TODAY IN CLASS
Full period to work on the Beowulf rap mini-project.
1st--had to focus first on comparing/consolidating the abridged versions and deciding on the basic content. Most groups were able to get started at least with the process of turning the content into rhythmic "rap."
2nd and 5th--Most groups were ready to get the actual writing underway. The goal today was to get at least half of the lines written, hopefully more.
TOMORROW
Will be the last full day of in-class worktime. Bring a laptop if you can. The goal will be to finish the draft, check to see that it fulfills all the requirements, and start practicing as a group.
Thursday, October 30, 2014
Wednesday, October 29, 2014
1st--you must follow the exact instructions for #4 on the hand-out. Bring your typed copy of your abridged passage, and make sure that it is on turnitin.com by 11:59 p.m. tonight.
2nd and 5th--
Only abridged passages that are on turnitin.com will be counted for points. Many of you were absolutely prepared today with your typed copy of your shortened passage in class after having already submitted it to turnitin.com. Thank you for being responsible!
Do note that even if you had your copy in class, I am scoring only what's on line. Get it submitted by tonight.
Tuesday, October 28, 2014
TODAY IN CLASS
2nd and 5th periods--
If you were in class today, you should have 1) received a rap hand-out, 2) signed up into groups, and 3) found out what your passage is after someone from your group drew lots. SO--your assignment for tomorrow is to write the summary of all essential points. The idea is to turn about 100 lines of actual text into 32-40 lines of rap. Follow the individual instructions, submit to turnitin.com, and bring a copy of your summary to class tomorrow. The turnitin.com on-time folder is until 9:55 a.m. on Wednesday.
Then we worked somewhat with sections 35-41.
1st period--mainly just finishing up 36-43; students signed up for the Beowulf rap project, and representatives drew numbers for your actual passage. However, the bell rang before everyone got a firm handle on the actual passage. So. If possible, you should proceed with the individual work, but if you didn't get the word on your passage, we will have to adjust. I'm opening turnitin.com though.
2nd and 5th periods--
If you were in class today, you should have 1) received a rap hand-out, 2) signed up into groups, and 3) found out what your passage is after someone from your group drew lots. SO--your assignment for tomorrow is to write the summary of all essential points. The idea is to turn about 100 lines of actual text into 32-40 lines of rap. Follow the individual instructions, submit to turnitin.com, and bring a copy of your summary to class tomorrow. The turnitin.com on-time folder is until 9:55 a.m. on Wednesday.
Then we worked somewhat with sections 35-41.
1st period--mainly just finishing up 36-43; students signed up for the Beowulf rap project, and representatives drew numbers for your actual passage. However, the bell rang before everyone got a firm handle on the actual passage. So. If possible, you should proceed with the individual work, but if you didn't get the word on your passage, we will have to adjust. I'm opening turnitin.com though.
Wednesday, October 22, 2014
Spirit Wear for Thursday: 80's/Neon Attire
TODAY IN CLASS
I announced a revision to the tardy policy, prompted by some changes in administrative emphasis and available resources: the 4th tardy results in a lunch detention assigned by the teacher. The 5th (as stated in the syllabus) results in an administrative referral.
We went over a few of the drawings to show what an accurate depiction of the text information would look like.
In 1st we also talked about the first several short questions--2nd and 5th did not do that today.
FOR TOMORROW
Finish reading sections 32-43, and write out accurate and complete responses to questions 1-15 on Tuesday's hand-out.
I announced a revision to the tardy policy, prompted by some changes in administrative emphasis and available resources: the 4th tardy results in a lunch detention assigned by the teacher. The 5th (as stated in the syllabus) results in an administrative referral.
We went over a few of the drawings to show what an accurate depiction of the text information would look like.
In 1st we also talked about the first several short questions--2nd and 5th did not do that today.
FOR TOMORROW
Finish reading sections 32-43, and write out accurate and complete responses to questions 1-15 on Tuesday's hand-out.
Monday, October 20, 2014
Tuesday's Attire: Back to the Beach Day
FRIDAY IN CLASS
Some quick review, including a hand-out of 20-23 (quiz was through 22) so that we could pinpoint just a couple of really major things from the last few pages. The rest of that sheet was for Monday's discussion.
Make arrangements to make up the quiz if you missed it.
TODAY IN CLASS
Collected #19 and#20 drawings, based on material in Section 23.
We picked up from Friday's VERY brief mention of some highlights necessary for the quiz; by now students should have good personal notes on the questions and supplemental class discussion on Ch. 20-23 (except for what was covered by the drawings).
FOR TOMORROW
Read Ch. 24-28 (71-85)
Some quick review, including a hand-out of 20-23 (quiz was through 22) so that we could pinpoint just a couple of really major things from the last few pages. The rest of that sheet was for Monday's discussion.
Make arrangements to make up the quiz if you missed it.
TODAY IN CLASS
Collected #19 and#20 drawings, based on material in Section 23.
We picked up from Friday's VERY brief mention of some highlights necessary for the quiz; by now students should have good personal notes on the questions and supplemental class discussion on Ch. 20-23 (except for what was covered by the drawings).
FOR TOMORROW
Read Ch. 24-28 (71-85)
Thursday, October 16, 2014
Beowulf Quiz on Friday!
Quiz information:
We reviewed the following terms today:
wyrd
scop
vellum
poetry terms: kenning, caesura, alliteration, assonance
wergild
Beowulf's name (kenning and the reason)
We also reviewed the early section of the powerpoint from the intro to Beowulf, and then completed the last few slides.
Study the background pages for the text of Beowulf
http://my.hrw.com/la_2010/na_lit/student/ebook_gr12/osp/data/u1_from_beowulf_se.pdf
Use your book and notes to review the text of the poem from the Prologue through Section 22 (p. 67). You should probably review 20-22 (pp. 59-67).
TODAY IN CLASS
Students worked in assigned groups to complete questions 5 and 6 from Wednesday's hand-out, and had a chance to discuss and improve responses to 1-4 and 7-14.
Students who had been absent (full credit)or had not completed their individual preparation (reduced credit) had time to work.
Quiz review.
TOMORROW IN CLASS
I'll return today's work. We will discuss a couple of items. We will go over (quickly) some highlights of 20-21. I expect to use 20-25 minutes of class time on this section.
Quiz
We reviewed the following terms today:
wyrd
scop
vellum
poetry terms: kenning, caesura, alliteration, assonance
wergild
Beowulf's name (kenning and the reason)
We also reviewed the early section of the powerpoint from the intro to Beowulf, and then completed the last few slides.
Study the background pages for the text of Beowulf
http://my.hrw.com/la_2010/na_lit/student/ebook_gr12/osp/data/u1_from_beowulf_se.pdf
Use your book and notes to review the text of the poem from the Prologue through Section 22 (p. 67). You should probably review 20-22 (pp. 59-67).
TODAY IN CLASS
Students worked in assigned groups to complete questions 5 and 6 from Wednesday's hand-out, and had a chance to discuss and improve responses to 1-4 and 7-14.
Students who had been absent (full credit)or had not completed their individual preparation (reduced credit) had time to work.
Quiz review.
TOMORROW IN CLASS
I'll return today's work. We will discuss a couple of items. We will go over (quickly) some highlights of 20-21. I expect to use 20-25 minutes of class time on this section.
Quiz
Wednesday, October 15, 2014
TODAY IN CLASS (15 min. long)
Students received three hand-outs; you may get them all tomorrow.
FOR TOMORROW
Complete 1-4 and 7-14 of the questions handed out today covering sections 15-19 of Beowulf. That material did not get saved on my school computer, so I can't link it to the blog right now. We'll make provisions in class tomorrow for the handful of people who were absent today who did not receive the hand-out.
Everyone who GOT the hand-out should be prepared for the group work tomorrow.
AND--on Friday there will be a quiz over the background material on Beowulf and the poem through Ch. 22.
Students received three hand-outs; you may get them all tomorrow.
FOR TOMORROW
Complete 1-4 and 7-14 of the questions handed out today covering sections 15-19 of Beowulf. That material did not get saved on my school computer, so I can't link it to the blog right now. We'll make provisions in class tomorrow for the handful of people who were absent today who did not receive the hand-out.
Everyone who GOT the hand-out should be prepared for the group work tomorrow.
AND--on Friday there will be a quiz over the background material on Beowulf and the poem through Ch. 22.
Tuesday, October 14, 2014
Friday, October 10, 2014
Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations *
*CHECK THIS SOURCE OUT FOR SURE. I am belatedly realizing that it is this sheet (created Oct. 31, 2013--so after last year's submissions) that lists Objective as a requirement on your culminating project resumes. But today I asked for clarification from the College and Career Center, and the word is you do NOT need to include this for the Culminating Project if you are doing an academic resume. Anyone planning to apply to college should be doing an academic resume; if you are planning to work next year, then the Employment Resume format is what you should follow. And for that, starting with "Objective" is standard practice.
But here is why the one-page version is useful--it gives you a list of categories to pick and choose from (so you can find the best organization for your situation). There is no one right way.
*CHECK THIS SOURCE OUT FOR SURE. I am belatedly realizing that it is this sheet (created Oct. 31, 2013--so after last year's submissions) that lists Objective as a requirement on your culminating project resumes. But today I asked for clarification from the College and Career Center, and the word is you do NOT need to include this for the Culminating Project if you are doing an academic resume. Anyone planning to apply to college should be doing an academic resume; if you are planning to work next year, then the Employment Resume format is what you should follow. And for that, starting with "Objective" is standard practice.
But here is why the one-page version is useful--it gives you a list of categories to pick and choose from (so you can find the best organization for your situation). There is no one right way.
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
Our class--
Quiz--Friday, Oct. 17 Beowulf
Background in the big lit book, the powerpoint (we will finish it), and the content of the poem from the Prologue through Ch. 26. Poetry terms (still) plus scop, wergild, and the kenning for Beowulf's name.
TODAY IN CLASS
Pick up on Unferth: note that Beowulf says Unferth was drunk--that he wouldn't have had the never to challenge him had he been sober. Beowulf "cuts him some slack" as a result (530-534). However, Beowulf also accuses Unferth of something pretty serious--murdering his brothers (587-589). That's all we know about this right now . . .
Ch.10--the "disarming" scene and Beowulf's rationale for fighting without a weapon or armor
Ch. 11-12--Grendel's journey, intentions, arrival at Herot, the first victim, then the battle with Beowulf and its gruesome outcome. We also looked at the first few lines of Ch. 11 in Old English, noting the ominous sound and the intense alliteration.
Also in 11-12 (though we didn't find them in Old English) are important kennings for Grendel: shepherd of evil, guardian of crime, and hell's captive.
Reading time --last 20 minutes of class. Start with 13 and read until the end of class
FOR TUESDAY
Read through Section 22 (p. 67).
You're free to read more /much more, of course; many students find that reading this book once through fairly quickly and then re-reading as I give smaller assignments is the way to understand it best.
Thursday, October 9, 2014
Look at yesterday's post for the recurring Culminating Project reminder!!
TODAY IN CLASS
We finished looking closely at the material left out of your questions--Beowulf's presentation to Hrothgar of what he wants permission to do, and Hrothgar's response (sections 6 and 7). For Unferth's role at the banquet, we used images from Dix It cards to try to convey what Unferth was feeling and why. Lots of insightful (and fun!) interpretations emerged from various groups. One class finished discussing material from Ch. 9 and most of 10--the other two classes will have to catch up on that, but it will be brief.
FOR TOMORROW
Read Sections 11-12--four pages only, but action-packed. Read these pages twice. No prep questions, but if there is anything you don't feel you understand as you read it (by the second time through, anyway), make note of it. Plan to ask tomorrow.
TODAY IN CLASS
We finished looking closely at the material left out of your questions--Beowulf's presentation to Hrothgar of what he wants permission to do, and Hrothgar's response (sections 6 and 7). For Unferth's role at the banquet, we used images from Dix It cards to try to convey what Unferth was feeling and why. Lots of insightful (and fun!) interpretations emerged from various groups. One class finished discussing material from Ch. 9 and most of 10--the other two classes will have to catch up on that, but it will be brief.
FOR TOMORROW
Read Sections 11-12--four pages only, but action-packed. Read these pages twice. No prep questions, but if there is anything you don't feel you understand as you read it (by the second time through, anyway), make note of it. Plan to ask tomorrow.
Wednesday, October 8, 2014
Sorry for the late post--blogger.com was slow and would not save/publish during the late afternoon. I gave up.
Calendar of Upcoming Events
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations *
*CHECK THIS SOURCE OUT FOR SURE. I am belatedly realizing that it is this sheet (created Oct. 31, 2013--so after last year's submissions) that lists Objective as a requirement on your culminating project resumes. But today I asked for clarification from the College and Career Center, and the word is you do NOT need to include this for the Culminating Project if you are doing an academic resume. Anyone planning to apply to college should be doing an academic resume; if you are planning to work next year, then the Employment Resume format is what you should follow. And for that, starting with "Objective" is standard practice.
But here is why the one-page version is useful--it gives you a list of categories to pick and choose from (so you can find the best organization for your situation). There is no one right way.
*CHECK THIS SOURCE OUT FOR SURE. I am belatedly realizing that it is this sheet (created Oct. 31, 2013--so after last year's submissions) that lists Objective as a requirement on your culminating project resumes. But today I asked for clarification from the College and Career Center, and the word is you do NOT need to include this for the Culminating Project if you are doing an academic resume. Anyone planning to apply to college should be doing an academic resume; if you are planning to work next year, then the Employment Resume format is what you should follow. And for that, starting with "Objective" is standard practice.
But here is why the one-page version is useful--it gives you a list of categories to pick and choose from (so you can find the best organization for your situation). There is no one right way.
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
(I have tried and failed to link a pdf version of the handbook, since very often this year there has been a downloading issue; however, it's not working right now.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
TODAY IN CLASS
Students had a few minutes to work in groups to consider the encounters between Beowulf and the coast-warden and Hrothgar's right-hand man Wulfgar. We used that discussion as a basis for a few more thoughts on this section before moving on to Hrothgar's explanation to Wulfgar of what he had already heard about Beowulf.
And this led to the kenning of Beowulf's name. Test yourself: do you remember the parts? And what about yesterday's term wergild --what is the literal translation of the parts? What does the term mean? How did it apply to Grendel's behavior?
FOR TOMORROW
We need to finish up Ch. 6-10 (discussion prep questions 8-11).
You can certainly start reading more; I don't have my book at home to be sure of what's needed for Friday.
TODAY IN CLASS
Students had a few minutes to work in groups to consider the encounters between Beowulf and the coast-warden and Hrothgar's right-hand man Wulfgar. We used that discussion as a basis for a few more thoughts on this section before moving on to Hrothgar's explanation to Wulfgar of what he had already heard about Beowulf.
And this led to the kenning of Beowulf's name. Test yourself: do you remember the parts? And what about yesterday's term wergild --what is the literal translation of the parts? What does the term mean? How did it apply to Grendel's behavior?
FOR TOMORROW
We need to finish up Ch. 6-10 (discussion prep questions 8-11).
You can certainly start reading more; I don't have my book at home to be sure of what's needed for Friday.
Tuesday, October 7, 2014
TODAY IN CLASS
- Recap of the dichotomy between good and evil, represented in part by Herot (place of goodness) and Grendel's lair ("not hell, but hell on earth").
- Why the oversimplified battle between good and evil is sometimes not as intriguing as having more complexity to characters and motivations (people who are not all good/all bad) Beowulf will show this mixture of traits in much of the text.
- Why Grendel is "so bad"; concept of wergild.
- How Grendel twisted the hearts of Hrothgar and his men, making them focus on heathen ways and the Devil's guidance in trying to deal with Grendel.
- Why Beowulf wanted/needed to go to foreign lands to fight (gain glory).
- We were just ready to pick up on the Danish watchman's reaction to him
FOR TOMORROW
SO this gets us to question 6 on your hand-out (or see yesterday's post, which included the questions).
Make sure that for tomorrow you have finished reading through 10 and that you've taken notes on questions 6-11.
If you've done that--then work on your Culminating Project. Due next Wednesday!
Monday, October 6, 2014
UPCOMING MAJOR WORK
**Now WELL past due: Final Draft, Personal Essay (Hard Copy/turnitin.com)**
Friday, Oct. 3--Open-book assessment on the three lyric poems (short poems from the Exeter Book)
Content, thematic ideas, connection with Anglo-Saxon culture, poetic devices . . . You'll need the Poetic Devices hand-out and the Michael Alexander translation of "The Wife's Complaint."
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
TODAY IN CLASS
1) Time to finish Friday's assessment
2) If necessary, catching up with Sections 2-3 of Beowulf
3) Getting started on reading sections 4-10 of Beowulf
. . . which, for most people carried into homework FOR TOMORROW
Here is the half-sheet hand-out distributed in class:
Beowulf
DISCUSSION PREPARATION QUESTIONS (Prologue through Part 10)
1. Describe
Herot.
2. Describe
Grendel’s lair. How does it compare to
Herot?
3. What is
the significance of Grendel being descended from Cain?
4. Why does
Grendel attack Herot?
5. What had
Herot symbolized before the coming of Grendel?
After?
6. Why is
the coast-warden concerned about the arrival of Beowulf and his men? How does he recognize Beowulf as worthy of
consideration? How does he challenge
him? How does Beowulf pass the
test? What “safety measure” does the
coast-warden require?
7. How does
Hrothgar’s man at Herot recognize
Beowulf as a hero? Why should he refrain
from letting this man and his men in to see Hrothgar? Why should he WANT this man (and his men) to
see Hrothgar?
8. Why does
Unferth bring up Beowulf’s swimming match with Brecca? How does Beowulf respond?
9. What is
Welthow’s role in Herot? What does the
narrator praise her for?
10. What is the significance of Hrothgar’s speech
in lines 655-661 (44)?
11. What are Beowulf’s thoughts as he waits for
Grendel’s arrival?
Saturday, October 4, 2014
Friday Post on Saturday
UPCOMING MAJOR WORK
**Now past due: Final Draft, Personal Essay (Hard Copy/turnitin.com)** Still a few who are missing either the hard copy, electronic submission, or both!
Friday, Oct. 3--Open-book assessment on the three lyric poems (short poems from the Exeter Book)
Content, thematic ideas, connection with Anglo-Saxon culture, poetic devices . [Time to finish on Monday--see below]
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
FRIDAY IN CLASS
In-class poetry assessment: took longer than I anticipated (and special apology to 1st period for the clutter of resolving the copy error). As I told you when you turned in your work, you WILL be allowed more time on Monday. I'm not fixing the absolute right now; my plan is to join the work with some Beowulf specific work so that if you're done/almost done with the assessment, you'll have something to move on to. And other people can complete that as homework.
FOR MONDAY
You're still expected to have read the (very short) sections 2 and 3 in the Beowulf text.
Be sure to bring back the Alexander copy of the poem AND the version that I gave you on Friday.
Anyone absent on Friday--you will begin the assessment in class. You may need to finish up at another time, or you may be able to finish it in class. [Note to everyone: usually you're not allowed to make up quizzes or tests during class time. This is an exception.]
FRIDAY IN CLASS
In-class poetry assessment: took longer than I anticipated (and special apology to 1st period for the clutter of resolving the copy error). As I told you when you turned in your work, you WILL be allowed more time on Monday. I'm not fixing the absolute right now; my plan is to join the work with some Beowulf specific work so that if you're done/almost done with the assessment, you'll have something to move on to. And other people can complete that as homework.
FOR MONDAY
You're still expected to have read the (very short) sections 2 and 3 in the Beowulf text.
Be sure to bring back the Alexander copy of the poem AND the version that I gave you on Friday.
Anyone absent on Friday--you will begin the assessment in class. You may need to finish up at another time, or you may be able to finish it in class. [Note to everyone: usually you're not allowed to make up quizzes or tests during class time. This is an exception.]
Thursday, October 2, 2014
UPCOMING MAJOR WORK
**Now past due: Final Draft, Personal Essay (Hard Copy/turnitin.com)**
Friday, Oct. 3--Open-book assessment on the three lyric poems (short poems from the Exeter Book)
Content, thematic ideas, connection with Anglo-Saxon culture, poetic devices . . . You'll need the Poetic Devices hand-out and the Michael Alexander translation of "The Wife's Complaint."
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
TODAY IN CLASS
Beowulf: Nearly line by line going-over of the rest of the Prologue (more connections with the Sutton Hoo ship burial) and Section 1. We started Section 2, getting no farther than Grendel's second attack and the consequences, ending with "Hate had triumphed."
Deliberate digressions from the text into two directions: how aspects of motivation for Grendel are shared with a well-known Dr. Seuss character, the Grinch. But then we looked at the deeper motivation (evil, in opposition to good) for Grendel, looking closely at his heritage (a warped form of "genealogy"). That included some perspective on the fact that the literature we study does contain material that reflects Biblical material, both old and (sometimes) new testaments. Recognizing the references and being to fill out the rest of the associated story are a necessary part of understanding the literature.
FOR TOMORROW
Read the rest of Section 2, and Section 3 (pp. 8-13).
TODAY IN CLASS
Beowulf: Nearly line by line going-over of the rest of the Prologue (more connections with the Sutton Hoo ship burial) and Section 1. We started Section 2, getting no farther than Grendel's second attack and the consequences, ending with "Hate had triumphed."
Deliberate digressions from the text into two directions: how aspects of motivation for Grendel are shared with a well-known Dr. Seuss character, the Grinch. But then we looked at the deeper motivation (evil, in opposition to good) for Grendel, looking closely at his heritage (a warped form of "genealogy"). That included some perspective on the fact that the literature we study does contain material that reflects Biblical material, both old and (sometimes) new testaments. Recognizing the references and being to fill out the rest of the associated story are a necessary part of understanding the literature.
FOR TOMORROW
Read the rest of Section 2, and Section 3 (pp. 8-13).
Wednesday, October 1, 2014
UPCOMING MAJOR WORK
**Now past due: Final Draft, Personal Essay (Hard Copy/turnitin.com)**
Friday, Oct. 3--Open-book assessment on the three lyric poems (short poems from the Exeter Book)
Content, thematic ideas, connection with Anglo-Saxon culture, poetic devices . . .
CULMINATING PROJECT, a state high school graduation requirement: OCT. 15
12th grade: Senior English classes assign a Resume and and answer to Question #1 in September. Note: Resumes completed in Bridges in 10th grade cannot be used for your senior resume. All Seniors (even those not in English classes at IHS) must complete a resume and the typed answer to Question 1. The resume and question 1 are turned into the Career Center by October 15th of senior year. Senior Resume Guidelines and Expectations
Senior Packet for the Culminating Project
See the resume section of the College Resource Handbook for more help with resumes.
Both the resume and response to Question 1 must be typed, of course. Be sure to save them both in a way that can be accessed at school.
TODAY IN CLASS
1) Essays collected. For papers not yet in, be sure to use the cover sheet you got today or get one from the bookshelf by the door if you were absent.
2) Students got copies of the epic poem Beowulf from the bookroom. Check out in the library on your own if you were absent.
3) We looked at the first 11 lines in Old English, and read/discussed the first 17 or so in the Burton Raffel translation that you have.
FOR TOMORROW
Such a short assignment--but please read with care, at least twice. Ask yourself questions about what you think is important.
Prologue and (Section) 1: pp. 3-7
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