchange & Significance
Symbolic Mng Symbolic Mng
(Or his reaction) (How he earns the animal)

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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.

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Choice 1: Ballads
Write a modern-day ballad that follows the formatting of a 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

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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:
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Thematic elements
Influence of the Middle Ages
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Portrayal of gender roles
Archetypal significances
Controversial interpretations
Then, respond to your questions! How would you answer this question??

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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??

 Locate one example of a strong, significant use of a literary device in SGGK.
 Write a paragraph in which you provide:
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 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?).

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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?
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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?

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Staple all of your sheets together using the stapler in the blue 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?

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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?

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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
→
→
→
→
→

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Create two Venn diagrams that compare the following characters in SGGK vs. in “Le Morte d’Arthur”:
King Arthur
Sir Gawain
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Use text evidence!
Be prepared to post and present your findings to your classmates.

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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!

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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

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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
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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).

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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:
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Your name and contact info
Academic accomplishments (honors, awards, scholarships, etc)
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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 23 rd .

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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?

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First 18 lines in Middle English: http://www.youtube.com/watch?v=QE0MtENfOMU

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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.
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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!

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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.
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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!

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Knight
Squire
Yeoman
Prioress/ Nun
Monk
Friar
Merchant
Man/Sergeant of law
Clerk/ Cleric
Shipman/Skipper
Physician/Doctor
Wife of Bath
Parson
Plowman
Miller
Manciple
Reeve
Summoner
Franklin
Cook
Pardoner
Host
Guildsmen (the frat boys):
Haberdasher, Dyer, Carpenter, Weaver & Carpet-maker

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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.

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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:

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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 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

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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!

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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?

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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?
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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?

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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
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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

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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?

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You will need a partner to participate in this seminar.
There will be two circles for this seminar, an inner and an outer 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.

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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!

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Irony is defined in three ways:
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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!!

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What is hypocrisy? In what ways is the Pardoner a hypocrite?
Provide at least one example of text evidence from before,
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

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With a partner, create a Venn diagram for the Wife of Bath’s
tale and the Pardoner’s tale, comparing events, characters and themes
Anything that compares across the two 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.

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PRESENTERS:
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Present your findings to your visitors.
Be sure to distinguish between differences and similarities in the tales
VISITORS:
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Take notes!
You will need to report back to your partner at the end of the rotation!