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

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

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.

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.

CATALYST #132.14.12Happy Valentine’s Day! <3 After completing the catalyst, pass up your

seminar sheets and epic hero sheets from class yesterday and Friday, respectively, as well as your journals.

To review before the test, what makes Beowulf a distinctly Anglo-Saxon text? Consider all of your notes on the A-S’s as well as your notes on Beowulf and other characters in the text.

You can use your book on the essay portion of the test only. Keep books away until you have turned in your Scantron.

Test ProceduresYou can use your book on the essay portion of the

test only. Keep books away until you have turned in your Scantron.

The test should take you most of the block, and you have as much time as needed.

When you are done with the essay as well, place all materials on my front table in the appropriate pile.

Then, complete the following:Choosing the Right Word for Vocab Unit 1.Select 5 more words to illustrate, use in a sentence

or generate a list of related phrases/terms in your notes.

CATALYST #142.15.12Listen to “Ballad of Billy the Kid” by Billy Joel and

“Ballad of Love and Hate” by The Avett Brothers.As you listen to each song, record as many

characteristics of the song as possible.Consider the following:What particular lines stand out to you in the song?

Why?What subject matter or overarching ideas does the

poem address?What characters are involved in the song? What

are they like?Do you notice any changes in tone or plot at some

point in the song? What are these?WHAT DO THESE SONGS HAVE IN COMMON?

HISTORY OF BALLADSOriginated with the troubadours (French

oral poets)These French writers challenged one

another to write the greatest storiesThe style influenced poetry writing in other

areas of Europe as wellAfter the Battle of Hastings, ballads

became popular in Britain in particular.Ballads were often written as songs, much

like Beowulf

QUALITIES OF BALLADSAlternating rhymesTragic or sensational subject materialStrong narrative quality (tells a story)Often includes a dialogue between

charactersRepetition of certain lines/events or a

refrainA twist (shift in tone or a surprise ending)

Medieval Ballads Turn to p. 220 in your textbook to “Robin Hood

and the Three Squires”:1-Provide a summary of what happens to Robin

Hood from the beginning to the end of his journey.

2-Find and provide at least 2 examples of each trait of ballads in this poem

3- What is the effect of the repeated dialogue in moving the plot forward?

4- What is the twist at the end of the story? 5- Based on the ending, what archetype does

Robin Hood represent? How does this impact the meaning of the ballad’s tale?

VOCAB BINGO!Create a bingo board that looks like the following: 5 x5 on a half sheet of paper

Write each vocabulary word once in any box you choose; repeat 4 words.

FREE SPACE

CATALYST #152.16.12Clear your desk for the quiz when you are done.Be sure to review my comments about catalysts

—record the objectives on the side board!!To review for today’s vocabulary quiz, choose 5

more words and complete the same activity for each word as we did last week:

Illustrate itUsing it in a new sentence Generating a list of related terms or phrases

Bring SGGK tomorrow; questions are due Wednesday!

Incorrect because:A: Cannot determine meaning of the word

(context)B: Word is used as a verb, but it is a noun

(form)

Place completed quizzes on my stool.Begin reading “Get up and Bar the Door”

on p. 224 in textbooks.

Medieval Ballads Pt. 2 Turn to p. 224 in your textbook to “Get up and Bar the Door.”Use the notes to aid you in understanding

the dialect of the poem as you read it with your partner.

Questions Answer in COMPLETE sentences for each. Be sure all questions from yesterday are

complete as well. 1-Provide a summary of the conflict between the couple and how it

develops and is resolved.2-Find and provide at least 2 examples (quotes demonstrating) of

EACH trait of ballads in this poem (There are 6 traits all together.)3- What is the effect of the repeated dialogue in moving the plot

forward?4- What is the twist at the end of the story? 5- What does this ballad suggest to you about everyday life in the

medieval period? How does it compare and contrast to everyday life today?

6- How does this ballad compare and contrast to the Robin Hood ballad. Create a Venn diagram!

Exit TicketConstruct an outline for a modern-day

ballad of your own.Keep in mind the qualities of a ballad:Alternating rhymesTragic or sensational subject materialStrong narrative quality (tells a story)Often includes a dialogue between charactersRepetition of certain lines/events or a refrainA twist (shift in tone or a surprise ending)

CATALYST #162.17.12Look back at Part I of SGGK.We talked extensively about characterization

during Beowulf– how is the green knight characterized?

What makes this knight stand out when he appears at King Arthur’s court (other than the fact that he is green)?

Find lines to support each statement that you make.

How would you sum up his personality in one or two words?

Who is the Green Knight??Words to describe him:

PRODUCT PEER CONFERENCESQuestions to ask/record responses to:1- What is your product?2- What is the purpose of your product?3- What audience does your product serve

and how will they benefit?4- What frustrations or concerns do you

have regarding your product at this point?Record all responses from your partner and

be ready to share!!

CATALYST #172.22.12Have out your Part I questions to be checked.Look back at the first part of SGGK.What is the relationship between Arthur and

Gawain?How is each character described in the text?How does their relationship connect to

Gawain’s actions?How is their relationship a product of the

Middle Ages? Refer back to your notes from Friday to answer this question.

Significant PassagesLocate at least 3 significant passages that

you have found in the text so far.These passages should deal with one of the

following:Influence of the Middle Ages on the textThematic progressionInsight into a character’s mindsets or

personalityFor each passage, note the page and line

numbers and explain its significance in your journals.

Passage DiscussionWith a partner, discuss the passages that you

selected.Work to clarify any misunderstandings about

the passage first.Then, share your comments on the

significance of the passage.Ask your partner if he/she agrees, or if he/she

disagrees or would add to the analysisWrite down any additional notes/questions as

you discuss.Be prepared to come back together and share.

Literary Device TrackingReferring to SGGK Part One:Record at least three examples of

Imagery found in SGGK Parts I-III.Add to your annotations as you find each

example.Keep track of where each example is, as

you will need to reference it shortly.Be ready to share!

Imagery ParagraphsWe will be working on writing about the significance of literary

devices in texts in SGGK; attempt this process now!Frame your paragraph with the following structure:Topic Sent: Significance of the use of imagery in SGGKExample 1: set-up and quote from the textElaboration: explain the significance of this particular use of imageryTransition/Example 2: set-up and quote from the textElaboration: explain the significance of this particular use of imageryTransition/Example 3: set-up and quote from the textElaboration: explain the significance of this particular use of imageryConcluding Sent: Comment on the overall significance of imagery in

SGGK, perhaps suggesting another step in analysis

CATALYST #192.23.12Have out your Part II questions for SGGK to be

checked.From your reading through today, write down the

line numbers for 2 examples of each of the following: Irony, metaphor, and symbolism.Note why each of your examples is an instance of

that device.Note what the significance of this example might be.Add this to your annotations in your book!

Clear your desk when you are done with your catalyst response! ;)

POP QUIZ!Record your answers on the quiz itself.You may use your responses to the

questions for Parts I and II but you may not use your book or the question sheets.

If you have been answering the homework questions thoroughly, you should have a good aid for the quiz. If not, lesson learned!

Monday…I have jury duty We will pick up with SGGK on Tuesday.On Monday, you will be reading Le Morte

d’Arthur in your textbooks, which will be a piece we will discuss in connection with SGGK on Wednesday/Thursday

Please let me know if you would like to sign up for Knight Time with me starting on Monday!

CATALYST #202.28.12Please have out your SGGK Part III/IV questions to

be checked.In the last part of SGGK, the role of women is

amplified.What role do women play in the plot of the story?

What archetypes do they fulfill?What do the men say about the women and their

importance?How does this reflect the codes of knights and

other aspects of the culture of the Middle Ages?Do you agree with this portrayal of women?

Why/why not?

Literary Device Analysis Passages

Discuss these together; have one person present each component:

A: Note the use of literary devices (as many as you can find—refer to notes!) as well as the prevalent themes and motifs (including elements of culture) that are present in this passage.

B: What is the effect of the literary devices on the development of themes, motifs, etc?

C: How do these elements contribute to your understanding of the passage AND the greater work as a whole (significance)? (Based on a close reading of the passage you should discuss how this passage is important within the work.)

ALL: Make predictions for the rest of the work as a result of the conclusions of the analysis of this passage. (Share one each.)

Literary Device Analysis Passages

Alex M., Shelby S., Ella P. , Ann Marie P. (619-665)

Deonne Y.,Giselle, Ian S. (709-775a)Emily G, Rachel F, Cameron M.(813-870)Pooja P, Caroline Z, Aman S.(1036-1078)Abby B, Samantha C, Ryan E (1221-1286)John B, Thomasson B, Danny K(1815-1869)Raleigh K, Aida M, Thurman H(1931b-1974)

CATALYST #212.29.12The final presentation group should be ready to

present after the warmup!As we discussed yesterday, there are immediate

clues that Gawain’s time with the host is “off” and a “set-up.”

Why does the GK put Gawain in this position? Why must he spend time here before facing the GK? What is the goal?

Select one event that happens between Gawain and the host or the host’s wife.Cite the lines where this event occurs.Comment on why this particular scene becomes

significant once Gawain actually faces the GK.

PresentationsI will set 5 minutes max on my timer for each

group; you must present for at least 3 minutes.Be sure you are aware of what you are

presenting for your group.Give classmates a chance to turn to the

correct page in their books before beginning:619-665; 709-775a; 813-870; 1036-1078; 1221-1286; 1931b-1974 1815-1869

Audience members: Participate! Part of your grade will include your questions, comments or responses to each group.I will be checking these off (similar to a seminar.)

Gawain’s exchange & GK/Host’s exchange & Significance Symbolic Mng Symbolic Mng (Or his reaction) (How he earns the animal)

Day 1

Day 2

Day 3

Encounter w/ GK:Attack 1Attack 2

Seminar PrepTo model strong seminar-style questions,

we will talk more about the role of women in SGGK now.

Tomorrow we will have a seminar on all of SGGK.

Creative Project ChoicesChoice 1: BalladsWrite a modern-day ballad that follows the

formatting of a medieval ballad, like the ones we read in class.

Your ballad must contain at least 12 stanzas.Choice 2: ShieldsCreate a personal shield that displays symbolic

colors, symbols or images in your life, like those in SGGK.

On the back of the shield, explain at least 4 of your shield’s symbolic elements.

These are due on Monday March 5th

CATALYST #223.1.12Have out your completed chart from class

yesterday for me to check.Prepare three seminar-level questions regarding

SGGK.Consider the following as you generate

questions:Thematic elementsInfluence of the Middle AgesPortrayal of gender rolesArchetypal significancesControversial interpretations

Then, respond to your questions! How would you answer this question??

Symbolic Events DiscussionHow do the happenings between the lady

and Gawain parallel the hunters’ pursuance of what they are hunting each day?

How is Gawain like each animal each day? Where do you see similarities in how each is described?

How do each of the GK’s three strikes at Gawain ALSO parallel the three days of the game?

Why would the author of SGGK set up the story in this way??

Paragraph PracticeLocate one example of a strong, significant

use of a literary device in SGGK.Write a paragraph in which you provide:

the context of the quotation (where in the story does this take place?),

the effect of the use of the literary device (what does the use of the device do for you as a reader?),

the significance in the text (why is this passage, or the use of the device in this instance important to the work as a whole?).

Paragraph Peer EditTrade your paragraph with someone near you.Answer the following about his/her writing:

1- Does the paragraph provide context for the example provided? How so and how well?

2- Does the paragraph explain the effect of the example in the context of the passage? Does it explain why the author used this device in this particular instance and what purpose it served?

3- Does the paragraph explain why the use of this device has significance to a major element of the text overall?

4- Does the paragraph have a cohesive structure? Does it have strong topic and concluding sentences? Does the body of the paragraph sound coherent? Overall, it is convincing and compelling?

5- What suggestions or improvements would you provide to this person as they prepare for the test tonight?

When you finish…Staple all of your sheets together using the

stapler in the blue bin on my side table.Place your test on my stool. Complete the remaining vocabulary activity

(Choosing the Right Word) for Unit 2 on p. 33.In your green textbook, begin reading the

Prologue to the Canterbury Tales on p. 144Answer the following question in your journal:

How does Chaucer characterize two of the characters on the pilgrimage?

CATALYST #233.5.12Hand in your journals on the back table at the end of

class today.Pass up your ballads or shields to the front of your

row.Your vocab. quiz on Unit 2 will be on Wednesday.Open up your textbook to Le Morte d’Arthur on p.

248.Choose one character from the story whom you

found to be interesting in some way.Explain this character’s role in the story.What type of person was he/she? Did this change

over the course of the story?How did he/she influence the plot?What type of person might he/she be in modern day

life?

Plot TracingA lot happens throughout the course of this 10-page

tale.Work with a partner to create a cause and effect

chain that charts the major events of the story.

CAUSE EFFECT

→ →→→→

Compare and ContrastCreate two Venn diagrams that compare

the following characters in SGGK vs. in “Le Morte d’Arthur”:

King ArthurSir Gawain

Use text evidence! Be prepared to post and present your

findings to your classmates.

For Wednesday…Prepare for Vocab Unit 2 quiz.You will get back your abstracts and we will

discuss the next step for your GP: Board letters and resumes

We will finish discussing Le Morte d’Arthur.We will also start background material on

The Canterbury Tales, which are even more lewd and ridiculous than Le Morte d’Arthur!

CATALYST #243.7.12Journals will be returned to you tomorrow.Today’s ‘Catalyst’ is vocabulary bingo.Create a board with the following format:We will take the quiz after we play bingo!

FREE SPACE

Feedback on Abstracts:Be sure to read my notes on the content of your

product and see me if you have questions. USE EASYBIB.COM!!! It does the work for you!!Sources must be CITED when they appear on a

Works Cited pageExamples:I will keep the content of my website’s subpages

brief, as Website Design Guide suggests that an effective website should contain no more than 50 words of text per screen (Smith).

Website Design Guide states, “Activity-based pages on website need to contain HTML-coded links to operate successfully” (Smith).

Board Letters and ResumesYou will need to reference p. 44 in the Grad Project

Handbook (in soft copy on the website) to write your letter.

Your resume can take on a variety of formats, but should contain:Your name and contact infoAcademic accomplishments (honors, awards, scholarships,

etc)Work experience and accomplishmentsSignificant accomplishments in extracurricular activities

(sports, clubs, church, etc.)Skill sets (languages spoken, computer competencies, etc)Your resume should not exceed one page!

Letters and resumes are due on Friday March 23rd.

CATALYST #253.8.12Consider a time when you went on a “long” journey

somewhere, either alone or with family, friends, etc.Describe what the conditions of this experience

were like:Were you in a car, on a plane, biking, walking?What resources did you have with you?What was the purpose of the trip?

How did you feel when you began the trip?What did you do or think along the way? How did

your attitude change?How did you feel when you arrived at your

destination? Was it what you expected? Why or why not?

Canterbury Tales PrologueFirst 18 lines in Middle English:http://www.youtube.com/watch?

v=QE0MtENfOMU

CATALYST #263.9.12Picture yourself on the journey with the pilgrims

of the Canterbury Tales…In the same way that they are characterized, how

would you characterize yourself on this journey?Write yourself into the General Prologue.

Include your appearance, your disposition, the items you would have with you, and significant personal history.

Attempt to mimic Chaucer’s style and refer back to the General Prologue to keep yourself on track.

Be ready to share with a neighbor!

Canterbury Tales Setting & Plot

Before discussing each pilgrim, let’s set the stage:

Re-read p. 144-145 and p. 163-166Consider: How does Chaucer create the setting,

atmosphere and tone for the tales? How do you envision all of these pilgrims gathered at the Tabard Inn? What does the scene look like when they head out for Canterbury the next morning?

Create visual images of these scenes as captured on these pages. In your pair, designate the following roles:

Illustrator—Number each illustration!Quote locater and recorder (Quotes should

correspond to numbered items on the illustration.)You will present these to one another, so make sure

they are presentable and clear!

Pilgrims—in order of appearance

Knight Shipman/SkipperSquire Physician/DoctorYeoman Wife of BathPrioress/ Nun Parson MonkPlowmanFriar MillerMerchant MancipleMan/Sergeant of law ReeveClerk/ Cleric SummonerFranklin PardonerCook HostGuildsmen (the frat boys): Haberdasher, Dyer,

Carpenter, Weaver & Carpet-maker

CATALYST #273.12.12Choose to respond to 3 of the following

questions:Can men and women understand one another?Is this understanding relative to certain situations in

life?Do men and women view morals and ethics in the

same way?Can men and women fulfill the same roles in society?

Are there roles that are better suited for one gender over the other?

Are impressions of men and women universal, or do they vary from culture to culture?

Explain why or why not and provide examples to support your viewpoint.

The Knight and his ladies…Create a graphic organizer that depicts the

relationship between the knight and each of the women in the WoB’s tale.

Provide at least 5 quotes as support for your graphic.

Here are some suggestions for organization:

Characterization ParagraphsRemember that INDIRECT characterization is defined

by what characters do, say, and think, as well as how other characters react to them.

Compose a characterization paragraph for the WoB.Follow the following format:Topic Sent: Write a sentence defining the WoB’s

personality in two or three wordsExample 1: set-up and quote from the textElaboration: explain the significance of this

particular characterizationTransition/Example 2: set-up and quote from the

textElaboration: explain the significance of this

particular characterizationConcluding Sent: Comment on why Chaucer may

have created her character in this way and/or how she contributes to a theme in the tales

CATALYST #283.13.12Now that we have discussed the WoB’s

tale…look back at your catalyst from yesterday.

Considering the beliefs that you set forth about men and women, what kind of tale would you tell to convey these beliefs?

Create a timeline of events that would occur in your story.

Add the moral or lesson at the end!

The WoB’s PrologueRead the summary of the complete Wife of

Bath’s Prologue.1- How does the WoB treat her first three

husbands?2- What does she learn from these husbands?3- How are the last two husbands

(particularly Jenkin) different from her earlier husbands?

4- What does she learn from each of these later husbands?

Paragraph Peer EditTrade your paragraph with someone near you.Answer the following about his/her writing:

1- Does the paragraph define who the WoB is and what she is like? How so and how well?

2- Does the paragraph provide quotes from the text that show (not tell) who she is?

3- Are there strong explanations of each quote that tie them back to the topic sentence?

4- Does the paragraph have a cohesive structure? Does it have strong topic and concluding sentences? Does the body of the paragraph sound coherent? Overall, it is convincing and compelling?

5- What suggestions or improvements would you provide to this person?

Seminar QuestionsGenerate 2 more questions to ask in the

seminar on the WoB’s significance Consider all of the following:

The WoB’s characterization in the prologuesThe value and contributions of the other

characters on the pilgrimage, esp. as they relate to her

The WoB’s tale and its lessonsChaucer’s outlook regarding relationships

between women and menChaucer’s commentary on the Middle AgesChaucer’s commentary on medieval romance

CATALYST #293.14.12Before beginning his tale, the pardoner

quotes a verse from the book of Timothy in the New Testament that states “Money is the root of all evil.”

Do you agree with this statement? Do all sins, wrongdoings or other immoral

actions begin with a desire for money?Support your opinions with examples from

personal experience, the news or history.What are other influences in or aspects of our

lives that can have a negative impact? Do these create evil? Does evil create them?

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 #303.15.12Look back in the General Prologue of the

Canterbury Tales and review some of the other characters on the journey.

Pick a character whose tale we have NOT read.Explain whether or not this character would get

along with the WoB and with the Pardoner.Why do you believe this about this character?Pick two more characters and repeat this process.

Start thinking about the connections and what Chaucer is trying to say through these characters/tales!

IRONYIrony is defined in three ways:

Situational—a situation in which the opposite of what is expected happens

Dramatic—the audience knows what to expect, but at least one character does not

Verbal—sarcasm—you say the opposite of what you mean—tone of voice

How do you see irony used in the Pardoner’s Tale? Finish finding the examples that you began looking at yesterday.

Remember to have at least 2 examples of each type!!

HYPOCRISY- Journal #2What is hypocrisy? In what ways is the Pardoner a hypocrite? Provide at least one example of text evidence from before,

during and after his tale.Topic Sent: Write a sentence defining the Pardoner as a

hypocriteExample 1: set-up and quote from the textElaboration: explain the significance of this particular

characterizationTransition/Example 2: set-up and quote from the textElaboration: explain the significance of this particular

characterizationTransition/Example 3: set-up and quote from the textElaboration: explain the significance of this particular

characterizationConcluding Sent: Comment on why Chaucer may have

created his character in this way and/or how he contributes to a theme in the tales

CATALYST #313.19.12Turn back to the General Prologue and the

Wife of Bath’s tale.To review for tomorrow, note the following:

WHAT (chart story events, including details) WHO (major and minor characters and

descriptions) HOW (what literary devices are used to

create plot)Use text evidence! Be specific! Don’t take

the easy route!

Miller’s Tale ReviewWho are the key players in this tale?What happens over the course of the tale?How does this tale compare and contrast

with the others we have read?

Compare and Contrast…With a partner, create a Venn diagram for the Wife

of Bath’s tale, the Pardoner’s tale, AND NOW ADD THE MILLER’S TALE! comparing events, characters and themes

Anything that compares across the three is likely something that Chaucer was trying to emphasize in his tales!

After creating the diagram, you and your partner will split up.One person will post your diagram at a station and

discuss it with people from other pairs.One person will rotate through the stations and gather

more information from other presenters.

Gallery Walk!PRESENTERS:

Present your findings to your visitors.Be sure to distinguish between differences

and similarities in the talesVISITORS:

Take notes!You will need to report back to your partner

at the end of the rotation!

Quiz ReviewGenerate 3 multiple-choice questions you

might encounter tomorrow, on one side of a sheet of paper.

Record the answers on the backBe tricky! Make your questions difficult! Be ready to quiz one another.

CATALYST #323.20.12Continue reviewing for the quiz!Write three more multiple choice questions

and be ready to quiz one another!

GOOD LUCK!When you are done…Place your Scantron in one pile on my

table.Place your test in a separate pile beside it.Take one of the half-sheets from my stool.Choose Option 1 or 2 and begin writing!

This is a 25-point completion quiz grade!

CATALYST #333.21.12I still have your journals and will return them to you

tomorrow.Pass up your CT essay questions, if you did not hand

them in yesterday.In your vocabulary books, finish completing “Completing

the Sentences” and “Synonyms and Antonyms”Complete “Choosing the Right Word:Your vocab. quiz on Unit 3 will be next Thursday 3/28.Please also take out a half or quarter sheet of paper.

Write your nameIndicate if you HAVE or HAVE NOT completed your letter to

the boardIndicate if you HAVE or HAVE NOT completed your resume

Procedures for Tomorrow:We will be combining with Mr. Price’s class to

work on board letters/resumes and to introduce the format for your Graduation Project speech.

You will spend either the first or second half of class in the computer lab down the hall.

You will spend the other half of class in Mr. Price’s room, where he will introduce the format of your speech.

Remember that letters and resumes are due on Friday!

What comes to mind…1- …when you think of poetry?2- …when you think of Shakespeare?3- …when you think of summer?

Make a list of related ideas/terms for each of the above.

Be ready to share with someone!

NO CATALYST!3.22.12

WRITE DOWN MY WEBSITE, TO ACCESS DURING YOUR TIME IN THE LAB: www.mshamfeldt.cmswiki.wikispaces.net

Group 1: Starting w/ speech presentation in Mr. Price’s room:Thomasson, Deonne, Aman, Ann Marie, Johnny,

Abby, Cameron, Ella Grace, Ian, Shelby, RyanGroup 2: Starting in the computer lab:

Giselle, Danny, Thurman, Emily, Rachel, Aida, Alex, Caroline, Pooja, Samantha, Raleigh

CATALYST #343.23.12Pass up your board letters and resumes.What are 3 “things” that last forever?List them and then respond to the following

for each:Why are these objects, principles, ideas

able to overcome time?How do you know that they do? What proof

do you have?Could anything take away their

permanence? Explain.

Sonnets, Sonnets!On the back of your copy of Sonnet 18, you

have an additional sonnet.Paraphrase each line of the sonnet first

(Record your version of what it is saying beside each line.)

As we just did with Sonnet 18, thoroughly annotate this sonnet for:Situation: speaker and addressee Structure: stanzas, topic/tone shiftsLanguage/literary devicesMusical quality: rhyme scheme, meter, stresses)

REVIEW!Your midterm exam is on Monday, March 26th

Your group will be assigned one of the items below:1. Beowulf2. SGGK3. Le Morte d’Arthur4. Canterbury Tales5. Literary Devices/ Reading techniques6. Historical Background: Anglo-Saxons7. Historical Background: Middle Ages

Chalk it: Add as much to your poster as you possibly can! Use your notes and textbook! Go crazy!

“CATALYST” 3.27.12Complete any remaining activities for Unit

3 Vocab.Choose 5 of your vocabulary words for this

unit and use them in a sentence each!

“CATALYST” 3.28.12Take a few minutes to read over the two sonnets

from yesterday.What literary devices does Shakespeare use in each

of these sonnets? Annotate them on your handout.At the bottom of each sonnet, state the theme---or

message—of the sonnet in a sentence.What is the overall message of these sonnets?

Record this at the bottom of the handout.

When you are done, turn over your handout and review the instructions for writing your own sonnet.

Begin brainstorming!

CATALYST #354.9.12First, tell me about your break!Then, answer the following:

What comes to mind when you think of Shakespearean plays?

What plays have you read before?Who do you imagine were Shakespeare’s original

audience?How do you think plays then differed from plays

now-in terms of where they were performed, who they were performed by, etc?

What questions do you have about the theater of Shakespeare’s time?

CATALYST #364.10.12Does atmosphere and environment matter

in your everyday life? How so?Does the setting of a story, play, etc make

a difference? Why or why not?Do props and effects make an impact on

the meaning of a performance? Why or why not?

CATALYST #374.11.12

I will have letters and resumes for you by the end of the week!

Remember that speech note cards are due on MondayGraduation Project checkpoint:What progress have your made regarding your speech?

How are you going to organize it? What research points are most important to include?What visual aid will you use?How do you plan to practice your speech before presenting?What next steps do you need to take?

What progress have you made regarding your product?Does it show a true application, not just regurgitation of

your research?Does it/ will it easily reflect 15 hours of work?What next steps do you need to complete?

Peer ConferenceShare your current progress with a partner.Partners, record AND EXPLAIN answers to the

following:How do you believe this person would score (on a

scale of 1 to 4) in the following areas for his/her presentation:A- Expertly defines purpose and focusB- Utilizes the best possible research for the topicC- Conveys expert knowledge of content

How do you believe this person would score (on a scale of 1 to 4) in the following areas for his/her product:D- Shows significant learning over timeE- Demonstrates high-level use of researchF- Exhibits exceptional critical thinking, creativity, etc. G- Displays extensive real-world connectionsFinally, provide your partner with several next steps.

CATALYST #384.12.12What are your preconceptions of the

following types of people/scenarios? In other words, what do you typically expect of these types of people or in these situations?1. Heroes2. Kings3. Queens4. Witches5. Marriage

If I thought my mind was full of scorpions…

Having been a psychology major, I sometimes feared, especially in my early 20s when onset is at its highest, that I would develop some sort of psychological disorder.

If ever I suspected that my thoughts were going awry, I would immediately seek out the help of friends and family, by essentially telling them what I was thinking and looking for their reactions.

If what I thought was reasonably in line with what several others thought, I would be reassured.

This also applies in scenarios where I have trouble making a decision; I would seek out those with varying personalities and opinions to gather the best possible solution.

If someone prophesized my future…

I would initially want to just wait for it to happenSubconsciously, however, I’m sure that my decisions

would start to be inclined toward what I would know my future would entail.

For example, if I knew I was going to be moving to Asheville in a year or so () I would inevitably start paying attention to things I heard about Asheville.

If I told other people of my fate, they would also inevitably start telling me about opportunities there for jobs, information they knew about living there, etc.

If a great opportunity came up, I would have a hard time not pursuing it, especially if it lined up with what I knew was supposed to happen!

Discussion Groups:Johnny, Rachel, Alex, Ann Marie, DeonneAbby, Emily, Aida, Ella Grace, CarolineThomasson, Thurman, Giselle, ShelbySamantha, Danny, Cameron, AmanRyan, Raleigh, Pooja, Ian

Macbeth: Act 1, scene 1Turn in your textbook to p. 350

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/dramamacbeth/macbethplotact.shtml

http://www.youtube.com/watch?v=clG8ha2D26g

http://www.youtube.com/watch?v=ZgUwGhEDuWw&feature=fvwrel

http://www.youtube.com/watch?feature=endscreen&v=gJdC969tL3U&NR=1

http://www.youtube.com/watch?v=RpxVm5k2hX4&feature=relmfu

CATALYST #394.13.12Do you agree or disagree with the following

statement?Murder is a crime that one can easily forget and

recover from committing.This was the statement I asked you to consider

yesterday on your Act I anticipation guide.First, justify your response to this question.Then, refute the other side of the argument as well.

We will revisit this statement after watching Act I.Letters and resumes will be ready by the end of the

day!

Notes on Play Format:I.ii.50-53

Aside: Said only to the audience

Monologue: One person’s extended speech

Journal #31- Refer back to your catalyst. How has

your opinion on murder’s effects shifted?Use specific events from Macbeth to support

your answer.Additionally, use at least one piece of text

evidence to support your answer.

CATALYST #404.16.12

Conduct a brief self-reflection on your speech to prepare for our workshop.

What is your attention grabber?Do you feel that it is interesting/compelling? Why/ why not? Do you return to this idea in your conclusion? Explain, or explain how

you could incorporate it, if you didn’t.What about your speech demonstrates that you are an

expert on your topic?What specific examples/stats do you use in your speech?What sources do you cite in your speech? What research have done this year to ensure that your speech is up to

date and current?How did you organize your notecards/outline? Where

might you still need to incorporate more information or elaborate further?

What concerns do you have about actually presenting?

Speech WorkshopRoles and rules:

You will practice your presentation and assess another student’s presentation.

You should be completely honest – remember, this is an opportunity to help someone to succeed on May 1; give your partner the tools s/he needs.

Speech WorkshopEvaluation tools:

Graduation Project Presentation Rubric: this is the rubric your board will use, familiarize yourself with it!

Debate Grading Scale: this assesses you on your public speaking skills, these are things that you should pay attention to when you present.

Content Questions: These questions are based on the content and organization of your partner’s presentation, this is what boards look for!

Speech WorkshopTrade note cards/outlines with your

assigned partner. Take one minute to tell the other person

anything they might need to know about your presentation.

DO NOT walk him/her through your presentation or explain your topic.

Speech WorkshopWithout speaking with your partner, evaluate the draft

using the following questions:Is there an attention grabber? Does it grab your attention?What is your partner’s topic? What is your partner’s thesis? Is it simple and clear?What are your partner’s main points? How are they

explained and supported?Does your partner provide sources? Which sources are

used?What does your partner say about his/her product?Are the thesis and main points restated in the conclusion?What is the attention keeper? Does it lead you to continue

to think about the topic?

Speech WorkshopReview your evaluations in pairs.

First discuss one partner’s, then the other’s.Express how successful you think this outline

would be in aiding a presentation.REMEMBER: you are here to help, be

constructive and offer suggestions, be honest and straightforward, do not be critical or unnecessarily harsh.

Speech WorkshopPractice Presentations

Each person will go once and have 6 minutes to present – use this to pace your presentation.

Partners should take notes using the rubric provided and use the rubric to evaluate their partners.

After both partners have gone, review evaluations and offer constructive criticism.

It is important that you treat this as a real presentation: stand up straight, do not lean, spit out your gum, make eye-contact!

CATALYST #414.17.12

1. How would you describe the relationship between Macbeth and Lady Macbeth?

2. Are they a ‘typical’ couple? Why or why not?3. What are Macbeth’s personal strengths?4. What are Lady Macbeth’s personal strengths?5. What do you predict will happen to each

character in Act II? USE TEXT EVIDENCE (LINES FROM THE PLAY)

TO SUPPORT YOUR RESPONSE TO EACH QUESTION.

Reminder on notation format: I.ii lines 30-33

Gender Roles in MacbethWhy does Lady Macbeth want spirits to

‘unsex’ her? What does this mean?

How does Lady Macbeth motivate Macbeth to take action?How does this reflect her idea of masculinity?

What does Lady Macbeth say that she would sacrifice to achieve their goal?How does this reflect her idea of femininity?

CATALYST #424.18.12Throughout Act I, Macbeth and LM are chiefly

concerned only with the murder of Duncan.Act II brings about (or should bring about)

some new concerns for both of them:Who do they (or who should they) be worried

about at this point? In other words, who might suspect them or has reason to?

What other concerns are surfacing? How have they reacted to their crime?

Do you believe they are convincing in their attempts to appear ‘innocent’?

CATALYST #434.19.12Graduation Project Reflection:What have you learned from preparing your

speech for the GP?What have you learned from preparing your

product for the GP?Overall, what has this project taught you about

what you plan to do in the future? Either in college or in a career?Is your topic something you want to pursue? Why

or why not?What else would you have liked to have done for

your project?

MotifsMotifs are repeated actions, items, ideas or

references that occur throughout a novel or play.They are not to be confused with themes, which

are the underlying, universal ideas conveyed by a novel or play.

Shakespeare employs many of these motifs in Macbeth:1. Sleep2. Blood3. Washing4. Birds5. Supernatural appearances6. Illness7. Nature

Motif TracingUse the circle graphic organizer to trace motifs in

the play.Find at least 4 references to your motif in the

play.Record your references chronologically in the

outer part of the circle (using correct line notation!)

Comment on the immediate significance of each reference in the scene itself in the middle part of the circle.

Comment on the overall significance of the motif in the center of the circle.

CATALYST #444.20.12Other than hunger, what is the purpose of

eating meals with others?Who do you typically eat your meals with

and why?Think about a particularly meaningful mean

you’ve had—either in a positive or negative sense. What made it meaningful?

Think about an awkward meal you’ve had—what made it awkward?

CATALYST #454.23.12Refer back to your list of motifs.Look back at Act III and identify at least 3

uses of these motifs in this act.(You can pick any motif(s) and your

examples can be of just one or of two or three different motifs.)

You must cite the line on which you find evidence of this motif.

You must explain how this use of this motif continues to shape its meaning.

Act III- Scenes 5 and 6With a partner, read through scenes 5 and

6, as these are not covered in our film version of the play.

For each scene, record the following:1- Who is involved in this scene?2- What happens in this scene?3- Why was this scene included? What plot

developments occur in this scene?4- What can you predict about Act IV based

on this scene?

Gallery WalkAs you read each target chart, record at

least two of the examples found of that motif.

This should go alongside your notes from last week on the motifs.

Start connecting this with how this motif has been further developed in Act III.

Motif Exit TicketShare with your partner how you have seen at least

two of these motifs further developed in Act III.To hand in, construct a paragraph on the use of two

motifs in Macbeth.Your first sentence should mention the two motifs

and how they contribute to one overarching message in the play.

Your body of your paragraph should include at least 2 quotes from the play that show these motifs (one per motif) with explanation.

Your concluding sentence should explain the importance of these motifs.

Socratic Seminar PreparationTomorrow we will hold a Socratic seminar on

Macbeth.Your charge is to generate 3 questions that will

help us uncover the meaning of the play so far.Consider the following in your questions:

Character developmentGender role developmentPlot/conflict developmentUse of asides, monologuesSupernatural elements in the textIssues like appearance vs. reality, normality vs.

abnormalityUse of motifsThemes that are arising as a result of the above

CATALYST #464.24.12Part I: Complete a journal entry for the theme of

Act III, located under #10 on your anticipation guide for Act III.How has your impression of this theme changed

from Act I?Use details from Act III to support your opinion!

Part II: Complete a journal entry for the theme of Act IV, located under #10 on your anticipation guide for Act IV.What is your personal opinion on this idea?Use at least one example from literature, history

or current event to support your opinion.

CATALYST #474.25.12GP Check-in: YOU tell me the answers!1.What should you have with you the night of boards?2.Where do you report first?3.What should you wear?4.What will happen first when you walk into your

room?5.Will you find out your score right after you present?6.How much does the presentation weigh into your

grade?7.What is your presentation scored on?8.What is your product scored on?

Board PresentationsToday you will find out what room you are

in for boards.This means it is your responsibility to go to

that room and check for technology availability.

You will also find out what time you are presenting. It is recommended that you arrive 45

minutes before your board begins. Boards often run ahead!

Macbeth and MacduffCreate a visual representation of how the

relationship between Macbeth and Macduff has evolved over the course of the play.

Go act by act, starting with Act I.You may choose to use a graph, shapes,

symbols, etc.Use at least 4 lines from the play (one per act)

to support your visual.

Finally, how does the evolution of this relationship reflect who Macbeth has become?

Journal #4How has your opinion of the idea that

“Murder can be avenged by killing the murderer” changed after reading Act IV?Is this statement conditional? In other words,

does it only apply in certain situations?Use examples from this act to support your

opinion.Cite lines whenever possible!