English IV
Ms. Hamfeldt
Welcome!
 I’m Ms. Hamfeldt (“Ham-felt”)
 This is my third year at AK, and I’ve taught pretty much
everything-English since 2008. I also…
 Am from
Went to this
this place:
school:
 Am marrying this guy
in April>>>>>>
& will become the parent of this girl >>>
 Do things
like:
Love to listen to
these guys:
CATALYSTS
 Each day when you enter my class, you will begin working on your
catalyst (warm up).
 Start by copying down today’s date and objective (on the left side of
the board)
 Today you will write “8/27/12”
 And “Objective: Comprehend course goals, focus and procedures; get
to know classmates; brainstorm outline for “This I Believe” essay”
 Then, write “Catalyst” and record the # on the slide.
 Today you will write “Catalyst #1”
 Then, read the questions on the slide and respond to them in your
journal.
 When you are finished, record any new homework assignments, on the side
board, in your agenda.
CATALYST #1
8.27
 One of Steve Covey’s 7 Habits of Highly Effective People
is “Begin with the end in mind.”
 To you, what does it mean to “begin with the end in
mind”?
 Describe a time when you did begin with the end in
mind. What was the result?
OR
 Describe a time when you did NOT begin with the end
in mind. What was the result?
 Why might I be asking you this question? How does this
apply to English class, or school in general?
So, what’s this class all about?
 You will use the course syllabus and items around the room
to infer answers to a list of questions about this class.
 After you answer them on your own, you will pair up with a
classmate to compare answers.
 Then, we will have a class discussion to review the answers
and make sure that you are clear about what to expect in my
class.
WRITE THIS DOWN!
 WWW.MSHAMFELDT.CMSWIKI.
WIKISPACES.NET
You will be using my website all of the time this semester, including
to access my syllabus tonight.
Please see me after class if accessing the internet is an issue for you.
CATALYST #2
8.28
 What do you believe in? What are the rules, principles or
ideas that you live by?
 What beliefs do you have in common with your family or
friends?
 What beliefs do you NOT have in common with family or
friends?
 Have your beliefs ever helped you to be successful in a
situation? Explain.
OR
 Have your beliefs ever caused you difficulty or conflict?
Explain.
Important Info and Reminders
 The Book Fair will be taking place again this year at the Barnes and
Noble in the Arboretum; bring your yellow sheet!
 To start off the semester, you will need to purchase all of the class
materials listed in my parent letter/on my syllabus by Thursday
 You may get a composition or spiral notebook for warmups.
 You will also need:
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English II:
The Alchemist
Mythology
Sadlier Oxford Vocab Level E
English IV:
Beowulf (will be provided)
Sadlier Oxford Vocab Level G
 Summer reading assignments are due Oct. 1st.
 Assignments are posted on my website and outside my door.
“This I Believe”
 In order to get to know one another, we have to define
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ourselves.
In English class especially, it is so important that we feel able
to share and strengthen our opinions and beliefs.
We will start doing this by writing short personal narratives.
These are based off of an ongoing NPR program called “This
I Believe”
We’ll start off by listening to some examples…
Peer Interviews
 Interview your partner by asking him/her all of the questions
on the interview sheet.
 Record your partner’s answers on a separate sheet of paper.
 Choose 10-15 of the most interesting things that this person
shared with you.
 Write a brief biography for this person, based on the
information that you choose.
 Be sure to group related items together
 Use transitional words like “also, in addition, even though,
however, then, in the past/future” to make your biography flow
 Be prepared to present this to the class!
CATALYST #3
8.29
 Please have out your syllabus and pass up your parent contact
sheet!
 How would you define the word culture?
 List as many different components of culture as you can.
In other words, list things that a group of people would
need to have in order to have ‘culture.’
 What things define our culture here in Charlotte, NC,
the South and/or the United States?
 How is our culture different from other cultures that you
have learned about or been exposed to in some way?
Let’s generate a list about culture…
Culture Partner-work
 Now that we have looked at the iceberg of culture, we are
going to think a bit more deeply about what culture consists
of.
 You and a partner will receive one item from under the
iceberg to define and provide examples of as they pertain to
our culture here in the United States.
 On the back of the notecard that you are provided, you will
write your definition and examples, to create our classroom
culture iceberg.
 We will add to this throughout the semester as we study
more cultures’ works and learn about their ways and
customs.
Peer Presentation Bingo
 As each person presents, write down the most interesting
thing about this person (hint: this will be what I ask about the
person who is being presented)
 After we finish presentations, we will play bingo, and the
winner will get one of the supplies needed for this class
(journal, highlighter, or post-its) for free!
3-2-1 Exit Ticket
 On the note card that you were handed, write:
 3 things that you’ve learned about English class this semester
 2 things that you learned about one of your classmates
 1 question that you still have about English this year
 Printed syllabus and returned parent contact sheet are both
due tomorrow!
 Be sure to have all of your books and materials by Thursday!
 Make sure that you get a Personal Info Sheet and complete it
by Wed. Aug 29th
CATALYST #4
8.30
 PART I: Today we will begin discussing the expectations for the
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Graduation Project this semester.
1-What, currently, are your concerns about the GP?
2-What do you need from me to aid you in being successful with this
project?
PART II: We will also be setting our class goals for the semester today.
3-What do you want to improve upon this semester in terms of your
reading and writing?
4-What score will you strive for on tests and quizzes?
5-What good habits do you want to continue or form this semester?
6-What would be a good class goal for us this semester (NOT “to
pass”)
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
7 Effective Habits
 What does Steve Covey mean by the statement made for
your habit?
 With your group, write a 3-sentence summary of what you
read about the habit that you are assigned.
 Designate a reader, a writer and a speaker within your group.
 The reader should read the statement from Covey to the group
and help the group to discuss.
 The writer should record what is decided as the summary.
 The speaker will present to the class.
 Be Proactive: Be responsible, not blame others, surround
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themselves with positive people/ conscious of environment
Begin with the end in mind: Create a plan for success, consider
+/- results
Put First things First: Focus on what’s necessary first; always have
a plan and manage your time; sometimes you need to say no
Think Win-win: One person shouldn’t have all of the success;
everyone should get to share the wealth
Seek first to understand, then to be understood: Evaluate, probe,
advise, interpret, aim to understand, not just talk about yourself
Synergize: Collaborate, two heads are better than one
Sharpen the Saw: Self-renewing: physical, emotional, mental,
spiritual, keeping yourself fresh
Class Goals
 How will we incorporate these habits into our semester?
 Let’s generate several class goals that will guide us for the
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semester.
1- What average will we aim for on tests/quizzes?
2- What will this average mean compared to other classes?
3-What habits will we focus on for first quarter?
4- How will we strive to become better readers and writers
through all of this?
Are our goals SMART? Are they specific, measure, attainable,
relevant and time-oriented?
CATALYST #5
8.31
 Pass up your drafts of your TIB essays.
 Remember that today I will also be collecting your journals after the
warm-up for a grade. All catalysts from this week should be inside!Your
name must be on your journal!
 Why do we tell stories?
 What do stories do for the people who hear them?
 What is one story you have known since you were very small?
 What was the point of this story?
 Why do you remember it so well?
 Do you think that stories need to be written down? Why or why
not?
CATALYST #6
9.4
 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 first and last name as much as possible.
 Be sure to include yourself in the graphic!
BINDER SECTIONS
Your syllabus should be placed at the very front of your binder!
 Revolution Tracking
 This is where you will keep quizzes and tests that are returned to you.
 This is also where you will reflect on your test/quiz performance.
 Handouts
 This is where you will keep all handouts that you print or receive in class (except for
writing/EOC Prep)
 (Put all of last week’s handouts here, except for TIB)
 Class Notes
 This is where you will keep all notes that you take on looseleaf during class. (You need looseleaf
behind this tab and should place all notes here.)
 Essays and Writing Feedback
 This is where you will keep information about essay writing.
 (Put all TIB materials here)
 Grad Project Preparation
 This is where you will keep notes and feedback regarding your Graduation Project progress.
Video Conclusion
 Reminder from Friday:
 As we watch the remaining 10 minutes of the video on the
evolution of English, be sure that you record 12 facts learned
from the video.
 These facts can include some of the words that are noted, as
long as you include what language they come from and why
they were noted in the video.
Annotation Workshop
 Hear me! We've heard of Danish heroes,
ancient kings and the glory they cut
for themselves, swinging mighty swords!
How Shild made slaves of soldiers from every
land, crowds of captives he'd beaten
5
into terror; he'd travelled to Denmark alone,
an abandoned child, but changed his own fate,
lived to be rich and much honored. He ruled
lands on all sides: wherever the sea
would take them his soldiers sailed, returned
with tribute and obedience.
10
CATALYST #7
9.5
 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
yesterday 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!
LITERARY DEVICES REVIEW
 Create a list of the following in your notes.
 WORK WITH YOUR GROUP TO DEFINE/GIVE EXAMPLES OF AS MANY
OF THE FOLLOWING AS POSSIBLE:
 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
Groups
 Brad, Matt, Jordan
 Kalen, David, Brandon
 Kylie, Nate, Jhany
 Jensen, Zhyra, D’Andre
 Racada, Austin, Christen
 Alexia, Sydney, Joey
 Emily, Kelvin, Reid
ANNOTATION WORKSHOP
 For the chapter that you are assigned, work on annotating
together with your group.
 Start to develop a more specific system of annotating that
works for you.
 As you annotate with your group, complete the following:
 At least 5 annotations per page
 Passages that you have questions about or think are important
(AT LEAST 3 QUESTIONS OR COMMENTS)
 Instances of the use of literary devices (AT LEAST 3)
Class Discussion
 What questions or important passages did you note in your
annotations yesterday?
 What literary devices did you notice and why might they
have been important?
CATALYST #8
9.6
 Looking back at your notes on literary devices from Tuesday and
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referring back to Beowulf Chap. 13-18:
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!
I would recommend reviewing what happens in these chapters
as well. ;)
POP QUIZ!
 You will receive 30 starter-points on this quiz. Each question
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is worth 10 points each.
1- Where does the story of Beowulf take place?
2- Why is Grendel a threat to Hrothgar’s people?
3- How does Beowulf defeat Grendel?
4- Who asks Beowulf about his race with Brecca? What does
Beowulf say he had to do during the race?
5- What other heroes are told of during the trip to Grendel’s
lair?
6- What happens following Beowulf’s defeat of Grendel?
7- What is Beowulf given for his defeat of Grendel?
Cultural Analysis
 Last week, we discussed the major components of the Anglo-
Saxon culture.
 With your group, go back and re-read what you just annotated,
specifically reading for evidence of the A-S culture with regard to:
 Warrior honor/glorification
 Religion
 Social class/ Feudal system
 Record at least 2 references to each of the above cultural element(s)
in your notes.
 Record the line number where you found the reference
 Generate a question for class discussion based around these passages.
Characterization
 How are the major characters characterized in these
chapters?
 First, let’s review characterization. It contains:
W
A
T
R
D
CATALYST #9
9.7
Have your answers to the reading questions on your desk to be checked.
 We began talking about the stories of Finn, Hermud, and Siegemund
yesterday.
 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?
CHARACTERIZATION
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Include an explanation and line numbers in each box.
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USE TEXTUAL EVIDENCE TO SUPPORT EACH TRAIT IDENTIFIED
Character
BEOWULF
GRENDEL
HROTHGAR
Appearance
Attitude
Words
Deeds
Other
Characters’
Reactions
Overall
Analysis
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?
Through what forms of characterization did the writer of
Beowulf create the strongest portraits of these characters?
Which character do you know understand far better than
before? Explain why.
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 two 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
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?
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
9.11
 Have out your reading questions for me to check.
 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,
Hermud 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?
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
 Focus your findings in the sections of the text that you read
for today.
Seminar Preparation
 Based on what you discussed in your groups and the
characterizations we have completed, write 5 discussion
questions about Beowulf.
 Discussion questions should have more than one answer and
generally start with “How” or “Why”
 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.
CATALYST #11
9.12
 I know this is a day belated, but…
 1- What do you remember from your experience on 9/11?
 2- How has your memory of this experience changed over
the course of the last 11 years?
 3-Were you, or do you know of anyone, who was personally
affected by the events that day?
102 Minutes that Changed America
 Look back at the beginning chapters of Beowulf to examine
the reactions at Herot after a night of Grendel’s terror.
 As we watch the following clip, consider how the reactions to
this event may compare with what happened to Hrothgar’s
people at Herot…
 http://www.youtube.com/watch?v=gnksnJW_S5c&feature
=related
Journal #2
 Respond to (oppose or agree with) the THESIS statement:
“The events and people associated with 9/11 parallel the
events and characters associated with the attacks on Herot in
the epic Beowulf.”
 Develop a one-page response citing events and your
recollection of 9/11 compared with the events of Beowulf.
Cite specific quotes.
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.
Seminar Notes
 While you are in either the inside or the outside of the circle,
you will be responsible for taking notes on what is said
during the seminar.
 Your notes will be collected after the seminar and will count
towards your grade.
 While you are inside or outside of the circle you will also be
expected to find text evidence to support statements that you
make about the text.
 If you are in the outer circle, you can pass line numbers to your
partner to share in the discussion.
3-2-1 Seminar Reflection
 Beneath your seminar notes:
 List 3 novel ideas or insights you took from others in today’s
seminar
 List 2 contributions that you made to the seminar
 List 1 question you still have about the book or its meaning
CATALYST #12
9.13
 Have your questions out for me to check. Journals will be collected
tomorrow!
 Look back at the final section of Beowulf that you read for
today.
 1- Choose one passage (10-15 lines) that you found to be
significant. Record the lines of this passage.
 2- Analyze this passage for use of literary devices (especially
kenning or caesura). Refer back to your list for help.
 Make a list of these devices.
 3- Why is this passage important to the story of Beowulf?
 4- What Anglo-Saxon ideals or themes are present in this
passage?
CATALYST #13
9.14
 Feedback Friday! On Fridays, when you turn in your journals, I will usually
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ask you for feedback on how class is going so far.
Answer the following questions:
1- What have you enjoyed in this class so far? Do you prefer
individual, group or full class activities that we’ve done?
2- Was has been difficult or frustrating in this class? Are you
confused about anything we are learning?
3- How have you been doing with the reading? Are you able to
understand the reading? Why or why not?
4- Has this course challenged you academically so far? In what
ways?
5-Do you have any suggestions for how we could make class better?
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)
 Your diagram must include at least 6 quotes (2 per battle) to
prove your point. (You can draw lines to these outside of
your diagram.)
PRODUCT PEER CONFERENCES
 Questions to ask and 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!!
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.
CATALYST #14
9.14
 Read through the passage from the book Grendel that you are
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provided.
As you read, annotate in the following ways:
Mark the use of any literary devices using the abbreviations we
learned at the beginning of this unit.
*= significant events ?= confusing elements
!= shocking or surprising moments
Circle= characters
Box= settings
Underline= key plot developments or dialogue
Consider: How does this narrative voice change our impression of
Grendel?
Journal Entry #3
 Consider Hrothgar, Grendel and Beowulf’s predecessors.
 Consider the narrative style seen in Beowulf vs. Grendel and how
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the fate of these characters is presented in each text.
Do you sympathize with Grendel?
Can a person ‘escape’ being ‘good’? Like Beowulf or
Hrothgar?
Can a person ‘escape’ being ‘evil’? Like Grendel?
Support your answer using at least one quote from Beowulf and
one quote from Grendel.
Explain the quotes that you chose.
Traits of an Epic Hero/Poem
 On the sheet that you are provided, you and your partner
will be responsible for finding evidence that Beowulf meets
or does not meet traits of an epic hero/poem.
 You should be ready to share this information with your
classmates.
 Be prepared with statements as well as at least two
quotes (with line numbers) per trait to prove your
point to the rest of the class!
CATALYST #15
9.19
 Have your epic hero handout out on your desk for me to check.
 Generate 6 questions that you think might be on the Beowulf
test tomorrow.
 Record the correct answer to these questions.
 Record at least one possible ‘easily confused’ incorrect
answer to each of these questions as well.
Constructing a Strong Paragraph
 Topic Sentence: Beowulf is not an epic hero because he does not
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truly pay allegiance to a king.
Support 1:While Beowulf does seek to protect Hrothgar’s hall, he
only does so for the sake of his own fame and glory.
Evidence 1(quote!): Beowulf himself says, “He who can earn it
should fight for the glory of his name” (Raffel 1387-1388).
(Add further support and evidence )
Concluding Sentence: Even though Beowulf appears to be
defending kings, he only wants to have his own name proclaimed
across both Denmark and Geatland.
Topics for Review
Get back together with the groups you were in for the battle
comparison.
Create a poster that encompasses as much information as possible
about the topic that your group is assigned.
1.
2.
3.
4.
5.
Anglo-Saxon culture and history
Literary Devices/Annotation (with examples!)
Beowulf as an epic hero/ Beowulf’s battles
Key ‘good’ characters in Beowulf: Hrothgar, Wealthow, Wiglaf,
Unferth, Siegemund, Higlac
Key ‘evil’ characters in Beowulf: Grendel, Grendel’s mother,
the dragon, Hermod, Finn
“Catalyst”
 Clear your desk except for a piece of paper and a pencil!
Open-Ended: 50 pt QUIZ grade
 You may use your book for this portion of the test ONLY!
 Hand in the first portion BEFORE beginning this portion.
 Use the paragraph structure (topic sentence,
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support/evidence, support/evidence, concluding sentence)
that we practiced in class to answer ONE of the following
questions:
CHOICE A: For which of Beowulf’s victories in battle does
he deserve the most recognition?
CHOICE B: Was Beowulf too concerned with earning glory?
CHOICE C: Was Hrothgar fit to be a king?
CHOICE D: Was Grendel’s mother’s revenge justified?
CATALYST #16
9.21
 Read the new excerpt from Grendel that you are provided.
 How does Grendel view his attacks on Herot?
 How does Grendel feel after his attack?
 How does he seem to view humans, based on this passage?
 What is Grendel’s reaction to the “whimpering, whining,
mumbling, pleading” of the people after his attack?
 Look back at the passage you were given on Tuesday from
Grendel.
 Prepare 2 fishbowl discussion questions, using the question
stems on the back of your Grendel passage.
An example of a Ballad
 Turn in your textbook to p. 200
 Listen along to The Decemberists’ lead singer Colin Meloy’s
rendition of this ballad.
CATALYST #17
9.24
 Look back at your notes from the Grendel fishbowl from
Friday.
 In your journal, note three interesting topics that were
discussed
 For each topic:
 Write your opinion on this topic
 Cite a quote that could support your opinion on this topic
 This is your preparation for your post-seminar writing.
Post-Seminar Assignment
 Choose one question that was put forward in Friday’s
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seminar.
Write out this question at the top of your paper.
In response to the question:
1-Generate an argumentative, three-pronged thesis statement
(like we did for Beowulf as an epic hero)
2- Choose one of the three reasons in your thesis statement
and write a full paragraph with 3 supports and 3 pieces of
evidence (like we did for Beowulf as an epic hero).
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)
CATALYST #18
9.25
 1-What is the biggest challenge you have ever been given?
 2-Did you succeed in overcoming this challenge? Why or why
not?
 3-Looking back now, how would you have handled this
challenge differently, if you could have?
 4-Do you believe in an eye for an eye?
 5-Why or why not? Provide one personal experience or real-
world event that supports your belief.
 6- Would your actions allow you to be held to the standard of
an eye for an eye? Why or why not?
Medieval Ballads
 Turn to p. 224 in your textbook: “Get Up and Bar the Door.” On
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a separate sheet of paper, answer the following question that your
group is assigned:
ALL GROUPS: In the form of a ‘ballad,’ provide a summary of
what happens in this tale.
1-Find and provide at least 2 examples of literary devices in this
poem.
2- What is the effect of the repeated dialogue and rhyme in
moving the plot forward?
3- What is the “twist” in this ballad? What is the result of this turn
of events?
4- What is the message behind this ballad? What does it reflect
about the Middle Ages every day private life/society?
CATALYST #19
9.26
 Look back at Part I of SGGK.
 We talked a lot about characterization during Beowulf…
 1- 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)?
 2- Find lines to support each statement that you make.
Record these lines in your journal.
 3- How would you sum up his personality in one or two
words?
 4-Create an image of the green knight.
Who is the Green Knight??
Ballads Re-cap
 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, answer the following:
1. What is the story of the song?
2. Is the subject material tragic or sensational?
3. Is there any rhyme scheme?
4. Is there dialogue?
5. Does the singer employ repetition?
6. Is there a twist?
Literary Device Tracking
 The green knight is so vivid in our minds partly because of
the imagery used by the author.
 Find at least three other examples of imagery found in
SGGK Parts I-II.
 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!
CATALYST #20
9.27
 Have out your Part III questions for me to check.
 In Part III of SGGK, Gawain is tempted by the host’s wife
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while the host is out on hunts.
1- Create a list of temptations that you know you should not
give in to.
2- On what morals, beliefs or principles did you base your
list?
3- In the past, have you resisted these temptations? Why or
why not? Be specific to each temptation on your list.
4- Compare yourself with Gawain. Do you have the same
ability to resist temptation that he does? Why or why not?
SGGK Middle Ages/Device Tracing
 Fold a piece of paper in half hot-dog style.
 Label one column “Influence of Middle Ages”
 Under this column, write the lines of the examples that you found
at the end of class yesterday.
 Write a brief description of the connection to the Middle Ages for
each example.
 Label the other column “Literary Devices”
 Look back in Parts I-III and find two examples of the SAME literary
device (alliteration, imagery, simile, metaphor, etc.).
 Record the line numbers and label each example.
 Be sure to annotate each example that you find in your book as
well!
Share!
 Pair up with one other person who is wearing the same color
pants or shirt as you, and share your findings with him/her.
 Then, when I call time, pair up with someone who has the
same birthday month as you, and share your findings with
him/her.
 BE SURE TO WRITE DOWN YOUR PARTNER’S
EXAMPLES!!
Why do authors use literary devices?
 Basic reasons:
 Make the text more memorable
 Make the characters and plot more interesting/enjoyable
 More specific reasons:
 Emphasize a theme or historically relevant value in the text
 Stress the importance of a certain character’s development
 Foreshadow what will happen later in the text
Literary Device 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 literary device in SGGK
 Example 1: set-up and quote from the text
 Elaboration: explain the significance of this particular use of L.D.
 Transition/Example 2: set-up and quote from the text
 Elaboration: explain the significance of this particular use of L.D.
 Transition/Example 3: set-up and quote from the text
 Elaboration: explain the significance of this particular use of L.D.
 Concluding Sent: Comment on the overall significance of L.D. in
SGGK, perhaps suggesting another step in analysis
Progress Report Reflection
 As you receive your progress report, answer the following
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questions in your journal:
1- What is your current average?
2- Are there any assignments that you are missing?
3- Do you believe your grade reflects your ability in this
class? Are you meeting the goal that you set for yourself?
4- What are 2 next steps that you will take to either improve
your grade or maintain it?
CATALYST #21
9.28
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)
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.
Journal #4
 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)
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
 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?