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 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
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.
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
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.