Today--Beowulf Objective Test Tomorrow--In-class written questions on Beowulf (30 minute total)
A short out of class essay will be assigned tomorrow that will be due next Monday, Dec. 6.
Monday, November 29, 2010
Thursday, November 18, 2010
Blog Fail
OK, so I have been doubly remiss: no posts at all for Tuesday and Wednesday. And the Thursday one is after six p.m. My apologies to all.
On Thursday:
Supplemental material: Some scop-like story-telling about what jarred the dragon out of sleep and roused him to anger, plus the gradually unfolding claims about the runaway slave who stole the jeweled cup. And then students received the final installment (Packet C) containing the details of the battle. Discussion of some ambiguities and even contraditions in the Spoils section.
For Friday--
We will finish the "farewell"and then ask a few broad questions:
What are the traits on an Anglo-Saxon hero? particularly an "epic" hero like Beowulf?
What differences do we see across the three major battles?
How do characters OTHER than Beowulf exhibit important traits?
Language of the poem--especially imagery.
Looking Ahead--TEST over Beowulf text on TUESDAY, NOV. 23. More details tomorrow.
On Thursday:
Supplemental material: Some scop-like story-telling about what jarred the dragon out of sleep and roused him to anger, plus the gradually unfolding claims about the runaway slave who stole the jeweled cup. And then students received the final installment (Packet C) containing the details of the battle. Discussion of some ambiguities and even contraditions in the Spoils section.
For Friday--
We will finish the "farewell"and then ask a few broad questions:
What are the traits on an Anglo-Saxon hero? particularly an "epic" hero like Beowulf?
What differences do we see across the three major battles?
How do characters OTHER than Beowulf exhibit important traits?
Language of the poem--especially imagery.
Looking Ahead--TEST over Beowulf text on TUESDAY, NOV. 23. More details tomorrow.
Monday, November 15, 2010
Monday, Nov. 15, 2010
TODAY IN CLASS
A work day. Questions to answer in class over the assigned reading plus a short new hand-out summarizing some more chapters in the complete text.
Two hand-out--
One providing a summary of the poem's action in Chapters 13-21:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZDc0NGIzZmQtMGVkMC00MDUxLTllYTMtODdiNjMxNjhiMDhl&hl=en&authkey=CMSi6dsK
And a second one that had review questions on the front (not linked on the post) and new questions on the back, which are linked here:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZmMwZTgyOGMtODM3MC00NjBiLWI0ODAtZjk2NWI2MTIzMzA5&hl=en&authkey=CN_ZneAO
So the class period involved reading the new summary hand-out, and answering the questions on the Study Questions hand-out (a few on the summary, but most of them from the book: "The Monster's Lair" and "The Battle with Grendel's Mother."
Although a couple of people finished in class, most did not. Finish them by class-time tomorrow.
A work day. Questions to answer in class over the assigned reading plus a short new hand-out summarizing some more chapters in the complete text.
Two hand-out--
One providing a summary of the poem's action in Chapters 13-21:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZDc0NGIzZmQtMGVkMC00MDUxLTllYTMtODdiNjMxNjhiMDhl&hl=en&authkey=CMSi6dsK
And a second one that had review questions on the front (not linked on the post) and new questions on the back, which are linked here:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BxigzimXmDnvZmMwZTgyOGMtODM3MC00NjBiLWI0ODAtZjk2NWI2MTIzMzA5&hl=en&authkey=CN_ZneAO
So the class period involved reading the new summary hand-out, and answering the questions on the Study Questions hand-out (a few on the summary, but most of them from the book: "The Monster's Lair" and "The Battle with Grendel's Mother."
Although a couple of people finished in class, most did not. Finish them by class-time tomorrow.
Friday, November 12, 2010
Wednesday/Friday Post
Wednesday's class was extra short due to the Veterans' Day Assembly, so it wasn't until today that we FINALLY finished "The Battle with Grendel." In fact, it would be fair to say that in 4th, we didn't quite make it--but there's not much else to say, assuming you know what was done with Grendel's missing limb at the end of this passage.
Your book then skips a chunk, which you will receive on Monday. But you've already been assigned to read page 49, the description of "The Monster's Lair." Now keep going through the second major battle.
So FOR MONDAY
Read pp. 50-53, "The Battle with Grendel's Mother." No, she does not look like Angelina Jolie. Be very aware of the details of this battle (place, time spans, description both above and below the water, weapons--those that work and those that don't--the near misses, and the outcome. Know the details of Beowulf's last encounter with Grendel. Know what has been happening on the shoreline while all the rest has been transpiring below. How do each group of "waiters" act? What prize ("trophy") does Beowulf take away from this encounter?
Your book then skips a chunk, which you will receive on Monday. But you've already been assigned to read page 49, the description of "The Monster's Lair." Now keep going through the second major battle.
So FOR MONDAY
Read pp. 50-53, "The Battle with Grendel's Mother." No, she does not look like Angelina Jolie. Be very aware of the details of this battle (place, time spans, description both above and below the water, weapons--those that work and those that don't--the near misses, and the outcome. Know the details of Beowulf's last encounter with Grendel. Know what has been happening on the shoreline while all the rest has been transpiring below. How do each group of "waiters" act? What prize ("trophy") does Beowulf take away from this encounter?
Wednesday, November 10, 2010
Tuesday's Missing Post
First, let me thank the 58 students who wrote letters to veterans. Your letters were heart-felt, amazingly varied (but pertinent!) in content, and gracefully written. I am proud of you all.
TUESDAY IN CLASS
Continuing with the lead-up to Beowulf's battle with Grendel--we finished up with Beowulf's response Unferth's "taunt."
ON WEDNESDAY
We will finish up the packet in short order, and go on to the actual battle. You've been told for a couple of days to read pages 46-49 in your book. Re-read it if you don't feel pretty confident about your understanding.
TUESDAY IN CLASS
Continuing with the lead-up to Beowulf's battle with Grendel--we finished up with Beowulf's response Unferth's "taunt."
ON WEDNESDAY
We will finish up the packet in short order, and go on to the actual battle. You've been told for a couple of days to read pages 46-49 in your book. Re-read it if you don't feel pretty confident about your understanding.
Monday, November 8, 2010
Monday, Nov. 8, 2008
TODAY IN CLASS
Informal presentations of Chapters 3 and 4 of Beowulf. We'll do something similar in a more structured way later on; you guys are a general hoot to watch.
Then we proceeded to Ch. 5-6, which we didn't quite finish. . . But overall, we will make quick work of the remaining part of the stapled Packet A tomorrow.
FOR TOMORROW
Get back to the regular textbook (which you'll definitely need in class).
Reading assignment: Pages 46-49. "Battle with Grendel" and "The Monster's Lair"
(I had the first title wrong on the board--sorry-- but the pages were right.)
Informal presentations of Chapters 3 and 4 of Beowulf. We'll do something similar in a more structured way later on; you guys are a general hoot to watch.
Then we proceeded to Ch. 5-6, which we didn't quite finish. . . But overall, we will make quick work of the remaining part of the stapled Packet A tomorrow.
FOR TOMORROW
Get back to the regular textbook (which you'll definitely need in class).
Reading assignment: Pages 46-49. "Battle with Grendel" and "The Monster's Lair"
(I had the first title wrong on the board--sorry-- but the pages were right.)
Friday, November 5, 2010
Friday, Nov. 5
Grades: Do not panic if you have an asterisk by the personal essay. I scored without writing full comments (which I'll complete over the week-end), but for a few essays, I apparently forgot to write the grade. No worries--papers are at home--so I'll add them ASAP. But if you see that star (vs. a 0), it's OK. It did not count against you on the quarter grade.
Letters to Veterans--Don't forget . . .details on yesterday's post. But more details on US veterans here:
Vietnam
7,569,000 living veterans
TODAY IN CLASS
Discussion over the rest of part 2--focus was on how Grendel drove Hrothgar and the Danes to their baser instincts, thinking only of evil and praying to the "old stone gods" and even the Devil. Instead of just "talking about" sections 3 and 4, students formed (somewhat casual) groups to rewrite (and shorten) in a more lively way. In 2nd period, your object was to write the screenplay, with a voice-over for the narration and to-the-point dialogue. We'll hear the results on Monday. And in 4th, the goal was sort of Cliff's Notes for 7th graders, but again with an eye toward the lively interaction.
FOR MONDAY
Yes, some brief performances/presentations of 3-4. And we will discuss all or most of 6-10. DO bring your book on Monday--because I expect will move on, and the next section is in your book, not the hand-out.
Letters to Veterans--Don't forget . . .details on yesterday's post. But more details on US veterans here:
Veterans’ Day – November 11
Veteran – anyone who has served in the military
Thanking veterans for their service, in a war or not
World War I – 1917-1918 – 53,402 killed
1 living veteran
1 living veteran
World War II – 1941-1945 – 291,557 killed
1,981,000 living veterans
1,981,000 living veterans
Korean War – 1950-1953 – 33,739 killed
2,507,000 living veterans
2,507,000 living veterans
7,569,000 living veterans
Gulf War – 1990-1991 – 148 killed
2,254,000 living veterans
2,254,000 living veterans
War on Terror – 2001 - – 5760 killed
Total living war veterans: 16,962,000
Total living veterans (periods of war & peace): 22,795,000
TODAY IN CLASS
Discussion over the rest of part 2--focus was on how Grendel drove Hrothgar and the Danes to their baser instincts, thinking only of evil and praying to the "old stone gods" and even the Devil. Instead of just "talking about" sections 3 and 4, students formed (somewhat casual) groups to rewrite (and shorten) in a more lively way. In 2nd period, your object was to write the screenplay, with a voice-over for the narration and to-the-point dialogue. We'll hear the results on Monday. And in 4th, the goal was sort of Cliff's Notes for 7th graders, but again with an eye toward the lively interaction.
FOR MONDAY
Yes, some brief performances/presentations of 3-4. And we will discuss all or most of 6-10. DO bring your book on Monday--because I expect will move on, and the next section is in your book, not the hand-out.
Thursday, November 4, 2010
LETTER TO VETERANS
As mentioned in class, ASB is sponsoring a letter-writing activitity through a national organization: http://www.opgratitude.com/from_iraq.php. You can consult that site for ideas, but know that for us, the letters showing thanks and appreciation will go ONLY to veterans (not currently deployed servicemen and women). And for us, all letters go through the school. Since I'm giving extra credit for this (10 points in the "Daily Work" [Written Prep] category), your letters actually need to go through ME, then on to ASB.
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
I briefly checked annotations, then we discussed some of the early part of the text. In both classes we got through Grendel's first attack, but 2nd ended pretty much with "Hate had triumphed." In 4th we progresses 10-15 lines farther.
We will not move through all of the first ten chapters at this pace. For the most part, we'll be the most thorough at the sections actually in your book, and do more summary/overall plot awareness for the other sections.
What this means to you is that for a couple of days, your reading will really outpace how much we've discussed. That's OK. I WANT you to know the near-term "what happens."
SO FOR TOMORROW
Finish reading the packet that you have (that would be through Chapter 10). I may give you a short reading check on it, particularly the last half (from Ch. 6 on).
As mentioned in class, ASB is sponsoring a letter-writing activitity through a national organization: http://www.opgratitude.com/from_iraq.php. You can consult that site for ideas, but know that for us, the letters showing thanks and appreciation will go ONLY to veterans (not currently deployed servicemen and women). And for us, all letters go through the school. Since I'm giving extra credit for this (10 points in the "Daily Work" [Written Prep] category), your letters actually need to go through ME, then on to ASB.
The letters must follow these guidelines:
1.Please make sure your letters will fit in a standard size envelope
2. Include your own name in the body of the letter
3. Do not write about politics, religion, death or killing
4. Please do not use glitter
5. This is strictly a letter-writing effort to thank Veterans; please do not send any care package items for Veterans
6. All letters will be screened
7. Hand written letters are recommended.
Deadline: your class time on Tuesday, Nov. 9.
TODAY IN CLASS
I briefly checked annotations, then we discussed some of the early part of the text. In both classes we got through Grendel's first attack, but 2nd ended pretty much with "Hate had triumphed." In 4th we progresses 10-15 lines farther.
We will not move through all of the first ten chapters at this pace. For the most part, we'll be the most thorough at the sections actually in your book, and do more summary/overall plot awareness for the other sections.
What this means to you is that for a couple of days, your reading will really outpace how much we've discussed. That's OK. I WANT you to know the near-term "what happens."
SO FOR TOMORROW
Finish reading the packet that you have (that would be through Chapter 10). I may give you a short reading check on it, particularly the last half (from Ch. 6 on).
Wednesday, November 3, 2010
Spring in November
TODAY IN CLASS. We started Beowulf for real--you have the first packet (dubbed packet A), and we got started in class. Second period, I apologize for not remembering my own formatting and the ensuing confusion. But from now on there should be no difficulties.
We're reading Beowulf for the action-packed story, for ways in which the literature shows the history and culture of the people, for some of the litarary aspects, and for its values (what does/does not constitute heroic behavior and the qualities of a hero.
To recap: Shild, a great hero who came to Denmark as an abandoned child, ruled powerfully for many years, fathered an heir (Beo) who will succeed him, and was given an impressive ship's burial when he died. His life came full circle: he arrived from over the water, and in death he was sent back to the sea.
His son Beo then ruled with success, had four children, and among them, Hrothgar will be the one who will figure most prominently into our story.
HOMEWORK
Complete reading sections 1-7 in the hand-out (the original poem was not divided in any way, but for convenience, some translations are divided into sections or chapters). For Chapter 1 (starting at line 86) and for Chapter 2, ANNOTATE, right on your hand-out. It is perfectly OK to use the annotations to as questions or to note that which you do NOT know and need to follow up on in class. Continue reading 3-7, but I won't check for annotations (of course, you're still free to comment/question as "notes to self" to figure out later.
Tuesday, November 2, 2010
Tuesday, November 2, 2010
TODAY IN CLASS
Major quiz. Only two people missed it (hooray).
FOR TOMORROW
No homework. We start reading Beowulf in earnest tomorrow.
Major quiz. Only two people missed it (hooray).
FOR TOMORROW
No homework. We start reading Beowulf in earnest tomorrow.
Monday, November 1, 2010
Major Quiz on Tuesday
TODAY IN CLASS
We discussed 35-36, particularly with reference to the three major dates/time ranges associated with the epic poem Beowulf, and watched a powerpoint highlighting that aspect as well as other aspects of the poem's history. (This material WILL be on the quiz tomorrow.) We also looked at the etymology of wergild (literally "man-price"), and briefly went over the meaning of comitatus, basically straight from the study guide.
In 2nd we barely got started on the first page of the poem itself; in 4th we didn't even do that. No matter--nothing within the text of Beowulf will be on the quiz.
FOR TOMORROW
Just be prepared. Remember that the study hand-out is posted online. ( See Friday's post for the link.)
We discussed 35-36, particularly with reference to the three major dates/time ranges associated with the epic poem Beowulf, and watched a powerpoint highlighting that aspect as well as other aspects of the poem's history. (This material WILL be on the quiz tomorrow.) We also looked at the etymology of wergild (literally "man-price"), and briefly went over the meaning of comitatus, basically straight from the study guide.
In 2nd we barely got started on the first page of the poem itself; in 4th we didn't even do that. No matter--nothing within the text of Beowulf will be on the quiz.
FOR TOMORROW
Just be prepared. Remember that the study hand-out is posted online. ( See Friday's post for the link.)
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