Monday

Today we are going to present, talk about the final, and look at POETRY OUT LOUD!

The POL competition is on Tuesday 1/23 at 6 pm on the school stage.  This is a requirement.  You must have a poem memorized and ready to perform.  This is also an easy grade:

50 points for the memorization
30 points for showing up to the performance
20 points for the acting of the poem.

The winner of POL receives a $50 gift certificate to Radio Shack and has a chance to go the State Championship in March.

Here is a link to the POL judging guidelines
This rubric is also how you will be graded on the "acting" portion.

Poetry Out Loud website can be found here

Tips for performance can be found here

Wednesday

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story. 

 

Friday

Friday's Class Work

Finish study questions on "Wife of Bath" and then research and pick out a Canterbury Story to do your project on. 

Wednesday

Today, we need to finish "The Wife of Bath's Tale", look at her "Prologue", discuss potential stories for you to research, read, and present.

Some stories/characters for you to think about

Friar
Summoner
Miller
Reeve
Knight
Nun's Preist
Shimpman
Squire

Finally you will need to do study questions on page 197 (1-5, and 7).

Monday: The Pardoner's Tale

Today we are going to read "The Pardoneer's Tale" on page 169.

Afterwards you will answer questions 1-3 and 5-7 on page 181.

STANDARDS:
RL3 - Analyze the impact of the author's choices regarding how to develop and relate elements of a story.
RL6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.

Friday

Today, we will be putting the last vocabulary on the board.  Reviewing vocabulary.  Finishing the Canterbury Tales' Prologue, and working on your character guides.  Note - you should begin to think about what character you'd like to research and present.  The character guides are do on Monday.

Vocabulary Quiz on Tuesday. 

Tuesday

A framed collection of stories told by a group of pilgrims on their way to Canterbury. Let's look at an introduction

Themes:
Social Class and Convention
Corruption and Exploitation in the Church
Battle of the Sexes (or Old Men and Young Wives, or Who's in Charge?, or What makes a good spouse?)
Lies and Deceit
Courtly Love
What Makes a Good Story?

The are many "types" or "genres" of stories here:
Sermon
Romance Tale
Fabliau
Beast Tale
The Trickster Tricked Tale

Symbols:
Physiognomy
Clothes
Time of Year

The following are tales that you're need to know for the final:
Miller's Tale
Reeve's Tale
Nun's Priest's Tale
The Pardoner's Tale
The Wife of Bath's Tale
The Squire's Tale
The Summoner's Tale
The Clerk's Tale
The Merchant's Tale


Canterbury Tales

Objective: To Demonstrate a thorough understanding of a character and literary devices used in Chaucer by dressing up as one of the characters from The Canterbury Tales and presenting their story.

REQUIREMENTS:

Part 1: You must dress up as the character as described in the Prologue of the poem (note: you should also read very closely the character’s prologue to their own story for it will give you insight into how the character acts, thinks, and relates to the other characters). As part of the presentation you’ll need to discuss what you are wearing and why (or what it represents)? You will also need to present your character traits. What your character is like—what do they believe, how do think of themselves, how do they act towards others or towards God. You may wish to do some research on your character or your character type (example you might wish to look at Friars and what Friars where about and how they where suppose to act and compare those ideas with how your character acts and believes).

Part 2: You’ll need to present your tale to the class. You can do it in one of two ways: 1) D.I. or Dramatic Interpretation of the story (this means you pick the highlights, write a script based on the highlights and act it out). 2) Rewrite the story in your own words and language and present it as a transcript—meaning you read it, but give a dramatic reading
(not just a reading like we do in class)

Part 3: Teach the class the following: 1) what type of literary tale is your story? 2) What does the tale mean (if anything). Connect the tale to a THEME? What does the tale reveal about you character and who your character is? What—if any—kinds of literary devices does your tale use?

Part 4: Make a brief argument why your character won the bet: Who can tell the best story. 

 

We will read sections of the Canterbury Tales - the Prologue, The Wife of Bath's Tale, and The Pardoner's Tale, and one tale of the student's choice.

Canterbury Tales, “The General Prologue” (35 points)

You will find below all the pilgrims mentioned in “The General Prologue.” Be able to answer the following:

1. How does Chaucer characterize each one?  Offer two details with line numbers to support this (include figures of speech or Cicero’s aspects of characterization).
2. Describe Chaucer’s attitude toward each pilgrim.
3. Rank this person in the chart at the end of this handout.

Pilgrim	Chaucer’s Characterization	Two Details	Chaucer’s Attitude
The Knight		1. 2.
Squire		1. 2.
Yeoman		1. 2.
Prioress		1. 2.
Monk		1. 2.
Friar		1. 2.
Merchant		1. 2.
Clerk		1. 2.
Sergeant-at-Law		1. 2.
Franklin		1. 2.
Haberdasher, Carpenter, Weaver, Dyer, Tapestry Maker		1. 2.
Cook		1. 2.
Shipman		1. 2.
Doctor of Medicine		1. 2.
Wife of Bath		1. 2.
Parson		1. 2.
Plowman		1. 2.
Miller		1. 2.
Manciple		1. 2.
Reeve		1. 2.
Summoner		1. 2.
Pardoner		1. 2.
Host		1. 2.

Best Pilgrims	Worst Pilgrims
1.	1.
2.	2.
3.	3.
4.	4.
5.	5.
6.	6.

Friday

You will begin comparing Sir Gawain and Green Knight it to Beowulf either by character, theme, symbol, or structure.  You will do this in a short video. 

This will be due on Wednesday 11/29.

Good Luck!

Vocabulary

New Vocabulary

beldame
largesse
recreant
guerdon
doughty
quailed
panoply
behest
respite

FIT 3

1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.

2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?

3) What is the climax of the book?

4) What does the girdle symbolize?

5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?

Fit 4

1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?
6) Is Gawain a hero?

November 6th

Please print out and turn in your essays.

Today, we will start reading Sir Gawain and the Green Knight.  You will have to compare it to Beowulf either by character, theme, symbol, or structure.  You will do this in a short video.  As we read you will need to answer study questions. 

Some themes for Sir Gawain and the Green Knight: 
Paganism vs Christianity, The Idea of Honor, Good vs Evil, The idea of Faith.  

Sir Gawain and the Green Knight: Chivalry
THE THIRTEEN RULES OF CHIVALRY KNOWN AS THE QUEST
1. A TRUE KNIGHT must be a gentleman, yet not fail in duty.
2. A TRUE KNIGHT must uphold the Dignity of Men and Women,
remembering that all are born free and equal in Dignity and Rights.
3. A TRUE KNIGHT’s manner of living is an example to the young.
4. A TRUE KNIGHT shall at no time act outrageously nor do murder or be
cruel in any way to man or beast.
5. A TRUE KNIGHT respects and defends the rights of all men and women to
hold and practice religious beliefs other than his own.
6. A TRUE KNIGHT takes no part in wrongful quarrel, but at all times
supports the lawful rights of all men and women.
7. A TRUE KNIGHT’s word is his bond.
8. A TRUE KNIGHT must be honorable in all things and know good from evil.
9. A TRUE KNIGHT must be of modest demeanor and shall not seek worship
of himself.
10. A TRUE KNIGHT must seek out such Quests as lead to the protection of
the oppressed and never fail in Charity, Fidelity, and the Truth.
11. A TRUE KNIGHT speaks evil of no man. A slanderous tongue brings shame
and disgrace to an Honorable Knight.
12. A TRUE KNIGHT never betrays a trust of confidence given to him by a
brother Knight.
13. A TRUE KNIGHT must so order his life that by his contribution, the people
of the world may hope to live together in greater peace and tolerance.

Compare the above to GAWAIN:


The poem describes Gawain's armor in detail. He carries a red shield that has a pentangle painted on its front. The pentangle is a token of truth. Each of the five points are linked and locked with the next, forming what is called the endless knot. The pentangle is a symbol that Gawain is faultless in his five senses, never found to fail in his five fingers, faithful to the five wounds that Christ received on the cross, strengthened by the five joys that the Virgin Mary had in Jesus (The Annunciation, Nativity, Resurrection, Ascension, and Assumption), and possesses brotherly love, pure mind and manners, and compassion most precious. The inside of the shield is adorned with an image of the Virgin Mary to make sure that Gawain never loses heart

The Pentangle
1. "Fiue wyttez" (five senses): may indicate that Gawain did not sin through sensual indulgence, but cf. "fyue wyttez" in 2193 (st. 88), where wyttez have most to do with intelligence, ability to understand a situation, etc.
2. "Fyue fyngres" (five fingers): no special significance is apparent here; may signify manual competence or physical strength. Some critics refer to the use in some devotional manuals of the image of the five-fingered hand.
3. "Fyue woundez" (Five Wounds of Christ): a typical subject of meditation; here Gawain's fealty (Borroff) or faith (Tolkien, Vantuono) is said to depend on them. The original afyaunce vpon folde 'trust upon earth/in the world' may be understood as "trustworthiness" if we see the outward-directed virtue as reflecting something inside Gawain.
4. "Fyue joyez" (Five Joys of Mary): a variable list, but usually Annunciation, Nativity, Resurrection, Ascension, Assumption; here Gawain's force (Borroff) or valour (Tolkien) or bravery (Vantuono) is said to derive from them (forsnes 'fortitude' in the original).
5. The "fyft fyue" are the social virtues (generosity, good fellowship, cleanness, courtesy, compassion).

Discussion Questions for Sir Gawain and the Green Knight

Fit I

1) When and where does the story start?  Why is the time of year important?
2) How is both the King and Queen described?
3) How does the Green Knight behave?  What is the tone of his voice?  List some things he says.
4) How is Gawain humble in this section?
5) How do the guests act after the Green Knights leaves.

Fit 2

1) Look at the progression of each stanza in this section and briefly list/discuss in order what every stanza is about.

2) Look at the motif of games and discuss how it works in this section.

3) Other than the pentangle describe a symbol in this section and relate it to a theme. Discuss how this symbol reinforces the theme.

4) How is Gawain different in this section as compared to the last?

5) Discuss the setting.

FIT 3

1) Compare each of the hunting scenes with the bedroom scenes in the castle. Explain how the hunting scenes symbolize what is going on in the bedroom and explore how the differ animals hunted relate to the different tactics used by the lady each day.

2) What is your impression of Gawain during this section? How do you think he behaves? Does he uphold his honor while not dishonoring the lady and the lord?

3) What is the climax of the book?

4) What does the girdle symbolize?

5) There are a few allusions to Christ, Mary and faith (or failure of faith) can you pick a couple out and discuss why they are there?

Fit 4

1) Sir Gawain and the Green Knight can be viewed as a journey from life to death and back to life. Discuss how this works.
2) Sir Gawain is reborn both physically and spiritually at the end of the book how?
3) Whose Point of View are we suppose to exact at the end of the book? Why?
4) Is Gawain ruined as a knight or will we see great deeds from him again?
5) In your opinion who is really in control?
6) Is Gawain a hero?

Essay/Test questions - make sure you use adequate examples from the text:

1. Analyze and explain the symbolic significance of Sir Gawain’s shield in Sir Gawain and the Green Knight (lines 619-669), and evaluate how well Gawain measures up to the expectations suggested by the symbolism of the shield.

2. How does Sir Gawain differ from Beowulf as a heroic figure? What do the two heroes have in common? How are they different? 

Monday

This week you should be working on essays # 4 and #5.  Make sure you have essays #2 and #3 shared, so I can give you feedback.  All essay will be due next Monday (with corrections, revisions, etc.)

 

Note, Please look over the essay subject that you are writing and response to the prompt.  They are listed below.   

 

 

Unit Learning goal

Students will be able to write a series of short analysis papers looking at BEOWULF in five different ways.  Each short essay will connect commentary both to DIRECT TEXT EXAMPLES (cited with the correct page number!) as well as to the BOOK or TEXT AS A WHOLE.  Students will choose five from the following:

 

1. THE AUTHOR AND HER/HIS TIMES: Biographical and historical information pertinent to the novel.  What important family, community, national, and world events helped inform this material? Do not provide an exhaustive biography; merely provide those details that can be directly linked to the novel in a manner that is convincing. This is one of the few sections that will require some outside research, so please remember to cite your source(s).

 

2. FORM/STRUCTURE, PLOT: How is the novel organized and what techniques are used?  Discuss techniques such as sequencing, multiple, complex, or simple plot, foreshadowing, chapter choices.  Then, provide a BRIEF outline of the events of the plot (no more than 200 words). For some modern novels, the plot may be difficult to describe succinctly – but try to do it anyway. When you discuss structure, remember that you need to discuss the effect of the intentional internal arrangement of parts.

 

3. POINT OF VIEW/ PERSPECTIVE: From what vantage point does the reader receive the information?  Is the perspective reliable, or is it highly subjective?  How are important ideas received?  Is there an agenda that the narrator seems to have, either consciously or subconsciously? Does the perspective shift, and if so, to what end? Are characters explicit in their dialog, or does on omniscient narrator fill the reader in concerning the larger issues?  Why is the perspective used particularly effective for this novel?

 

4. CHARACTER: Are each of the characters highly developed, or is most of the writing devoted to one character? Do you learn about them through what is not included in the text?  How is character revealed for the most part? Is through what they say? What they do? What they wear? What they think? The people with whom they associate? What the narrator says about them? How complex are the people that you meet?  Describe the central characters including what you find out about their names, ages, physical descriptions, personalities, functions in the novel – in other words, the responses to the questions asked in the preceding sentence. Also include one short quotation that reveals their character, and explain why the quote reveals character.

 

5. SETTING:  Where and when does the novel occur?  How many locations are described? Are there connections between the setting(s) and character(s)? How is the atmosphere described?  Are there any important settings that contrast or parallel each other?  Why is this setting so effective in supporting the ideas in the novel as a whole? Conversely, if the setting is ambiguous, what details seem most important and what is the effect of the ambiguity? Why is this story best told in this setting? When discussing setting, remember that it does not only mean the geographical location (topography, scenery) but also the cultural backdrop, social context, and the artificial environment (rooms, buildings, cities, towns) as well.

 

6. THEME: Identify one major theme (a central or controlling idea) and explicate the theme using specific moments from the text, either paraphrased or directly quoted.  What is the abstract concept being addressed and what is the evaluation of that concept through the text? Are there any “universal” truths are revealed, supported, or challenged by this theme?  Be aware that a theme cannot be expressed in a single word, and with complex works of literary merit the elucidation of a theme requires a full paragraph or more. Also note that the theme is rarely stated explicitly, but rather is implicit. Remember that a theme has TWO (2) PARTS: An abstract concept AND the author’s commentary on  or evaluation of that concept through the text.

 

7. CRITICAL REVIEW: Find one critical review (not a Cliffs Notes or similar source) of you novel and offer your opinion of the critic’s analysis in two or three paragraphs. Attach a copy of the critical review to your paper, and cite it directly. When expressing your response to the review, be specific in your discussion. If you agree, then explain why and carry the argument beyond what the critic pointed out. If you disagree, provide support for your position from the text.

 

8. DICTION:  Analyze the novelist’s word choice.  Is the language high or formal, neutral, informal?  Does the novelist employ slang(faddish words)? Colloquialisms (nonstandard regional ways of using language(like someone from Boston asking where you “paah-ked yeh caaah”)? Jargon (language associated with a particular trade)? Dialect (think Tom Sawyer)? Is the language plain?  Flowery?  Concise?  Vulgar?  Dense?  Elevated?  Select a passage that illustrates your observations and discuss this passage directly.

 

9. SYNTAX (Sentence structure):  Analyze the sentence and phrase patterns.  Are the sentences predominantly simple, compound, or complex?  Are the sentences intentionally long and complex or are they precise and simple?  How is punctuation used?  Select a passage that illustrates your observations concerning syntax, complete the attached Style and Syntax Analysis Chart, and discuss your example specifically.

 

10. TONE:  What is the author’s attitude towards the subject of the novel?  Discuss how the author creates the tone you identified through a variety of vehicles including plot, characterization, setting, and anything else that contributes to tone. Use specific text examples to support your findings.

 

11. TITLE:  Why is this title so appropriate for the novel?  Does it have literal or symbolic significance?  Does it actually appear in the novel, and if so, what is the situation? Is the title an allusion, and if so, why would the title include this allusion? Does the title implicitly connect to the theme of the work?

 

12. MEMORABLE QUOTE:  Choose and type out one quotation that you 

believe to be significant or noteworthy.  Please explain your choice. Is it an especially moving moment? Is it especially well-written? Why does this quote stand out for you?

 

13. Symbol or literary device: Choose a symbol or literary device that you believe to be significant to this book.  Discuss how it is used, what ideas it backs up (what it means), and perhaps why the author used it.  Make sure you use examples for the text and you connect the symbol or device to the text as a whole.

 

Scale/Rubric relating to learning goal:

4 – The student can write on five different views of the book relating them to each other to form one main argument or idea.

3 – The student can write adequate on at least five selections looking at the epic poem in five different ways.

2 – With help from the instructor the student is able to write adequate on at least five selections – from the least above – looking at the epic poem in five different ways.

1 – Even with help from the instructor the student is unable to write on five selections (they maybe able to write on 1-4) looking at the epic poem in different ways.