CATALYSTS

ENGLISH IV HN

Welcome to English IV Honors!Each day, when you enter my classroom,

you will take out your journal and record the following:

DateObjective (written on right-side of board)Catalyst #Response to the catalyst questions

CATALYST #1 1.25.12What is your all-time favorite book? What

do you love about this book? Provide as much detail as possible. Which character(s) resonate(s) with you the most?

Why? What event was most memorable in this book?

Why?What did this book teach you? In what ways did

you relate to it?What genre does this book fall into and why do

you enjoy this genre?

Food for thought: Why is it important to write down your thoughts, rather than just talking about them or keeping them in your head?

CATALYST #2 1.26.12Please have out your syllabus and pass up your

parent contact sheet!Today we will begin discussing the expectations for

the Graduation Project this semester.Therefore, answer the following:What, currently, are your concerns about the GP?What have you heard from others that you must

complete?What did you write about in your junior research

paper?Jot down any possible ideas you have for the

product.What do you need from me to aid you in being

successful with this project?

What is a product?A product can be manifested in many

different waysHowever, it must:

Be an extension of your topic Have potential for a broader application than

just this projectBe applicable to or usable by an audience

other than the GP judgesBe student-generatedReflect ample time and effort (15 hrs or more)Be well-documented (if experience based)

Product FormatsVideo (4-6 minutes in length)

Commercial for a product, event, or organization

Public service announcement seriesDocumentary filmWrite and direct a short (fictional) filmInstructional or “how-to” video

Product FormatsWebsite

InteractiveMultimedia FormatThorough Professional

Model/DesignCreate a scale replica modelCreate a functioning modelDevelop blueprints

Product FormatsCreative Representation

a work of art composed songa performance a publication

Educational Event/Programteach a classdesign a thorough program with all aspects

taken into account

Product FormatsVolunteer/Work Experience

Thoroughly documentedMust be reflected upon

Draft Legislation/Policy/Legal Document: Thoroughly researched In an accurate format

CATALYST #3 1.27.12Pass up your drafts of your TIB essays.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 and first and last name as much as possible.

Be sure to include yourself in the graphic!

CATALYST #4 1.30.12How do you remember things or keep track of

what you need to do on a daily/weekly basis?What do you do when you REALLY need to

remember something?

What are your first impressions of the story of Beowulf?

What questions or confusions do you have about the plot so far?

What are you hoping to find out as you continue to read?

LITERARY DEVICES REVIEWWORK WITH A PARTNER TO DEFINE/GIVE EXAMPLES OF

AS MANY OF THE FOLLOWING AS POSSIBLE:at          Alliteration as          Allusionac         Archetype c          

Characterizationeh         Epic Hero f           

Foreshadowingim         Imagery i           Ironyk            Kenning mp        Metaphormo        Motif pa          Parallelismpe         Personification si            Similesy         Symbolismth         Themeto         Tone

ANNOTATION WORKSHOPFor the remainder of the prologue and Chapter

1, work on annotating together with a partner. Start to develop a more specific system of

annotating that works for you.As you annotate with your partner, attend to

the following:Passages that you have questions about or think

are importantInstances of the use of literary devicesExamples of Anglo-Saxon culture as established

in the class notes on Friday

Class DiscussionWhat questions or important passages did

you note in your annotations?What literary devices did you notice and

why might they have been important?Questions about understanding: Whose

history is this? What kind of leaders were Hrothgar’s ancestors? What kind of leader should he be? What kind is he? What kind of place is Denmark at this time?

Exit TicketWrite a summative passage that reflects on

qualities, anecdotes, and accomplishments of your relatives noted on the family tree. Link these elements to who you are or what they demonstrate about your family history. Use the Prologue and Chapter 1 of Beowulf as a model of the summary of Hrothgar’s family history.

CATALYST #5 2.1.12Have your answers to the reading questions on your

desk to be checked. Fill out the textbook inventory sheet as it comes around.

Looking back at your notes on literary devices from Monday 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!

CATALYST #6 2.3.12Have your answers to the reading questions on your

desk to be checked. Looking back at your notes on literary devices from

Monday and referring back to Beowulf Chap. 2-18: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!We will also go over devices from yesterday

Beowulf Ch. 13-18 DiscussionIn your book circle groups, discuss the questions

from Ch. 13-18. Back up what you say with quotes from the

text!!Take notes on your discussion:Record the page number/ lines numbers of the

passage discussed.Write down the responses of at least two group

members.Then, with your group, select 1 passage that you

found to be most significant in Ch. 13-18. Be ready to share!

CATALYST #7 2.6.12We began talking about the stories of Finn and

Siegemund on Friday.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?

Seminar QuestionsOn Thursday, you wrote several discussion

questions.Add two more discussion questions that

reflect events in Chapters 13-19.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.

Fishbowl Seminar GuidelinesYou will need a partner to participate in this seminar.There will be two circles for this seminar, an inner

and an outer 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.

CATALYST #8 2.7.12Please have out your questions to be checked.In the section of Beowulf that you read for

today’s class, Beowulf speaks up even more about what he believes in and what influences both his actions and the actions of others.

What are the underlying principles of Beowulf’s belief system?

Record at least 3.Then, cite line numbers to back up each of

your statements.Be ready to share!

Discuss…With a partner, discuss the following:1- Do Beowulf’s beliefs contradict one

another?2- Do they differ from other characters’

beliefs?3- Specifically who and why?

GP Product ProposalsIs it feasible?Who is it for?Is it something that has already been

done?Can you take it another step further?

Sample AbstractAs 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?

CATALYST #9 2.8.12A foil is a character that is similar in many ways

to the 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 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?

Discuss…With a partner, discuss the following,

adding what your partner says to your own notes:

1- What character did you choose as a foil and why?

2- What themes (or messages) are surfacing as you compare Beowulf to these characters?

GP ABSTRACT REQUIREMENTS1-2 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 REQUIREMENTSThe 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 three 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 topicNew 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 creationA course in website designDigital editingPhotography and/or moviemakingConstruction

RESEARCH TERMINOLOGYDATABASE: organized and searchable collections of

materials 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 #102.9.12Have out your questions to be checked.Take out your vocabulary book and open up to the

first unit.Take a couple minutes to familiarize yourself with

each word by reading its definition and recording the word on the line provided beneath the definition.

Then, select 5 of these words and do one of the following:A- Use each word in a sentence of your ownB- Illustrate each word in some wayC- Generate a list of words associated with this word*You can vary what you choose to do for each of your 5

words.

Red: Beowulf; Green: Grendel; Blue: Hrothgar

Jekyll/Hyde & Frankenstein:Alex MarburyShelby SantosElla PoundersDeonne YoungGiselle Palladino

A Tale of Two Cities:Emily GourdPooja PatelCameron McPhersonRachel FaulkCaroline ZybalaAman Shah

Pride & Prejudice:Abby BrooksSamantha

CuretonRyan EganAnn Marie

PichirailloIan Sullivan

1984:John BeallThomasson

BurgessDanny KimRaleigh KnoxAida MartinezThurman Hill

CATALYST #112.10.12In your vocabulary books, complete the

“Completing the Sentence” activity by choosing the word that best fits in the context of the sentence.

Be ready to be called on for an answer!If, for some reason, you do not have a

vocab book with you (or you finish early), look through the final chapters of Beowulf and identify 10 kennings in the text.

Then, explain the meaning of these kennings.

CHARACTERIZATION Include an explanation and line numbers in each box. As your group examines one of these characters, USE TEXTUAL EVIDENCE TO

SUPPORT EACH TRAIT IDENTIFIEDCharacter Appearance Attitude Words Deeds Other

Characters’ Reactions

OverallAnalysis

BEOWULFLines 194-195Lines 322-325Possibly mythical son of Edgetho

Line-636 Line 1655-1675

-Line 416-Line 1645-1650-Line 1565-1569-Line 2540

Line 507-525Line 623

Epic Hero dies in glory;Good character

GRENDELLine 101-110Line 163

Line 144-160Line105-110

Line 72587

Lines 159-167136-143105-110

Lines 148-150Line 126-144Fiend

AntagonistDies alone in a lakeEvil & demonic

HROTHGARLine 372 Line 172 Line 167 Line 305 Line 365

Mournful;Well-loved

Old wise king, who allows others to take care of his thrones problems. Well respected as well

UnferthWe are going to add another character to

our character charts: UNFERTH

In your group, go back and find examples of his characterization as well

Test Review QuestionsPART I: ReviewGenerate 3-5 questions that you feel might be

on Tuesday’s test. Record either the answer to these questions, or

questions about how to answer these questions.PART II: Seminar PrepGenerate 3 questions to use in Monday’s

seminar.These questions must relate to the themes,

cultural aspects of, or significance of occurrences in Beowulf.

CATALYST #122.13.12Journals will be collected tomorrow! Complete the next activity for Unit 1 Vocab

by determining the synonyms or antonyms for each vocabulary word.

Then, choose 3 more words and repeat the activity you completed on Thursday with these words:Apply the meaning of the word in a new way

by illustrating it, using it in a new sentence or generating a list of related terms of phrases

Battle Compare/ContrastCreate 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).

At least 2 pieces of text evidence per category should be used as support on the chart.

Fishbowl SeminarFishbowl 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.

Book Circle GroupsJekyll/Hyde &

Frankenstein:Thurman Hill Shelby SantosElla PoundersDeonne YoungGiselle Palladino

A Tale of Two Cities:Emily GourdPooja PatelCameron McPhersonRachel FaulkCaroline ZybalaAman Shah

Pride & Prejudice:Abby BrooksSamantha CuretonRyan EganAnn Marie

PichirailloIan Sullivan

1984:John BeallThomasson

BurgessDanny KimRaleigh KnoxAida MartinezAlex Marbury

Journal #1In your warm up journals, we will frequently use

journal 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?

In what ways did the writer of Beowulf create the strongest portraits of these characters?

Which character do you know understand far better than before? Explain why.