12/17/13
In Class:
Journal-- Literature is a framework for understanding different cultures. After studying various elements of Anglo-Saxon culture through literature, what do you find most admirable? Most abhorrent? Most interesting?
Students worked independently on the following tasks:
*Outline/rough draft for Final Part One.
-> Find quotes from texts to support your paper.
*Essay for Final Part One.
*Creative/artistic project for Final Part Two.
*Missing work:
SGGK Part Two Questions (from Thursday, Dec. 5th)
Pentangle Worksheet
Following the Rules in SGGK Worksheet
*Missing journal entries
Exit ticket: What did you accomplish in class today?
Homework:
Finish Final Part One by tomorrow at 5:00!
Work on creative/artistic project for Final Part Two.
Tuesday, December 17, 2013
Monday, December 16, 2013
December 16th, 2013
12/16/13
In Class:
Journal-- What does it mean to be a peacekeeper? How was peace perceived and achieved in the time of Gawain? Of Beowulf?
Students worked independently on the following tasks:
*Outline/rough draft for Final Part One.
-> Find quotes from texts to support your paper.
*Creative/artistic project for Final Part Two.
*Missing work:
SGGK Part Two Questions (from Thursday, Dec. 5th)
Pentangle Worksheet
Following the Rules in SGGK Worksheet
Missing journal entries
Exit ticket: What did you accomplish in class today?
Homework:
Work on final project! -- Essay due on Wednesday, Creative Project due on Thursday
Catch up on any missing assignments.
In Class:
Journal-- What does it mean to be a peacekeeper? How was peace perceived and achieved in the time of Gawain? Of Beowulf?
Students worked independently on the following tasks:
*Outline/rough draft for Final Part One.
-> Find quotes from texts to support your paper.
*Creative/artistic project for Final Part Two.
*Missing work:
SGGK Part Two Questions (from Thursday, Dec. 5th)
Pentangle Worksheet
Following the Rules in SGGK Worksheet
Missing journal entries
Exit ticket: What did you accomplish in class today?
Homework:
Work on final project! -- Essay due on Wednesday, Creative Project due on Thursday
Catch up on any missing assignments.
Thursday, December 12, 2013
December 12th, 2013
12/12/13
In Class:
Journal-- Reflect on the following quote: "The finest steel has to go through the hottest fire." - Richard M. Nixon
Read and discussed "The Wife's Lament," focusing specifically on elements of elegy and women's roles in Anglo-Saxon culture.
Read and discussed "A Wind from the North" by Bill Capossere, focusing specifically on the connections to fame and glory in Anglo-Saxon tradition.
Mini-lesson on the use of thesis statements. thesis statement: one to two sentences conveying the meaning, message, or argument of a paper. -> "spine" of your paper. "So what?" statement.
Students worked independently on final project essay outlines and thesis statements.
Exit ticket: What reputation or legacy would you like to leave behind when you pass?
Homework:
Finish essay outline by tomorrow!
Catch up on missing work.
In Class:
Journal-- Reflect on the following quote: "The finest steel has to go through the hottest fire." - Richard M. Nixon
Read and discussed "The Wife's Lament," focusing specifically on elements of elegy and women's roles in Anglo-Saxon culture.
Read and discussed "A Wind from the North" by Bill Capossere, focusing specifically on the connections to fame and glory in Anglo-Saxon tradition.
Mini-lesson on the use of thesis statements. thesis statement: one to two sentences conveying the meaning, message, or argument of a paper. -> "spine" of your paper. "So what?" statement.
Students worked independently on final project essay outlines and thesis statements.
Exit ticket: What reputation or legacy would you like to leave behind when you pass?
Homework:
Finish essay outline by tomorrow!
Catch up on missing work.
Wednesday, December 11, 2013
December 11th, 2013
12/11/13
In Class:
Journal-- Consider the definition of social contract. Reflect on what you sacrifice for security; what is worth it? What is not fair?
social contract: an implicit agreement amongst members of society in which each member surrenders certain freedoms for the sake of security.
Discussed the nature of rules and codes of conduct in regard to Sir Gawain and the Green Knight, particularly focusing on Kohlberg's Stages of Moral Reasoning (see handout and chart to the right). Screened "Following the Rules" video from TeachTown and discussed the moral reasoning standards of the students.
Independently, students completed the worksheet shown to the left regarding Sir Gawain's stringent adherence to the rules (of chivalry and of contests).
Exit ticket: What level of moral reasoning do you think you've achieved?
Homework:
Finish the Sir Gawain worksheet from today.
Work on final project outline.
Catch up on missing work!
In Class:
Journal-- Consider the definition of social contract. Reflect on what you sacrifice for security; what is worth it? What is not fair?
Discussed the nature of rules and codes of conduct in regard to Sir Gawain and the Green Knight, particularly focusing on Kohlberg's Stages of Moral Reasoning (see handout and chart to the right). Screened "Following the Rules" video from TeachTown and discussed the moral reasoning standards of the students.
Independently, students completed the worksheet shown to the left regarding Sir Gawain's stringent adherence to the rules (of chivalry and of contests).
Exit ticket: What level of moral reasoning do you think you've achieved?
Homework:
Finish the Sir Gawain worksheet from today.
Work on final project outline.
Catch up on missing work!
Tuesday, December 10, 2013
December 10th, 2013
12/10/13
In Class:
Journal-- Reflect on the effect of surveillance on human behavior.
"Itty-Bitty Quiz on Sir Gawain and the Green Knight."
Discussed Part IV of Sir Gawain and the Green Knight, focusing on the events of the showdown between Gawain and the Green Knight, the process of forgiveness (similarities to the Catholic Church), and the learned fallibility of Gawain--Gawain realizes he is capable of being the perfect knight, but only if he recognizes his own imperfection.
Reviewed example final project outline.
Students worked independently on their outlines for the final project.
Exit ticket: Which essay prompt will you use for your final project?
Homework:
Finish final outline ASAP (Friday at the latest).
Catch up on any missing work.
In Class:
Journal-- Reflect on the effect of surveillance on human behavior.
"Itty-Bitty Quiz on Sir Gawain and the Green Knight."
Discussed Part IV of Sir Gawain and the Green Knight, focusing on the events of the showdown between Gawain and the Green Knight, the process of forgiveness (similarities to the Catholic Church), and the learned fallibility of Gawain--Gawain realizes he is capable of being the perfect knight, but only if he recognizes his own imperfection.
Reviewed example final project outline.
Students worked independently on their outlines for the final project.
Exit ticket: Which essay prompt will you use for your final project?
Homework:
Finish final outline ASAP (Friday at the latest).
Catch up on any missing work.
Example Outline for Final Project Essay
Shane Abrams
I. Introduction
A.
Introduce text(s) – Beowulf and “The
Dream of the Rood”
B. Describe historical
circumstances: most literacy lay with the Christian monks in the Middle Ages.
C. Thesis
statement: The integration of Christian ideas, values, and stories in Old
English poetry demonstrates an attempt to reconcile Anglo-Saxon heroic ideals
with Christianity.
II. Body Paragraph 1 – Christian imposition in Beowulf
A. Explain the idea of Christian
imposition: overlaying Christian ideas in a non-Christian text.
B. Note historical paradox:
Christianity was not widespread during the time Beowulf is set.
C. Quotes for support:
“And may the Divine Lord / in His
wisdom grant the glory of victory / to whichever side He sees fit” (685-7).
“The truth is clear: / Almighty
God rules over mankind / and always has” (700-2).
“So may a man not marked by fate /
easily escape exile and woe / by the grace of God” (2291-3).
“Sometimes at pagan shrines they
vowed / offerings to idols, swore oaths / that the killer of souls might come
to their aid / and save the people. That was their way, / their heathenish
hope; deep in their hearts / they remembered hell. The Almighty Judge / of good
deeds and bad, the Lord God, / Head of the Heavens and High King of the World,
/ was unknown to them. Oh, cursed is he / who in time of trouble has to thrust
his soul / in the fire’s embrace, forfeiting help; / he has nowhere to turn.
But blessed is he / who after death can approach the Lord / and find friendship
in the Father’s embrace” (175-88).
D. Explain and connect quotes to
thesis: connecting wyrd to Christian
destiny; denying paganism in favor of Christianity; portraying Beowulf as a
pious warrior.
III. Body Paragraph 2 – “The Dream of the Rood”
A. Explain the portrayal of Christ
as hero as means to reconcile Germanic heroism with the life of Christ.
B. Quotes for support:
“Then the young Hero stripped
himself—that was God Almighty—strong and stouthearted. He climbed on the high
gallows, bold in the sight of many” (28).
“I trembled when the Warrior
embraced me” (28).
“…they set there the Wielder of
Triumphs” (28).
“The Son was victorious in that
foray, mighty and successful” (29).
C. Explain and connect quotes to
thesis: connecting bravery, might, and victory to Jesus’ story; elne mycle.
IV. Conclusion – Reconciling Christianity with Anglo-Saxon
culture
A. Re-state
thesis
B. Although the imposition and
interpretation of Christianity is obvious to us now, it made bigger waves in
the original time period. One of the foundational elements of every culture is
storytelling; therefore, the use of Christian ideals in Anglo-Saxon stories was
very influential in the evolution of Anglo-Saxon culture.
Works Cited
Beowulf. Trans. Seamus
Heaney. New York: Norton, 2000. Print.
“The Dream of the
Rood.” The Norton Anthology of English
Literature, 8th ed., Vol. A. Eds. Stephen Greenblatt et al. New
York: Norton, 2006. Print
Monday, December 9, 2013
December 9th, 2013
12/9/13
In Class:
Journal [student suggestion] -- Respond to the following quote: "Even the word 'hopeless' has 'hope' in it."
Reviewed and discussed Part Two and Three of Sir Gawain and the Green Knight, specifically focusing on the use of symbolism and motifs, chivalric code, and games/contests in the story.
symbolism: the use of concrete or visible objects as 'stand-ins' or representations of more abstract ideas or themes.
motif: a recurring image, phrase, or idea used to help convey a theme.
Exit ticket: Copy the important assignments from the board (see below).
Homework:
Read Part IV of Sir Gawain and the Green Knight -- there will be a mini-quiz at the beginning of class tomorrow!
Begin working on your final outline/rough draft. [Due date bumped to Friday.]
In Class:
Journal [student suggestion] -- Respond to the following quote: "Even the word 'hopeless' has 'hope' in it."
Reviewed and discussed Part Two and Three of Sir Gawain and the Green Knight, specifically focusing on the use of symbolism and motifs, chivalric code, and games/contests in the story.
symbolism: the use of concrete or visible objects as 'stand-ins' or representations of more abstract ideas or themes.
motif: a recurring image, phrase, or idea used to help convey a theme.
Exit ticket: Copy the important assignments from the board (see below).
Homework:
Read Part IV of Sir Gawain and the Green Knight -- there will be a mini-quiz at the beginning of class tomorrow!
Begin working on your final outline/rough draft. [Due date bumped to Friday.]
Subscribe to:
Posts (Atom)